Keep Teaching: Leveraging Disruption as a Catalyst for Change
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ERIC Institute of Education Sciences
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| Main Authors: | , , , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2022
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| _version_ | 1867181105045569536 |
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| author | Gammons, Rachel W. Wilson, Suzanne Carpenter, Lindsay Inge Shaw, Benjamin |
| author_facet | Gammons, Rachel W. Wilson, Suzanne Carpenter, Lindsay Inge Shaw, Benjamin Gammons, Rachel W. Wilson, Suzanne Carpenter, Lindsay Inge Shaw, Benjamin |
| collection | Education Resources Information Center |
| contents | Keep Teaching: Leveraging Disruption as a Catalyst for Change Gammons, Rachel W. Wilson, Suzanne Carpenter, Lindsay Inge Shaw, Benjamin Academic Libraries Electronic Learning Library Instruction COVID-19 Distance Education Pandemics Instructional Innovation Professional Development Fellowships Graduate Students Library Education Freshman Composition Online Courses In response to the COVID-19 global pandemic, the University of Maryland (UMD) Libraries quickly switched to online teaching and learning. This disruption created a chance for innovation, allowing the UMD Libraries to scale back nonessential functions and focus on improving mission-critical work. The authors present the teaching program at UMD Libraries as a case study for innovation under pressure, highlighting three areas: (1) redevelopment of the Fearless Teaching Institute, an online professional development program for library teachers; (2) transition of a fundamental program--the Academic Writing Program--from an in-person to an online learning environment; and (3) redesign of the Research and Teaching Fellowship, a teacher training program for master of library and information science (MLIS) students, all to better support online learning and pedagogy. |
| format | Recurso educativo Open Access |
| id | eric_EJ1330202 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2022 |
| record_format | eric |
| spellingShingle | Keep Teaching: Leveraging Disruption as a Catalyst for Change Gammons, Rachel W. Wilson, Suzanne Carpenter, Lindsay Inge Shaw, Benjamin Academic Libraries Electronic Learning Library Instruction COVID-19 Distance Education Pandemics Instructional Innovation Professional Development Fellowships Graduate Students Library Education Freshman Composition Online Courses Keep Teaching: Leveraging Disruption as a Catalyst for Change Gammons, Rachel W. Wilson, Suzanne Carpenter, Lindsay Inge Shaw, Benjamin Academic Libraries Electronic Learning Library Instruction COVID-19 Distance Education Pandemics Instructional Innovation Professional Development Fellowships Graduate Students Library Education Freshman Composition Online Courses In response to the COVID-19 global pandemic, the University of Maryland (UMD) Libraries quickly switched to online teaching and learning. This disruption created a chance for innovation, allowing the UMD Libraries to scale back nonessential functions and focus on improving mission-critical work. The authors present the teaching program at UMD Libraries as a case study for innovation under pressure, highlighting three areas: (1) redevelopment of the Fearless Teaching Institute, an online professional development program for library teachers; (2) transition of a fundamental program--the Academic Writing Program--from an in-person to an online learning environment; and (3) redesign of the Research and Teaching Fellowship, a teacher training program for master of library and information science (MLIS) students, all to better support online learning and pedagogy. |
| title | Keep Teaching: Leveraging Disruption as a Catalyst for Change |
| topic | Academic Libraries Electronic Learning Library Instruction COVID-19 Distance Education Pandemics Instructional Innovation Professional Development Fellowships Graduate Students Library Education Freshman Composition Online Courses |
| url | https://eric.ed.gov/?id=EJ1330202 |