General resources

Campus Compact is doing a wonderful job of updating a blog post to support their engaged institutions and courses. They have a number of resources, including options for virtual volunteering and an amazing community-curated google spreadsheet of online teaching resources.

Instructional continuity

You have likely seen this, but if not, here is the UW page about instructional continuity during disruptions. This is also a fabulous resource from Stanford about moving your class online, and here is another spreadsheet of resources about specifically moving your course online for COVID-19.

Supporting students

This resource from Vanderbilt describes ways of supporting students after a crisis. While it was developed after 9/11, there are helpful ideas for supporting students in other situations. I am also attaching a short document from the World Health Organization about mental health considerations at this time, and this resource also has some good advice about caring for your mental health during this unfolding situation.

Accessibility

Student accessibility in online environments is an important consideration. Here is a more comprehensive resource from UW, and here is another resource about creating accessible online courses.

Reflection resources

This may be an appropriate time to engage in more reflection with your students, including connecting the current public health emergency to your course and content. The Center for Civic Reflection has some resources and discussion questions that may be relevant for your course. This spreadsheet also has some reflection ideas, too. This episode of NPR’s Code Switch focuses on COVID-19 and racism and xenophobia, which may also be a useful reflection resource. I am also attaching a resource Loyola developed about specific reflection questions around COVID-19.

Alternative service or community engagement

We realize that being unable to send students into the community is very disruptive in a number of ways. You may want to consider asking community partners if any of the following tasks might be helpful, which students can do remotely:

• conducting background research or gathering best practices or other information requested the partner(s);
• taping, recording, or streaming performances or workshops to benefit community partner(s);
• creating digital and other social media content, print program materials, or other methods for information-sharing;
• undertaking assessment, evaluation, or feedback via phone or web-based services;
• offering (or compiling, researching, or brainstorming) strategies that provide indirect support from volunteers as a result of coronavirus;
• conducting virtual or phone-based educational supports for youth and adults