This paper reflects upon the experiences of the author’s multi-generational family during the month of Ramadan, which took place from April 23 until May 23, 2020, in Gaza. The family consists of two grandparents, fifteen children (both biological and -in-law), and fifty-six grandchildren in shared buildings. Multigenerational living is typical in Gaza. Experiences were documented in notes, journal entries, digital photographs, videos, texts, and letters. The aim of this report is to analyze how Muslims adapted communal acts during Ramadan because of the COVID-19 pandemic. To interpret the data, a review of the Quran, sunnah (the actions and words of Prophet Muhammad, peace be upon him), and current academic literature was conducted.
This field report illustrates the significance of maintaining and forming new mentoring relationships with female researchers during the pandemic. During COVID–19 lockdowns, mentoring transitioned to remote methods. Electronic mentoring or e–mentoring was implemented formally by some universities,8 and informally by independent researchers. In the following section, two mentors share the significance of mentoring and the ways in which they conducted e–mentoring with student researchers. Subsequent sections cover students’ backgrounds and the significance of e–mentoring for them during the pandemic.
E-mentoring can provide a rich virtual knowledge-building experience, connecting mentors and students around the world. The need for social distance during the COVID-19 pandemic made it the more plausible means of mentorship, opening to further exploration of its best practices for maximized efficiency and effectiveness (Mahayosnand et al, 2021, 4). This paper is written by a mentor and mentee pair, sharing experiences from both perspectives. The mentor, currently located in Gaza, Palestine, recruited and mentored 6 students in the United States during the 2021 spring semester. These e-mentoring relationships were conducted voluntarily. The mentor is an independent public health researcher interested in Islam and Health and Muslims’ health in relation to COVID-19. The mentee worked on average 9 hours and 6 minutes per week for a 3-credit field experience course. This paper offers an opportunity for the pair to reflect on their research e-mentoring experience, make necessary adjustments for the upcoming semester, and offer insights for future research mentor-mentee pairs. This field report is split into 4 sections: (1) the benefits of e-mentoring; (2) lessons learned; (3) effective e-mentoring tools and systems, such as the weekly meeting call notes system; e-mentoring internship syllabus agreement, mentee research orientation, and maximizing Google Workspace; and (4) tips from a mentee. While forced to this method of mentoring during the pandemic, e-mentoring offers an effective means to conduct academic research globally and should be further explored and promoted.
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