The term Inclusive Excellence (IE) is being applied to many efforts in higher education to address past exclusionary practices. IE is more than a term, it is a vision of what could be. It is a deliberate set of actions to ensure that all students, especially those who have historically been underserved by the fragmented attempts in higher education to address the disparities in student learning outcomes. Readers are expected to learn about strategies to genuinely make excellence inclusive to address existing inequities in education.
{"title":"Examining the Challenges Making Excellence Inclusive","authors":"Alma Clayton-Pederson","doi":"10.18060/26227","DOIUrl":"https://doi.org/10.18060/26227","url":null,"abstract":"The term Inclusive Excellence (IE) is being applied to many efforts in higher education to address past exclusionary practices. IE is more than a term, it is a vision of what could be. It is a deliberate set of actions to ensure that all students, especially those who have historically been underserved by the fragmented attempts in higher education to address the disparities in student learning outcomes. Readers are expected to learn about strategies to genuinely make excellence inclusive to address existing inequities in education.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49215456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With the rise in anti-racism movements, increasing visibility of inequities in society and changing demographics of the country, many institutions have responded with public statements, hiring of DEI leaders, and the establishment of new anti-racism task forces. The question is whether this moment will be a true inflection point to address the unfinished business of the past, or a repeat of patterns we have seen. This commentary urges institutions to make sure to see this work as an imperative for institutional excellence that requires increasing institutional capacity for diversity and understanding how anti-racism, equity, and inclusion are tied to strategic excellence in every domain of our institutions.
{"title":"Centering Anti-Racism, Equity, and Inclusion","authors":"Daryl G. Smith","doi":"10.18060/26137","DOIUrl":"https://doi.org/10.18060/26137","url":null,"abstract":"With the rise in anti-racism movements, increasing visibility of inequities in society and changing demographics of the country, many institutions have responded with public statements, hiring of DEI leaders, and the establishment of new anti-racism task forces. The question is whether this moment will be a true inflection point to address the unfinished business of the past, or a repeat of patterns we have seen. This commentary urges institutions to make sure to see this work as an imperative for institutional excellence that requires increasing institutional capacity for diversity and understanding how anti-racism, equity, and inclusion are tied to strategic excellence in every domain of our institutions.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46053072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jen-Li Ko, Jeff Joslyn, Ganhua Lu, Jason Palmer, Malcolm Charles, Marita Stapleton, Aishwarya Sanganalu Mattha, Bob Parsons, Ron Tatum, Carey Redmann, Hongkun Yu, Allen Moy, Walter Bialkowski
Feeding America Eastern Wisconsin (FAEW) distributed 81% more food to community members in need during the COVID-19 pandemic than in the prior year. Though systems were in place to manage food receipt and distribution data, social distancing requirements and technological barriers revealed inefficiencies in how these data were being utilized. In pursuit of data-driven decision making and in the context of a global pandemic, FAEW partnered with Marquette University data scientists through an industry supported grant. Applying newly learned skills in Business Intelligence, students have produced detailed reports of data cleanliness in FAEW’s source systems to improve underlying data quality and better support analytic efforts. Additionally, students have synchronized Human Centered Design Thinking and Visual Analytics to produce an interactive application that is being used to optimize inventory management, storage availability, and product distribution. Finally, students are utilizing Business Analytics techniques such as supervised and unsupervised data mining to provide new insights about food receipt and distribution patterns that will have a sustainable impact on FAEW operations. This unique partnership is providing experiential learning opportunities for students, tangible data science solutions that FAEW will use to ensure best practices, and real-world solutions to collaboratively end hunger in our communities.
