COVID-360: A collaborative effort to develop a multidisciplinary set of online resources for engaging teaching on the COVID-19 pandemic

Victoria Del Gaizo Moore, Lisa Z. Scheifele, Joseph W. Chihade, Joseph J. Provost, Jennifer A. Roecklein-Canfield, Nikolaos Tsotakos, Michael J. Wolyniak

Research output: Contribution to journalArticlepeer-review

Abstract

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.

Original languageEnglish (US)
JournalJournal of Microbiology and Biology Education
Volume22
Issue number2
DOIs
StatePublished - Mar 2021

All Science Journal Classification (ASJC) codes

  • Education
  • Biochemistry, Genetics and Molecular Biology(all)
  • Immunology and Microbiology(all)
  • Agricultural and Biological Sciences(all)

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