The coronavirus disease 2019 (COVID-19) pandemic has upended almost every facet of academia (1). Almost overnight the system faced a sudden transition to remote teaching and learning, changes in grading systems, and the loss of access to research resources. Additionally, shifts in household labor, childcare, Many women academics will likely bear a greater burden during the coronavirus disease 2019 (COVID-19) pandemic. Academia needs to enact solutions to retain and promote women faculty who already face disparities regarding merit, tenure, and promotion. Image credit: Dave Cutler (artist).
In response to COVID-19, in spring, 2020 many of us rapidly took our in-person courses to an online format. This was panic pedagogy and we made the best of an emergency situation. Going forward, we now have a chance to reflect and think critically about how to best develop and deliver evolutionary and ecological content online. In this piece we challenge instructors to use the opportunity created by the COVID-19 pandemic to rethink the way in which they teach. Let us leverage the situation to increase use of active and inclusive practices in our (online) classrooms. We encourage instructors to be
This study investigated the hypothesized relationship between internal locus of control and academic achievement among a sample of 187 students in Grades 8 through 12 using the Nowicki-Strickland Locus of Control Scale for Children. Analysis indicated that students in the higher GPA group reported higher scores on internal locus of control.
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