{"title":"Empowering those who seek to end hunger through collaboration and data science innovation","authors":"Jen-Li Ko, Jeff Joslyn, Ganhua Lu, Jason Palmer, Malcolm Charles, Marita Stapleton, Aishwarya Sanganalu Mattha, Bob Parsons, Ron Tatum, Carey Redmann, Hongkun Yu, Allen Moy, Walter Bialkowski","doi":"10.18060/25330","DOIUrl":"https://doi.org/10.18060/25330","url":null,"abstract":"Feeding America Eastern Wisconsin (FAEW) distributed 81% more food to community members in need during the COVID-19 pandemic than in the prior year. Though systems were in place to manage food receipt and distribution data, social distancing requirements and technological barriers revealed inefficiencies in how these data were being utilized. In pursuit of data-driven decision making and in the context of a global pandemic, FAEW partnered with Marquette University data scientists through an industry supported grant. Applying newly learned skills in Business Intelligence, students have produced detailed reports of data cleanliness in FAEW’s source systems to improve underlying data quality and better support analytic efforts. Additionally, students have synchronized Human Centered Design Thinking and Visual Analytics to produce an interactive application that is being used to optimize inventory management, storage availability, and product distribution. Finally, students are utilizing Business Analytics techniques such as supervised and unsupervised data mining to provide new insights about food receipt and distribution patterns that will have a sustainable impact on FAEW operations. This unique partnership is providing experiential learning opportunities for students, tangible data science solutions that FAEW will use to ensure best practices, and real-world solutions to collaboratively end hunger in our communities.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47283993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mary L. Ohmer, Carrie Finkelstein, L. Dostilio, Aliya Durham, Alicia Melnick
The COVID-19 pandemic has been a major disruption in higher education, challenging universities to engage with community partners in unprecedented ways. Among them, was an accelerated challenge to ways of engaging with surrounding communities and the resulting importance this holds for social change. A common approach has been for the university to offer mutually beneficial “help” to communities through top-down directives and strategies. Another approach prioritizes co-constructed knowledge generation and political action where the university is part of a larger ecosystem engaged in public problem solving and deeply sustained, ways of collaborating (Saltmarsh & Hartley, 2011). Moments of economic and social crises put into stark view higher education’s intentions: are we playing at community involvement, or are we committed partners, leveraging our unique missions to join our communities in solving the problems facing us? This article will discuss how a university’s response to the pandemic illustrates democratic community-engagement, including ways in which the university partnered with community organizations to alleviate the dire impacts of the pandemic on peoples’ basic needs and equity. Lessons learned and implications for university-community engagement during both “normal” times and times of crisis will be shared, including ways to foster social change that addresses the inequities illuminated by the pandemic.
{"title":"University-Community Engagement during a Pandemic","authors":"Mary L. Ohmer, Carrie Finkelstein, L. Dostilio, Aliya Durham, Alicia Melnick","doi":"10.18060/25329","DOIUrl":"https://doi.org/10.18060/25329","url":null,"abstract":"The COVID-19 pandemic has been a major disruption in higher education, challenging universities to engage with community partners in unprecedented ways. Among them, was an accelerated challenge to ways of engaging with surrounding communities and the resulting importance this holds for social change. A common approach has been for the university to offer mutually beneficial “help” to communities through top-down directives and strategies. Another approach prioritizes co-constructed knowledge generation and political action where the university is part of a larger ecosystem engaged in public problem solving and deeply sustained, ways of collaborating (Saltmarsh & Hartley, 2011). Moments of economic and social crises put into stark view higher education’s intentions: are we playing at community involvement, or are we committed partners, leveraging our unique missions to join our communities in solving the problems facing us? This article will discuss how a university’s response to the pandemic illustrates democratic community-engagement, including ways in which the university partnered with community organizations to alleviate the dire impacts of the pandemic on peoples’ basic needs and equity. Lessons learned and implications for university-community engagement during both “normal” times and times of crisis will be shared, including ways to foster social change that addresses the inequities illuminated by the pandemic.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44590488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Researchers have long supported increased engagement between institutions of higher learning and the communities that exist beyond campuses. It has been suggested that universities, especially metropolitan core ones, can benefit from making concerted efforts to engage with surrounding communities in meaningful ways. Examining the efforts universities make to better engage with the community will help to inform future practice and hopefully lead to greater success and prevalence of university-community engagement. To that end, this study examined university-community engagement from the perspective of various constituencies that make up a university’s populace (e.g., students, faculty). Specifically, using a descriptive exploratory case study design, this research examined students, faculty, staff, and administrators’ perceptions regarding university-community engagement and awareness of community learning programs at one Canadian university, a decade after a university wide community engagement policy was instituted. Data was collected using an online survey which was completed by a self-selecting sample of participants from the university populace. The results expand on existing literature by providing perspective from the internal university populace regarding university-community engagement efforts. Furthermore, the study results provide insight into the awareness of and support for university-community engagement efforts among various university constituencies.
