Unforeseen events, such as the global pandemic COVID-19, have the potential to necessitate abrupt closures of the physical campuses of higher education institutions. In these situations, emergency remote teaching procedures may be implemented to enable the continuation of courses and reduce the magnitude of disruptions to the learning process for students and faculty members. In this chapter, the author will evaluate best practices for the design of emergency remote teaching, faculty preparation, and student support. Further, the author will explore effective communication strategies for the delivery of information regarding procedural changes to students and faculty.
Unforeseen events, such as the global pandemic COVID-19, have the potential to necessitate abrupt closures of the physical campuses of higher education institutions. In these situations, emergency remote teaching procedures may be implemented to enable the continuation of courses and reduce the magnitude of disruptions to the learning process for students and faculty members. In this chapter, the author will evaluate best practices for the design of emergency remote teaching, faculty preparation, and student support. Further, the author will explore effective communication strategies for the delivery of information regarding procedural changes to students and faculty.
Events that are unforeseen in nature and have widespread impact demonstrate the potential to necessitate abrupt changes in both personal and professional parameters of life. Although university departments that are already primarily online are accustomed to operating in a predominately remote atmosphere, multiple adjustments were required to effectively support faculty and students during the early days of the global pandemic, COVID-19. This chapter will explore relevant challenges from the perspective of a chair of an online department. Included will be an analysis of considerations for an administrator's effective self-management during periods of abrupt change.
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