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ERIC Number: EJ1150795
Record Type: Journal
Publication Date: 2017
Pages: 10
Abstractor: As Provided
ISSN: EISSN-1812-9129
Student Perceptions of the Faculty Response during the Civil Unrest in Ferguson, Missouri
Linsenmeyer, Whitney; Lucas, Tommy
International Journal of Teaching and Learning in Higher Education, v29 n3 p524-533 2017
Crisis events are historic in the lives of higher education institutions, and they may elevate the role of faculty to leaders, counselors, and supporters of their students. The civil unrest in Ferguson, Missouri during the 2014-2015 school year impacted Saint Louis University students as the Occupy SLU movement witnessed demonstrations surrounding the university's central clock tower. In this qualitative interview-based study, 19 Saint Louis University students were interviewed regarding their perceptions of how faculty addressed the events in the classroom. Six themes emerged: active faculty participation, passive faculty participation, course relevance, altered academic experience, business as usual, and deference for faculty position. These findings serve to capture student perceptions during a historic period of time and may inform and support faculty facing crisis events in the future. This study concludes with considerations for faculty regarding their role in the classroom, the relevance of their course content to the crisis event, and the potential impact on student life.
International Society for Exploring Teaching and Learning. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Missouri (Saint Louis)
Grant or Contract Numbers: N/A