Description
In the wake of the COVID-19 pandemic, educational institutions worldwide were compelled to embrace online learning, leading to a significant shift in the dynamics of education. As schools, colleges, and universities adapted to virtual learning environments, teachers and learners alike found themselves navigating unfamiliar terrain.
Balance and Boundaries in Creating Meaningful Relationships in Online Higher Education explores the art of forging connections in virtual classrooms. This book provides educators with valuable guidance and strategies for cultivating relationships in virtual learning environments. It covers synchronous, asynchronous, and hybrid learning, offering a comprehensive understanding of relationship-building techniques for higher education and beyond. Addressing the unique challenges of online instruction, it empowers faculty members to create classrooms based on trust, connection, and support. With practical ideas and resources, it serves as a critical reference for transitioning to online teaching. Essential for cross-departmental higher education faculty and graduate-level students, it revolutionizes the field by empowering educators to thrive in the evolving landscape of online instruction.
Author's/Editor's Biography
Sarah Jarvie (Ed.)
Dr.
Sarah Jarvie is an Associate Professor at Colorado Christian University. She has been a full-time counselor educator since 2015. She has a background in community mental health and private practice with clients of all ages from children to adults. Dr. Jarvie enjoys infusing connections between clinical practice and the classroom. Her research interests include person-centered education, teaching applications to counseling, and counselor and counselor educator wellness.
Cara Metz (Ed.)
Dr.
Cara Metz is a Program Chair and Professor in the College of Art & Sciences at the University of Arizona Global Campus. She received a master’s degree in Clinical Mental Health Counseling and a doctorate in Counselor Education and Supervision from the University of Cincinnati. She also holds a bachelor’s degree in Psychology and Economics from Ohio University. Dr. Metz has been licensed as a counselor since 2006. She started her practicum in an elementary school setting, then moved into the community mental health setting, where she worked with adults. Then she moved into a private practice setting, where she worked as a counselor and supervisor, seeing clients from ages 8-80, focusing on transitional aged youth from 14 to 22. In her practice, she has worked with individuals, couples, families, and groups. Dr. Metz really enjoys the counseling process and getting to know her clients. In 2013, she moved into teaching full-time, working with master's- and doctoral-level students studying counseling, where she earned an award for Outstanding Faculty of the Year in 2016. She began working at the University of Arizona Global Campus in 2017, where she works in the human services and psychology programs. Dr. Metz’s research interests include wellness, burnout, humanistic theories and education, online education, and job satisfaction in counselors and educators. She has presented on these topics at state, regional, national, and international conferences. Dr. Metz’s professional memberships include American Counseling Association, Association for Counselor Education and Supervision, Association for Humanistic Counseling, National Organization for Human Services, and Tau Upsilon Alpha.