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

dc.contributor.author	Werth, Eric
dc.contributor.author	Williams, Katherine
dc.contributor.author	Werth, Lori
dc.contributor.editor	Panda, Santosh
dc.coverage.placeName	United States of America	en_US
dc.coverage.spatial	Caribbean and Americas	en_US
dc.date.accessioned	2020-11-25T20:30:32Z
dc.date.available	2020-11-25T20:30:32Z
dc.date.issued	2020-11-20
dc.description.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.	en_US
dc.identifier.doi	https://doi.org/10.56059/jl4d.v7i3.434
dc.identifier.issn	2311-1550
dc.identifier.uri	http://hdl.handle.net/11599/3712
dc.language.iso	en	en_US
dc.publisher	Commonwealth of Learning (COL)	en_US
dc.relation.ispartofseries	Journal of Learning for Development;Vol 7; No 3
dc.rights.uri	https://creativecommons.org/licenses/by-sa/4.0/	en_US
dc.source.uri	https://jl4d.org/index.php/ejl4d/article/view/434	en_US
dc.subject	Open Educational Resources (OER)	en_US
dc.subject	Higher Education	en_US
dc.title	Fostering Rapid Institution-wide Curricular Change in Response to COVID-19	en_US
dc.type	Journal Article	en_US