Double Helix is an international, peer-reviewed journal of pedagogy. It publishes work addressing linkages between critical thinking and writing, in and across the disciplines, and it is especially interested in pieces that explore and report on connections between pedagogical theory and classroom practice.
VOL 8 (2020) CRITICAL THINKING AND WRITING DURING COVID-19
CDC / Hannah A Bullock; Azaibi Tamin. Transmission electron microscopic image of an isolate from the first U.S. case of COVID-19, formerly known as 2019-nCoV. The spherical viral particles, colorized blue, contain cross-sections through the viral genome, seen as black dots. 2020.
Table of Contents
REPORTS FROM THE FIELD
Zooming Through Covid: Fostering Safe Communities of Critical Reflection via Online Writers' Group Interaction
Sarah Haas, Alexander De Soete, and Gry Ulstein
Building Trust, Confidence, and Relationships From Afar: Teaching Web-Based Developmental Writing in a Pandemic
Teaching Integrated Learning and Critical Thinking Through the Lens of the COVID-19 Pandemic
Joshua C. Jensen
Natures of Data: A Discussion Between Biology, History, and Philosophy of Science and Art
by Philipp Fischer, Gabrielle Grammelsberger, Christoph Hoffman, Hans-Jorg Rheinberger, and Hannes Rickli
Understanding Student Needs During a Pandemic
Craig A. Meyer
Digital Biomes: Lessons From COVID-19 Remote Coursework Ecosystems and Interfaces
Critically Considering Empathy in the Classroom: A Graduate Student's Perspective on Pandemic Pedagogy
Double Helix is a publication of the College of Arts and Sciences at Quinnipiac University. ISSN 2372-7497. Works published in Double Helix are released under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 international License.