The Role of Reflection in the Post-pandemic Classroom

• In Event: Which Pedagogies Lead to Engagement?

Abstract

The Role of Reflection in the Post-Pandemic Classroom: Implications for Democracy

Mary McHugh, Department of Political Science & Public Policy
Dorie Mansen, Department of Religious & Theological Studies
Merrimack College

As the US recovers from the Covid-19 pandemic, the long term impact of the pandemic on college students has yet to be fully realized. Learning loss, lack of resiliency, anxiety, mental health issues, and attentiveness are among the familiar challenges that faculty have had to confront in the post pandemic college student. What has also become apparent is that many of these students also seem to be lacking skills such as critical thinking and reflection. As faculty continue to integrate high impact practices into their courses (experiential learning, civic learning, active learning) this deficiency is becoming more glaring and even more concerning. Reflective learning and critical thinking skills are important factors in all aspects of someone’s life, especially in a democratic society. Students who cannot think critically or reflect on their experiences, end up just espousing their opinions. Without these skills, students can become disinterested in deeper learning which can have a negative effect on many aspects of their lives including moral and ethical personal development and civic and political engagement.
The two authors approach this topic from an interdisciplinary perspective. This paper will examine the importance of reflection in the classroom and the effect that scaffolded reflective experiences can have on student holistic formation. We will first compare and contrast data from student surveys and reflections pre and post pandemic. We then compare and contrast approaches to reflection in our two disciplines (Theology and Political Science) and give examples of how we implement reflection in our classes. We will conclude the paper by exploring ways to reintroduce these skills and approaches into the curriculum. We also hope to show how these building these skills will help students better understand and be prepared to face the challenges of the American democratic system.

Author

• Mary A. McHugh, Merrimack College