Commit b41db00e authored by Terri A Geitgey's avatar Terri A Geitgey
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Update News “2020-06-11-off-campus-study-in-the-age-of-covid-19”

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COVID-19. In March of 2020, nearly all small colleges rapidly depopulated COVID-19. In March of 2020, nearly all small colleges rapidly depopulated
their dormitories, quickly shifted to teaching courses online, and began their dormitories, quickly shifted to teaching courses online, and began
conducting campus operations remotely. The authors of Faculty as Global conducting campus operations remotely. The authors of Faculty as Global
Learners: Off-Campus Study Leaders at Liberal Arts Colleges [coming soon from Learners: Off-Campus Study Leaders at Liberal Arts Colleges and creators of
Lever Press] and creators of the podcast “Postcard Pedagogy” offer some the podcast “Postcard Pedagogy” offer some suggestions for how colleges can
suggestions for how colleges can deliver global learning experiences during a deliver global learning experiences during a global pandemic.
global pandemic.
date: 2020-06-11T18:33:14.560Z date: 2020-06-11T18:33:14.560Z
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When we set out to produce the first book that examines the role of faculty members in off-campus study, we hoped to accomplish three things. First, we wanted to respond to often-inaccurate or incomplete perceptions of off-campus study programs and the faculty who lead them. Some of these myths included that leading a program is “a vacation, not work,” or that it is somehow easier or less important than teaching on campus. Second, we wanted to shine a light on the “unseen” and often unrecognized work that faculty members do when they lead off-campus study programs. We wanted to highlight examples of creative teaching and document the full extent of the responsibilities that leaders carry. And third, we wanted to propose concrete steps to strategically align this high-impact practice for students with resources and recognition for faculty and staff. When we set out to produce the first book that examines the role of faculty members in off-campus study, we hoped to accomplish three things. First, we wanted to respond to often-inaccurate or incomplete perceptions of off-campus study programs and the faculty who lead them. Some of these myths included that leading a program is “a vacation, not work,” or that it is somehow easier or less important than teaching on campus. Second, we wanted to shine a light on the “unseen” and often unrecognized work that faculty members do when they lead off-campus study programs. We wanted to highlight examples of creative teaching and document the full extent of the responsibilities that leaders carry. And third, we wanted to propose concrete steps to strategically align this high-impact practice for students with resources and recognition for faculty and staff.
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