This summer, college and university faculty across the country planned for a fall like no other. After the rapid and unprecedented movement to emergency remote teaching this spring, faculty were collectively exhausted. Yet they started to prepare for a fall that they expected to include a combination of online and hybrid modalities while awaiting guidance from their institutions about whether, and to what extent, campuses would reopen. We in the field of higher education monitored daily announcements from institutional leaders that proposed opening scenarios ranging from fully online, to highl
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This summer, college and university faculty across the country planned for a fall like no other. After the rapid and unprecedented movement to emergency remote teaching this spring, faculty were collectively exhausted. Yet they started to prepare for a fall that they expected to include a combination of online and hybrid modalities while awaiting guidance from their institutions about whether, and to what extent, campuses would reopen. We in the field of higher education monitored daily announcements from institutional leaders that proposed opening scenarios ranging from fully online, to highly flexible, to modified hybrid, to fully in-person campus returns. Amid this environment of uncertainty, faculty adjusted curricula, redesigned courses, and adopted new digital tools and practices at unprecedented rates in order to address concerns that had surfaced in the spring term. Notably, faculty sought to ensure access, improve engagement, and provide sufficient feedback to students as well as convert content into more flexible formats that move easily across modalities.
This is the second report in an ongoing series designed to understand the ongoing impact of the [Coronavirus Disease 2019] COVID-19 pandemic on teaching and learning in higher education; it serves as a follow-up to our first report, 'Time for class: [part 1:] a national survey of faculty during COVID-19' [available in VOCEDplus at TD/TNC 142.652], which was released in early July. The current report aims to surface the challenges and concerns of faculty as they prepared their courses for the fall term and gauge their attitudes toward institutional policies and support. Specifically, it focuses on pedagogy, digital learning tool adoption, and views on student equity.
Excerpt from publication.
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