Transitioning Courses During COVID-19: Strategies, Processes, and Lessons Learned by Three Black Faculty at Primarily White Institutions

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Author(s): Kanita K. DuCloux (Western Kentucky University, USA), Michelle S. Jones (Western Kentucky University, USA)and Jeffrey D. Herron (Campbellsville University, USA)
Copyright: 2021
Pages: 27
Source title: Strategies for Student Support During a Global Crisis
Source Author(s)/Editor(s): Jeffrey D. Herron (Campbellsville University, USA)and Taurean Douglas (Indiana University Bloomington, USA)
DOI: 10.4018/978-1-7998-7000-5.ch007

Keywords: Business Science Reference / Classroom Management / Education / Educational Administration and Leadership

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Abstract

In this chapter, three Black faculty from two different predominantly white institutions (PWIs) reflect on how they were able to successfully transition their traditional face-to-face courses to online or remote courses in a short time frame. They briefly describe the two institutions followed by a discussion of the struggles with technological issues, the benefits and disadvantages of working from home, as well as the stress of coping with COVID-19-related issues. Next, the faculty describe the strategies implemented with college students to help the students navigate the transition and be successful in their courses when all schools, colleges, and universities were forced to make the switch from traditional face-to-face instruction to online or remote teaching due to the pandemic.

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Transitioning Courses During COVID-19: Strategies, Processes, and Lessons Learned by Three Black Faculty at Primarily White Institutions

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