Texas Tech University

COVID-19 Teaching Resources

As our campus faces the challenge of a potentially disrupted teaching environment due to COVID-19, the Teaching, Learning, and Professional Development Center offers the following collection of resources for our teaching community. We are grateful to a larger group of educational developers, faculty, and colleagues invested in students and in higher education who have shared resources from their disciplinary societies and institutions, and for the POD Network. The consistent messages found within most of these resources focus on taking care of ourselves and our students, and emphasize the need to keep teaching as best we can. We do not pretend that the strategies to move courses materials online mirror quality online course design principles, but rather, we suggest that they help us do our best to get through a difficult situation. We expect this page to evolve with time and invite you to join us in crowdsourcing practical ideas. If you would like to submit a suggestion or resource, please email Micah Logan or Suzanne Tapp with your ideas.

For a comprehensive and continually evolving list of plans and recommendations from other institutions, please refer to this spreadsheet. This spreadsheet is managed by Daniel Stanford, Director of Faculty Development & Technology Innovation, at the Center for Teaching and Learning at DePaul University.

General Recommendations (from Virginia Commonwealth University. Please visit the full version of their wonderful resource here)

Be proactive- As you prepare for change, a proactive approach before the urgent need arises is always the preferred approach. Nothing beats getting prepared in advance for any unexpected situation that may require in-person courses and other academic work to be rapidly converted to a remote or online format. The more you prepare in advance, the easier the transition.

Prioritize care, compassion, kindness- Some of your students may need to miss class, find alternate ways to submit assignments depending on their technology/wifi access, or request an extension for an assignment/exam. Knowing that you care about them and their success may make all the difference in their motivation, persistence, and ultimate success in course completion.

Stay calm- Students look to you for leadership. If students see that you are calm and that you are assuring them everything will be ok with the course, that will go a long way to keep them positive and engaged. You set the tone for helping your students stay calm.

Keep it simple- Please do not expect to launch a fully online course that would typically take 18 months to develop. Choose tools that are already in use by both you and the students. You do not need all the bells and whistles to be effective. Keep it simple and choose technology tools that will support your particular learning goals and needs.

Practice pedagogical flexibility- In times of rapid transition to remote teaching, flexibility goes a long way. Pedagogical flexibility allows us to get creative with assignment design, exam format, options for students such as choosing from a list of projects, interactive discussions, avenues for student submission of their work, etc. At its core, teaching is a creative process.

Support our student community- keep in mind under-served and marginalized students may experience disproportionate stressors including lack of resources or need for an accessible format. Your support and flexibility can make all the difference in student success.

Seek support from colleagues- We encourage faculty to stay in communication with colleagues both in your own department and also across the university for ideas on how best to transition to remote teaching. There are likely some discipline-specific needs that may be solved with creativity in brainstorming with faculty teaching similar content.

Teaching, Learning, & Professional Development Center