{"title":"University-Community Engagement from the Perspective of the University Populace","authors":"N. Hall","doi":"10.18060/25259","DOIUrl":"https://doi.org/10.18060/25259","url":null,"abstract":"Researchers have long supported increased engagement between institutions of higher learning and the communities that exist beyond campuses. It has been suggested that universities, especially metropolitan core ones, can benefit from making concerted efforts to engage with surrounding communities in meaningful ways. Examining the efforts universities make to better engage with the community will help to inform future practice and hopefully lead to greater success and prevalence of university-community engagement. To that end, this study examined university-community engagement from the perspective of various constituencies that make up a university’s populace (e.g., students, faculty). Specifically, using a descriptive exploratory case study design, this research examined students, faculty, staff, and administrators’ perceptions regarding university-community engagement and awareness of community learning programs at one Canadian university, a decade after a university wide community engagement policy was instituted. Data was collected using an online survey which was completed by a self-selecting sample of participants from the university populace. The results expand on existing literature by providing perspective from the internal university populace regarding university-community engagement efforts. Furthermore, the study results provide insight into the awareness of and support for university-community engagement efforts among various university constituencies.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44495122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The devastation of COVID-19 substantively impacted enrollment opportunities for colleges and universities in the United States. Many higher education institutions responded to the crises by moving students off campus, enacting furloughs, increasing tuition, and appealing to their state and federal legislators for financial resources. At the University of Cincinnati (UC), critical considerations for campus leadership were how to best stabilize enrollment and resources and what needed to take place to ensure that underrepresented students were not lost in the process. Disparities exist in how the pandemic affects people of color and people from low-socioeconomic backgrounds. That, undoubtedly, was true for many of UC’s students and their families from historically underserved backgrounds. UC launched a strategic initiative called Landing the Class to address enrollment concerns. The effort, which this article features, discusses how UC used innovative strategy and planning to address its enrollment challenges during the pandemic. Using a variety of institutional and national data, we provide an analysis of the extent to which the Landing the Class initiative was influential in helping the university reach its enrollment goals and implications for higher education leaders during the COVID-19 pandemic.
{"title":"Landing the Class","authors":"Delonte LeFlore, Aleque Novesl, Everrett A. Smith","doi":"10.18060/25627","DOIUrl":"https://doi.org/10.18060/25627","url":null,"abstract":"The devastation of COVID-19 substantively impacted enrollment opportunities for colleges and universities in the United States. Many higher education institutions responded to the crises by moving students off campus, enacting furloughs, increasing tuition, and appealing to their state and federal legislators for financial resources. At the University of Cincinnati (UC), critical considerations for campus leadership were how to best stabilize enrollment and resources and what needed to take place to ensure that underrepresented students were not lost in the process. Disparities exist in how the pandemic affects people of color and people from low-socioeconomic backgrounds. That, undoubtedly, was true for many of UC’s students and their families from historically underserved backgrounds. UC launched a strategic initiative called Landing the Class to address enrollment concerns. The effort, which this article features, discusses how UC used innovative strategy and planning to address its enrollment challenges during the pandemic. Using a variety of institutional and national data, we provide an analysis of the extent to which the Landing the Class initiative was influential in helping the university reach its enrollment goals and implications for higher education leaders during the COVID-19 pandemic.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42413244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As Purdue University Fort Wayne (PFW), a regional public university in northeast Indiana, completed the spring 2020 semester fully remote due to COVID-19, university leadership had to determine if there was a path to safely reopening campus and maintaining a low-risk environment for in-person instruction and work for the 2020-21 academic year. To make this determination, PFW engaged in a three-week scenario planning process in which we assembled 22 task forces composed of 140 faculty and staff, approximately 13.5% of the university’s full-time employees, to identify the challenges and opportunities associated with eight scenarios for how the 2020-21 academic year could play out. Reports and recommendations from the scenario planning process have informed all aspects of the university’s COVID-19 planning, implementation, and communication. This paper examines how a highly collaborative planning process, informed by PFW’s recently completed strategic planning process, created broad engagement with and awareness of the university’s planning efforts, demonstrated the value placed on faculty and staff expertise and input, and helped to build long-term buy-in and trust. This approach also informed PFW’s planning processes for the 2021-22 academic year, which emphasized leveraging our COVID-19 experiences to build a better normal for the university.
