#DavidsonTrue: Transitioning to Remote Teaching While Maintaining Our Values as a Liberal Arts College during the COVID-19 Pandemic

Autor/inn/en	Anstey, Mitchell R.; Blauch, David. N.; Carroll, Felix A.; Gorensek-Benitez, Annelise H.; Hauser, Cindy D.; Key, Hanna M.; Myers, Jeffrey K.; Stevens, Erland P.; Striplin, Durwin R.; Holck, Hailey W.; Montero-Lopez, Luis; Snyder, Nicole L.
Titel	#DavidsonTrue: Transitioning to Remote Teaching While Maintaining Our Values as a Liberal Arts College during the COVID-19 Pandemic
Quelle	In: Journal of Chemical Education, 97 (2020) 9, S.2800-2805 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Anstey, Mitchell R.) ORCID (Blauch, David. N.) ORCID (Carroll, Felix A.) ORCID (Snyder, Nicole L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
Schlagwörter	COVID-19; Pandemics; School Closing; Distance Education; Online Courses; Educational Technology; Electronic Learning; Higher Education; Liberal Arts; Science Instruction; Science Laboratories; Synchronous Communication; College Science + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Unterrichtsmedien; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	The coronavirus 2019 (COVID-19) outbreak in March led Davidson College to move from face-to-face classes and laboratories to mostly synchronous Zoom meetings. Prior to COVID-19, the majority of our faculty and students had little experience with remote instruction. With only 5 days to develop a plan, we revisited our individual and department learning goals and worked collectively to help each other redesign and redeploy our courses. In this reflective piece, we provide examples of how each member of our department collaborated with our students to ensure a relatively smooth transition to remote teaching across our entire curriculum while maintaining inclusive excellence. Specific strategies for adapting class meetings, assignments, assessments, additional support, and labs are provided along with select examples. Common themes across the curriculum included increased flexibility, the desire to maintain community, and the need for additional academic, technical, and emotional support. We hope our reflections will be helpful to our chemistry colleagues as we move into the uncertainty of the fall semester. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01