Fostering Rapid Institution-wide Curricular Change in Response to COVID-19

Authors

DOI:

https://doi.org/10.56059/jl4d.v7i3.434

Keywords:

Open Educational Resources, calendar changes, coronavirus

Abstract

To aid students during COVID-19, the University of Pikeville transitioned all undergraduate classes to no-cost alternatives for course textbooks. Additionally, the academic calendar was modified for the first time in the institution’s 130-year history from a traditional 16-week semester to 8-week block scheduling. This  case study explores strategies, approaches to corresponding with constituents, and lessons learned in leading an institution through two major curricular changes in under six months in response to a global pandemic.

Author Biographies

  • Eric Werth, University of Pikeville

    Dr. Eric Werth is the Professional Development Manager at the University of Pikeville. He works with faculty on improving student learning through the use of technology, online instruction, and open practices. His research interests relate to the use of Open Pedagogy in higher education. Email: ericwerth@upike.edu

  • Katherine Williams, University of Pikeville

    Katherine Williams is the Professional Development Educator at the University of Pikeville. She works with faculty on improving student learning through the use of technology, online instruction, and open practices. Her research interests include post-colonial and open pedagogies and disrupting neoliberalism in the academy. Email: katherinewilliams@upike.edu

  • Lori Werth, University of Pikeville

    Dr. Lori Werth is the Provost at the University of Pikeville. As a Fulbright Scholar and researcher, she led an initiative in collaboration with Khan Academy bringing support to over 10,000 students. Having taught face-to-face and online, Dr. Werth understands the value of technology in supporting teaching and learning. Email: loriwerth@upike.edu

Downloads

Published

2020-11-19

Issue

Vol. 7 No. 3 (2020): ISSUE 3

Section

Case Studies

License

Authors who publish with this journal agree to the following terms:

    1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a https://creativecommons.org/licenses/by-sa/4.0/ that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

    1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).

How to Cite

Fostering Rapid Institution-wide Curricular Change in Response to COVID-19. (2020). Journal of Learning for Development, 7(3), 416-422. https://doi.org/10.56059/jl4d.v7i3.434