{"title":"Collaborative Approach to COVID-19 Planning at a Regional Public University","authors":"J. Malanson","doi":"10.18060/25279","DOIUrl":"https://doi.org/10.18060/25279","url":null,"abstract":"As Purdue University Fort Wayne (PFW), a regional public university in northeast Indiana, completed the spring 2020 semester fully remote due to COVID-19, university leadership had to determine if there was a path to safely reopening campus and maintaining a low-risk environment for in-person instruction and work for the 2020-21 academic year. To make this determination, PFW engaged in a three-week scenario planning process in which we assembled 22 task forces composed of 140 faculty and staff, approximately 13.5% of the university’s full-time employees, to identify the challenges and opportunities associated with eight scenarios for how the 2020-21 academic year could play out. Reports and recommendations from the scenario planning process have informed all aspects of the university’s COVID-19 planning, implementation, and communication. This paper examines how a highly collaborative planning process, informed by PFW’s recently completed strategic planning process, created broad engagement with and awareness of the university’s planning efforts, demonstrated the value placed on faculty and staff expertise and input, and helped to build long-term buy-in and trust. This approach also informed PFW’s planning processes for the 2021-22 academic year, which emphasized leveraging our COVID-19 experiences to build a better normal for the university.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46215792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 pandemic and fallout from universities’ pandemic response efforts has made the adjustment to college more complex for new students. This is particularly true for students who lack familiarity with how college works. In addition to student adjustment issues, new pandemic-related issues include a greater risk for information overload, problematic access to technology and the Internet, more complicated decision making, greater difficulty in recognizing relevant resources and effective strategies for addressing specific issues, and difficulties in responding to issues that take different forms in remote or hybrid learning contexts. Peer mentoring can help. Informed by interviews with university faculty, program coordinators, and support staff, this article identifies the peer mentoring qualities that make it a useful tool for helping universities respond to issues associated with the pandemic. Mentors provide personal connections to the university, have proximate experience for a post-pandemic university context, are seen as credible sources for messaging, and provide accurate standards of social comparison with regards to strategies for success. The article also suggests tips for universities to set up peer mentoring programs to assist students in post-pandemic contexts.
{"title":"How Peer Mentoring Can Help Universities Promote Student Success in a Post-COVID19 Pandemic World","authors":"Peter J. Collier","doi":"10.18060/25222","DOIUrl":"https://doi.org/10.18060/25222","url":null,"abstract":"The COVID-19 pandemic and fallout from universities’ pandemic response efforts has made the adjustment to college more complex for new students. This is particularly true for students who lack familiarity with how college works. In addition to student adjustment issues, new pandemic-related issues include a greater risk for information overload, problematic access to technology and the Internet, more complicated decision making, greater difficulty in recognizing relevant resources and effective strategies for addressing specific issues, and difficulties in responding to issues that take different forms in remote or hybrid learning contexts. Peer mentoring can help. Informed by interviews with university faculty, program coordinators, and support staff, this article identifies the peer mentoring qualities that make it a useful tool for helping universities respond to issues associated with the pandemic. Mentors provide personal connections to the university, have proximate experience for a post-pandemic university context, are seen as credible sources for messaging, and provide accurate standards of social comparison with regards to strategies for success. The article also suggests tips for universities to set up peer mentoring programs to assist students in post-pandemic contexts.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48133267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article documents how one Teacher Preparation Program (TPP) at a medium-sized public university in the northeast responded to the needs of their urban partners during the global COVID-19 pandemic. The adaptation of this school-university partnership involved improving relationships where the TPP is more responsive to the needs of this urban school district. This article showcases how two colleagues created pandemic pivots in their graduate courses for in-service teachers. These pedagogical examples, or pandemic pivots, knit together technology and Social Emotional Learning (SEL) and create a more inclusive and more equitable new normal. Moreover, these pandemic pivots leverage programmatic mechanisms to sustain this new normal. The sustainability and success of this partnership makes use of stakeholder feedback loops which are both programmatic and interpersonal. Through institutionalizing these feedback loops, we create programmatic sustainability with the ability to dynamically meet the needs of our partners. The integration of SEL and technology pedagogical practices illustrated here are the result of programmatic structural changes driven by the voice of our partners, showcasing the design of our TPP.
