COVID-360: A Collaborative Effort to Develop a Multidisciplinary Set of Online Resources for Engaging Teaching on the COVID-19 Pandemic.
| Autor: | Moore VDG; Department of Chemistry, Elon University, Elon, NC 27244., Scheifele LZ; Department of Biology, Loyola University Maryland, Baltimore, MD 21210., Chihade JW; Department of Chemistry, Carleton College, Northfield, MN 55057., Provost JJ; Department of Chemistry & Biochemistry, University of San Diego, San Diego, CA 92110., Roecklein-Canfield JA; Department of Chemistry & Physics, Simmons University, Boston, MA 02115., Tsotakos N; School of Science, Engineering, and Technology, Penn State Harrisburg, Middletown, PA 17057., Wolyniak MJ; Deparment of Biology, Hampden-Sydney College, Hampden-Sydney, VA 23943. |
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| Jazyk: | angličtina |
| Zdroj: | Journal of microbiology & biology education [J Microbiol Biol Educ] 2021 Mar 31; Vol. 22 (1). Date of Electronic Publication: 2021 Mar 31 (Print Publication: 2021). |
| DOI: | 10.1128/jmbe.v22i1.2623 |
| Abstrakt: | The COVID-19 pandemic has challenged undergraduate instructors and students in an unprecedented manner. Each has needed to find creative ways to continue the engaged teaching and learning process in an environment defined by physical separation and emotional anxiety and uncertainty. As a potential tool to meet this challenge, we developed a set of curricular materials that combined our respective life science teaching interests with the real-time scientific problem of the COVID-19 pandemic in progress. Discrete modules were designed that are engaging to students, implement active learning-based coursework in a variety of institutional and learning settings, and can be used either in person or remotely. The resulting interdisciplinary curriculum, dubbed "COVID-360," enables instructors to select from a menu of curricular options that best fit their course content, desired activities, and mode of class delivery. Here we describe how we devised the COVID-360 curriculum and how it represents our efforts to creatively and effectively respond to the instructional needs of diverse students in the face of an ongoing instructional crisis. (©2021 Author(s). Published by the American Society for Microbiology.) |
| Databáze: | MEDLINE |
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