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dc.contributor.authorWerth, Eric
dc.contributor.authorWilliams, Katherine
dc.contributor.authorWerth, Lori
dc.contributor.editorPanda, Santosh
dc.coverage.spatialCaribbean & Americasen_US
dc.date.accessioned2020-11-25T20:30:32Z
dc.date.available2020-11-25T20:30:32Z
dc.date.issued2020-11-20
dc.identifier.issn2311-1550
dc.identifier.urihttp://hdl.handle.net/11599/3712
dc.description.abstractTo aid students during COVID-19, the University of Pikeville transitioned all undergraduate classes to no-cost alternatives for course textbooks. Additionally, the academic calendar was modified for the first time in the institution’s 130-year history from a traditional 16-week semester to 8-week block scheduling. This case study explores strategies, approaches to corresponding with constituents, and lessons learned in leading an institution through two major curricular changes in under six months in response to a global pandemic.en_US
dc.language.isoenen_US
dc.publisherCommonwealth of Learning (COL)en_US
dc.relation.ispartofseriesJournal of Learning for Development;Vol 7; No 3
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/en_US
dc.source.urihttps://jl4d.org/index.php/ejl4d/article/view/434en_US
dc.subjectOpen Educational Resources (OER)en_US
dc.subjectHigher Educationen_US
dc.titleFostering Rapid Institution-wide Curricular Change in Response to COVID-19en_US
dc.typeArticleen_US
dc.coverage.placeNameUnited States of Americaen_US


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