Samantha Ha DiMuzio | Boston College (original) (raw)
Papers by Samantha Ha DiMuzio
AERA Open, 2021
The COVID-19 pandemic, an unprecedented public health emergency, challenged higher education and ... more The COVID-19 pandemic, an unprecedented public health emergency, challenged higher education and threatened students’ well-being in several ways. With the abrupt shift to online learning, were inst...
Mind, Culture, and Activity, 2021
Human activity involves interconnections among civic, social, emotional, ethical, spiritual, and... more Human activity involves interconnections among civic, social, emotional,
ethical, spiritual, and intellectual aspects. Recent advocacy for “whole person”
education suggests that educators should attend to these multiple
dimensions, but it does not provide an account of integration, of what
“wholeness” means. We argue that those who facilitate development should
encourage mutually reinforcing interconnections among various aspects of
the individual, as well as interconnections among individual dispositions and
social practices. Wholeness involves a jointly individual/social process of
orchestrating others’ voices so as to develop normative stances in changing
contexts that demand ongoing adjustment.
AERA Open, 2021
The COVID-19 pandemic, an unprecedented public health emergency, challenged higher education and ... more The COVID-19 pandemic, an unprecedented public health emergency, challenged higher education and threatened students’ well-being in several ways. With the abrupt shift to online learning, were instructors able to maintain a focus on educating whole students, in addition to teaching subject matter? We answer this question by investigating “formative education,” an approach to teaching and learning that emphasizes holistic development, exploring formative education online during the pandemic. This qualitative study investigates the strategies of 37 college faculty who provided successful formative education online. A cross-subject analysis of data from faculty interviews and supplemental materials (course artifacts, course evaluations, student interviews) uncovered three teaching approaches that faculty used to achieve formative education online: empathic (centering students’ emotions), reflective (facilitating deep inquiry), and adaptive (having flexibility in meeting students’ needs). These approaches could help instructors design online education that engages the whole person.
AERA Open, 2021
The COVID-19 pandemic, an unprecedented public health emergency, challenged higher education and ... more The COVID-19 pandemic, an unprecedented public health emergency, challenged higher education and threatened students’ well-being in several ways. With the abrupt shift to online learning, were inst...
Mind, Culture, and Activity, 2021
Human activity involves interconnections among civic, social, emotional, ethical, spiritual, and... more Human activity involves interconnections among civic, social, emotional,
ethical, spiritual, and intellectual aspects. Recent advocacy for “whole person”
education suggests that educators should attend to these multiple
dimensions, but it does not provide an account of integration, of what
“wholeness” means. We argue that those who facilitate development should
encourage mutually reinforcing interconnections among various aspects of
the individual, as well as interconnections among individual dispositions and
social practices. Wholeness involves a jointly individual/social process of
orchestrating others’ voices so as to develop normative stances in changing
contexts that demand ongoing adjustment.
AERA Open, 2021
The COVID-19 pandemic, an unprecedented public health emergency, challenged higher education and ... more The COVID-19 pandemic, an unprecedented public health emergency, challenged higher education and threatened students’ well-being in several ways. With the abrupt shift to online learning, were instructors able to maintain a focus on educating whole students, in addition to teaching subject matter? We answer this question by investigating “formative education,” an approach to teaching and learning that emphasizes holistic development, exploring formative education online during the pandemic. This qualitative study investigates the strategies of 37 college faculty who provided successful formative education online. A cross-subject analysis of data from faculty interviews and supplemental materials (course artifacts, course evaluations, student interviews) uncovered three teaching approaches that faculty used to achieve formative education online: empathic (centering students’ emotions), reflective (facilitating deep inquiry), and adaptive (having flexibility in meeting students’ needs). These approaches could help instructors design online education that engages the whole person.