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When the announcement was made to move to remote learning, schools across the country had to make fast and intense changes to curricula, teaching methods, technologies, and support practices. Carleton College was fortunate in that there were funds available to cover the costs of some of the additional training and new technology needs. Faculty workshops, computers for students, technology aids for faculty, implementation of remote labs, remote work equipment policies for staff, all of which will sound familiar. While we got a number of things right, there were also some surprises. We initially overestimated the number of machines we would need to loan to students, while a number of students overestimated the capabilities on their own equipment. Our remote lab machines saw less use than expected. More faculty chose to fully flip their classes than expected, while some stuck to a strict lecture format. At the same time, there was a constant outflow of equipment and peripherals throughout the term as our community continued to adjust: webcams, headsets, monitors, iPads, ethernet cables, wireless cards, and a handful of cellular hotspots. We thought it might be interesting to talk about our hits and our misses, and why we think things landed as they did on our campus. Perhaps more importantly, we'd also like to talk about how we see this informing (or how it informed) our approach to the following term, with a more hybrid remote & in-person demand. This would be an interactive session, open to audience participation for comparing notes. It could even be a panel discussion if several presenters also wanted to talk about how they dealt with similar demands. This is all predicated on the notion that there will be much discussion of How We Survived COVID-19 in Higher Ed IT. |
