Miami faculty adapt to online and hybrid teaching; developing tools and techniques that will serve students far beyond COVID-19 pandemic


By Cliff Peale,  director of executive communications

norm-krumpe-in-studio

Norm Krumpe in the home studio he shares with Jane Keiser (image courtesy Krumpe).

Across all of Miami University’s campuses, faculty are changing the way they teach.

  • In the nursing labs at Miami Regionals, Tina Andrews-Parks used help from the E-campus unit on the Hamilton and Middletown campuses to familiarize herself with SpeedGrader, where she can tabulate and analyze the responses to each question in seconds for her online class. “I won’t go backwards to paper testing,” she said.
  • In information systems and analytics, Bob Leonard uses software that enables students to analyze larger data sets in his online courses. “It’s going to be great bringing newly developed tools back to the classroom, because students will have that (online) scaffolding in addition to their professor as a resource,” he said.
  • In political science, Monica Schneider has recruited speakers to address her Campaigns and
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College faculty, admins feel prepared for fall online learning – Page 2 of 2

Teaching Online

  • The overwhelming majority of faculty (84 percent) and administrators (96 percent) agree that they are prepared to teach online this fall.
  • Faculty at two-year and four-year private colleges feel more prepared to teach online than faculty at four-year public institutions – 88 percent versus 81 percent.
  • Faculty and administrators at all types of institutions had access to multiple types of professional development – webinars, self-paced trainings, online resources, and more – and found them to be effective.

Confidence in the Future

Nearly half of faculty and administrators across all institution types are optimistic about the future of higher education, but there is still room for improvement.

When it comes to the future of higher education, 46 percent of administrators are optimistic, 23 percent are pessimistic, and 31 percent are neutral. Forty-two percent of faculty are optimistic, 31 percent are pessimistic, and 27 percent neutral.

Educators are also optimistic

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College faculty, admins feel prepared for fall online learning

U.S. higher education faculty and administrators agree that they are prepared to teach online this fall, and while questions remain, they are optimistic about the future of higher education.

This sentiment and others are explored in the second edition of the Digital Learning Pulse Survey, an ongoing four-part series to better understand the needs of colleges in the wake of the transformative disruption brought on by COVID-19.

The survey of 887 faculty and administrators at 597 institutions was conducted by Bay View Analytics on behalf of the Online Learning Consortium (OLC), WICHE Cooperative for Educational Technologies (WCET), University Professional and Continuing Education Association (UPCEA), Canadian Digital Learning Research Association (CDLRA) and primary partner and underwriter Cengage.

Related content: Why online learning is here to stay

“Compared to our initial research in April, this second survey shows a marked increase in the level of confidence of higher education faculty and administrators.

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New Book Edited by Dornsife Faculty Serves As Useful Guide for Urban Public Health Education


Urban Public Health: A Research Toolkit for Practice and Impact



October 7, 2020

An increasing majority of the human population resides in urban areas, and residents are affected in multiple ways by these settings. Our lives and our health are shaped by the design of buildings and transportation systems, access to improved sanitation and early childhood education, the availability of food stores and recreational spaces, and by a wide range of local policies from housing to health care access.

A new book, Urban Public Health: A Research Toolkit for Practice and Impact, edited by Gina Lovasi, PhD, MPH, Associate Professor of Urban Health and Co-Director of the Urban Health Collaborative, Ana Diez Roux, MD, PhD, MPH, Dean and Distinguished University Professor of Epidemiology, and Jennifer Kolker, MPH, Clinical Professor and Associate Dean for Public Health Practice and External Relations, tackles these issues and more. 

The overall progress of urban health is measured and monitored by

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The Ultimate Disruptor To Higher Education Isn’t Silicon Valley. It’s Faculty.

The current narrative about the edtech industry is that it’s driven by innovative disruptors from outside of education – the proverbial Silicon Valley story of tech entrepreneurs finding solutions to all our most vexing problems. This disruptor story gets even more pronounced in higher education by the contrasting view of colleges and universities as institutions beholden to tradition, held back by faculty who are reticent to change. But that narrative is going to shift. And it may never have been true to begin with. It won’t be Silicon Valley that ultimately disrupts higher education. It will be faculty.

If you haven’t already noticed, college and university faculty are responsible for perhaps the single greatest disruption to hit higher education thus far: massive open online courses (MOOCs). Coursera

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Faculty sharply question Adela de la Torre’s handling of SDSU’s COVID-19 crisis

It was a one-two punch many people saw coming. But it still shook San Diego State University.

Barely 10 days into the fall semester, SDSU pushed its face-to-face classes online due to a budding COVID-19 outbreak. A short time later, the school’s dorm students were told to go into quarantine during a heat wave.

President Adela de la Torre saw this as a way to protect students. Some of her faculty described it as an avoidable situation caused by poor leadership. And, in a rarity for SDSU, faculty are publicly and sharply questioning de la Torre’s ability to guide the university through a crisis in which nearly 1,000 of its students have tested positive for COVID-19.

That’s the highest of any college or university in California, says a New York Times survey.

“What was the purpose of putting 2,600 students in dorms? Was it just so they could take a

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Faculty voice: Disrupting whiteness in science education | MSUToday

Terrance Burgess is an assistant professor in the Department of Teacher Education within the College of Education. His work with science education focuses on creating equitable learning opportunities for elementary youth of color.

“My research seeks to make both theoretical and practical contributions to science education, largely through centering the experiences of an oftentimes overlooked group: elementary youth of color. Research suggests that elementary students who attend public schools in the U.S. receive infrequent science instruction that averages fewer than 30 minutes per day. However, we know students of color have a wealth of knowledge that allows them to make sense of their worlds, indicating a deep conceptual understanding of complex scientific ideas. This knowledge is rarely acknowledged within science instruction and this, coupled with the dominant narrative of who can “do” science and “become” a scientist, indicates a need for further exploration. Theoretically, scholars argue for focusing on how

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College faculty, officials feel prepared to teach online: report

Dive Brief:

  • The majority of college faculty members and administrators feel prepared to teach at least some classes online, according to a new survey of nearly 900 instructors and administrators conducted in early August.
  • However, around a third of instructors and a fourth of administrators said they are “pessimistic” about the future of higher education, though they were more optimistic about their roles in the field and their institutions’ outlooks.
  • Faculty and school officials must balance the competing impacts of pandemic-related revenue reductions and the need for investment in online learning. 

Dive Insight:

Although faculty responding to the survey generally said they felt prepared to teach online this fall, a slightly higher share said so at two-year and private four-year institutions (88%) than at public four-year colleges (81%). Nearly 600 institutions were represented in the survey.

Faculty and administrators across all institution types said they had access to a range

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Colgate U Outsourcing Faculty Support for Hybrid Learning — Campus Technology

Online Learning

Colgate U Outsourcing Faculty Support for Hybrid Learning

New York’s Colgate University has sought outside help to improve the quality of its hybrid learning experience. The university, which has reopened to students on campus, is also continuing its remote learning programs. Now, some faculty will have access to 2UOS Essential from 2U, a set of services for course production and development, technology and support. The 2U offering was introduced this summer. Colgate expected to begin using it for spring 2021 courses.

2UOS Essential encompasses:

  • Training for faculty by 2U experts in online course design, through instructional design workshops, step-by-step guides and tutorials and “core enrichment” seminars.
  • Video production via “Studio in a Box,” 2U support to help faculty create video content at home and on their own schedule. This includes production equipment and tutorials.
  • Access to 2U’s cloud-based learning management system, a mobile-friendly
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