{"title":"Pandemic Pivots in Teacher Education: Creating and Sustaining the New Normal","authors":"Christopher Clinton, Maureen P. Hall","doi":"10.18060/25572","DOIUrl":"https://doi.org/10.18060/25572","url":null,"abstract":"This article documents how one Teacher Preparation Program (TPP) at a medium-sized public university in the northeast responded to the needs of their urban partners during the global COVID-19 pandemic. The adaptation of this school-university partnership involved improving relationships where the TPP is more responsive to the needs of this urban school district. This article showcases how two colleagues created pandemic pivots in their graduate courses for in-service teachers. These pedagogical examples, or pandemic pivots, knit together technology and Social Emotional Learning (SEL) and create a more inclusive and more equitable new normal. Moreover, these pandemic pivots leverage programmatic mechanisms to sustain this new normal. The sustainability and success of this partnership makes use of stakeholder feedback loops which are both programmatic and interpersonal. Through institutionalizing these feedback loops, we create programmatic sustainability with the ability to dynamically meet the needs of our partners. The integration of SEL and technology pedagogical practices illustrated here are the result of programmatic structural changes driven by the voice of our partners, showcasing the design of our TPP.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44415851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 pandemic forced many institutions to adapt quickly and substitute technology-based online or remote instruction in place of in-person instruction. This adaptation caused many faculty to develop new technology fluencies, which can provide more flexibility and innovation moving forward. However, the technological lessons learned from the COVID-19 pandemic are somewhat conflicting, as we have also learned that there are places where in-person instruction is extremely valuable. As we move beyond COVID-19 protocols, there are many important implications for universities seeking to effectively instruct an increasingly diverse student body in ways that reflect both their mission and core values and also take into account the changing landscape of higher education. This article considers the lessons that Virginia Wesleyan University (VWU) learned during the pandemic and how these experiences will shape instruction moving forward. Through a series of remote technology workshops, reflective collaboration, and focus groups, many faculty identified new approaches using technology that they will continue to incorporate into instruction post-pandemic while still maintaining the face-to-face instruction that is highly valued at institutions like VWU. We will discuss how to balance and bring together the best aspects of both traditional pedagogies and the new practices learned.
{"title":"All That You Can’t Leave Behind - Essential Post-COVID Technology and Pedagogy","authors":"M. Schaus, Susan G. Larkin, Denise Wilkinson","doi":"10.18060/25331","DOIUrl":"https://doi.org/10.18060/25331","url":null,"abstract":"The COVID-19 pandemic forced many institutions to adapt quickly and substitute technology-based online or remote instruction in place of in-person instruction. This adaptation caused many faculty to develop new technology fluencies, which can provide more flexibility and innovation moving forward. However, the technological lessons learned from the COVID-19 pandemic are somewhat conflicting, as we have also learned that there are places where in-person instruction is extremely valuable. As we move beyond COVID-19 protocols, there are many important implications for universities seeking to effectively instruct an increasingly diverse student body in ways that reflect both their mission and core values and also take into account the changing landscape of higher education.\u0000This article considers the lessons that Virginia Wesleyan University (VWU) learned during the pandemic and how these experiences will shape instruction moving forward. Through a series of remote technology workshops, reflective collaboration, and focus groups, many faculty identified new approaches using technology that they will continue to incorporate into instruction post-pandemic while still maintaining the face-to-face instruction that is highly valued at institutions like VWU. We will discuss how to balance and bring together the best aspects of both traditional pedagogies and the new practices learned.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46229171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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