Abstract
North Carolina postsecondary faculty, similar to faculty around the world, who prepared their spring 2020 semester courses for face-to-face delivery, were required to quickly transition to Rapid Online Teaching and Learning (ROTL). This transition was expected within a short time frame, often one to two weeks, and for many faculty members, both time and resources to incorporate design practices found in high-quality online courses were limited. Faculty members demonstrated great determination and grit as they shifted to remote teaching and learning with a focus on the student success, even while feeling overwhelmed and disrupted themselves. Researchers examined two faculty-support programs designed to assist with the shift to online teaching during the COVID-19 crisis: one at a research-intensive, land-grant university and another for faculty at 58 community colleges, some of whom are enrolled in a CPED Ed.D. program. Lessons learned and thoughts on planning for future semesters are examined
Highlights
Faculty schedules for the spring 2020 semester were interrupted with the expectation that courses were shifting to an online delivery in a matter of days
Faculty members, including those who are students in CPED graduate programs, spent countless hours shifting content from the seated classroom to a Rapid Online Teaching and Learning (ROTL) virtual space in order to keep students progressing through the semester
This paper provides an overview of projects created by faculty scholars who teach and provide leadership in a CPED program to support both university and community college educators during the rapid online transition to remote teaching
Summary
Faculty schedules for the spring 2020 semester were interrupted with the expectation that courses were shifting to an online delivery in a matter of days. Preparation for online course delivery requires time and tools in order to be considered as a highquality online learning environment (Hodges et al, 2020). Faculty members, including those who are students in CPED graduate programs, spent countless hours shifting content from the seated classroom to a Rapid Online Teaching and Learning (ROTL) virtual space in order to keep students progressing through the semester. The faculty members generally fell into three groups, one group were This journal is supported by the Carnegie Project on the Education Doctorate: A Knowledge Forum on the
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