Higher Education amid the COVID-19 Pandemic

JESSICA OSTROW MICHEL is a postdoctoral research fellow in the School for Environment and Sustainability at the University of Michigan in Ann Arbor, Michigan. 

Table of Contents
Section I: Setting the Stage

• Chapter 1: Introduction--Jessica Ostrow Michel, University of Michigan

• Chapter 2: The Way We Were: The Landscape of US Online Learning on the Eve of the COVID-19 Pandemic--Ron Legon & Bethany Simunich, Quality Matters™ 

• Chapter 3: Reflecting on Epistemic and Pedagogical Incongruities: An Autoethnography--Karla I. Loya, University of Hartford

Section II: Work-Life (Im)Balance

• Chapter 4: Faculty Work-Life in the Midst of a Pandemic--Lisa Wolf-Wendel & Amanda Mollet, University of Kansas 

• Chapter 5: Faculty Work-Life in a Time of Crisis: Widespread Challenges and Institutional Responses--Katalin Szelényi, UMass Boston 

• Chapter 6: Rural Students, Online Learning, and COVID--Andrew Koricich & Sonja Ardoin, Appalachian State University

• Chapter 7: COVID-19 Inflicting Further Challenges on Undocumented Students--H. Kenny Nienhusser, Omar Romandia, & Kiara Ruesta, University of Connecticut 

• Chapter 8: Exploring the Lens of International Students and Scholars during the COVID-19 Pandemi--Ruby Cheng & Mandy Hansen, University of Colorado Colorado Springs, & Tony Lee, Texas A&M UniversityCommerce 

Section III: Teaching across Institutional Types

• Chapter 9: Pausing for the Pandemic: Engaging Community College Students during the COVID-19 Health Crisis--Pablo Avila & Dominique Zino, LaGuardia Community College 

• Chapter 10: Community College International Education in the Wake of COVID-19: Observations from a Study Abroad Program--Melissa Whatley, North Carolina State University 

• Chapter 11: Responding to the Pandemic Challenges and Opportunities at the Nation’s Tribal Colleges and Universities--Al Kuslikis, American Indian Higher Education Consortium 

• Chapter 12: Force Majeure: Historically Black Colleges and Universities Responses to “Acts of God”--Mahauganee D. Shaw Bonds, independent researcher and consultant, Nadrea Frederick D. Patterson, Research Institute (FDPRI) of UNCF (United Negro College Fund) 

• Chapter 13: An Unexpected Turn: How Two HBCU Students Affairs Professionals Responded to COVID-19--Travis C. Smith, Alabama State University, Mi’Kasa Patton, Jackson State University, & Gourjoine M. Wade, Grambling State University 

• Chapter 14: Education in a Distributed Environment from the United States Military Academy at West Point--Captain Frank Czernakowski, Major Elizabeth Lazarri, Major Edward Olson, Major Anita Phillips, Major Logan Phillips, & Major Jason Pomeroy, The United States Military Academy at West Point 

• Chapter 15: When Crisis Confronts Tradition: Can liberal arts colleges live up to their potential for excellent teaching in challenging times?--Charles Blaich & Kathleen Wise, Center of Inquiry at Wabash College and the Higher Education Data Sharing Consortium (HEDS) 

• Chapter 16: COVID-19 Crisis Leadership at a Small Liberal Arts College: Gustavus Adolphus--Valerie S. Banschbach, Gustavus Adolphus College 

• Chapter 17: Nimbleness, Resourcefulness, and Online Teaching--Glenn Geher, State University of New York at New Paltz 

Section IV: Teaching across Disciplines

• Chapter 18: Training Citizen Scientists and Future Public Health Heroes--Kim Mix, Loyola University of New Orleans

• Chapter 19: Empowering Student Inquiry During a Global Pandemic in Environmental Studies and Science Curricula--Karin Warren, Randolph College

• Chapter 20: The Intersection of Higher Education and Business in Turbulent Times: A Case Study of Management Education--Vicki L. Baker, Albion College 

• Chapter 21: Teaching Architecture in Turbulent Times--Elizabeth Golden, Kimo Griggs, Richard Mohler, & Tyler Sprague, University of Washington 

• Chapter 22: Painting Doubt--Matt Saunders & Aurora Andrews, Harvard University

• Chapter 23: So You Think Your Students Are Engaged? Ask Again.--Sharon Gorman, Northern Arizona University 

• Chapter 24: History, Digital Pedagogy, and Remote Instruction in a Time of Disruption--Jessica Parr, Simmons University

• Chapter 25: Good Enough: Teaching about Race and Racism in Challenging Times--Cyndi Kernahan, University of Wisconsin-River Falls

• Chapter 26: Integrating, Social and Emotional Skills into Online Education--Catherine R. Barber & Janet K. McCollum, University of St. Thomas

• Chapter 27: Rise of the Digital Underground: Curriculum Design, Instruction, and Critical Hip-hop Implications for Distance Learning--Donovan Livingston, Wake Forest University

Section V: Futuring the Professoriate in light of COVID-19

• Chapter 28: Supporting Doctoral Students amid the COVID-19 Health Crisis--Katalin Szelényi & Karl V. Bell, UMass Boston

• Chapter 29: Supporting Doctoral Students Completing the Dissertation During COVID-19--Ramon B. Goings. University of Maryland, Baltimore County 

• Chapter 30: Teaching and Learning During a Pandemic Lessons from a graduate student instructor during the COVID-19 outbreak--Jarett Haley, University of Michigan 

• Chapter 31: Exploring potential equity consequences of COVID-19 on faculty hiring--Damani White-Lewis, University of Maryland & Román Liera, University of Southern California 

• Chapter 32: Capitalizing on COVID: EdTech, Higher Ed, and Disaster Capitalism--Morgan Anderson, University of Northern Iowa 

• Chapter 33: The Impacts of Health Crises on International Higher Education Mobility--Mirka Martel, Institute of International Education 

• Chapter 34: Conclusion--Jessica Ostrow Michel, University of Michigan