Table of Contents
Section I: Setting the Stage
* Chapter 1: Introduction--Jessica Ostrow Michel, University of
Michigan
* Chapter 2: The Way We Were: The Landscape of US Online Learning on
the Eve of the COVID-19 Pandemic--Ron Legon & Bethany Simunich,
Quality Matters(TM) 
* Chapter 3: Reflecting on Epistemic and Pedagogical Incongruities: An
Autoethnography--Karla I. Loya, University of Hartford
Section II: Work-Life (Im)Balance
* Chapter 4: Faculty Work-Life in the Midst of a Pandemic--Lisa
Wolf-Wendel & Amanda Mollet, University of Kansas 
* Chapter 5: Faculty Work-Life in a Time of Crisis: Widespread
Challenges and Institutional Responses--Katalin Szelényi, UMass
Boston 
* Chapter 6: Rural Students, Online Learning, and COVID--Andrew
Koricich & Sonja Ardoin, Appalachian State University
* Chapter 7: COVID-19 Inflicting Further Challenges on Undocumented
Students--H. Kenny Nienhusser, Omar Romandia, & Kiara Ruesta,
University of Connecticut 
* Chapter 8: Exploring the Lens of International Students and Scholars
during the COVID-19 Pandemi--Ruby Cheng & Mandy Hansen, University of
Colorado Colorado Springs, & Tony Lee, Texas A&M UniversityCommerce 
Section III: Teaching across Institutional Types
* Chapter 9: Pausing for the Pandemic: Engaging Community College
Students during the COVID-19 Health Crisis--Pablo Avila & Dominique
Zino, LaGuardia Community College 
* Chapter 10: Community College International Education in the Wake of
COVID-19: Observations from a Study Abroad Program--Melissa Whatley,
North Carolina State University 
* Chapter 11: Responding to the Pandemic Challenges and Opportunities
at the Nation's Tribal Colleges and Universities--Al Kuslikis,
American Indian Higher Education Consortium 
* Chapter 12: Force Majeure: Historically Black Colleges and
Universities Responses to "Acts of God"--Mahauganee D. Shaw Bonds,
independent researcher and consultant, Nadrea Frederick D. Patterson,
Research Institute (FDPRI) of UNCF (United Negro College Fund) 
* Chapter 13: An Unexpected Turn: How Two HBCU Students Affairs
Professionals Responded to COVID-19--Travis C. Smith, Alabama State
University, Mi'Kasa Patton, Jackson State University, & Gourjoine M.
Wade, Grambling State University 
* Chapter 14: Education in a Distributed Environment from the United
States Military Academy at West Point--Captain Frank Czernakowski,
Major Elizabeth Lazarri, Major Edward Olson, Major Anita Phillips,
Major Logan Phillips, & Major Jason Pomeroy, The United States
Military Academy at West Point 
* Chapter 15: When Crisis Confronts Tradition: Can liberal arts
colleges live up to their potential for excellent teaching in
challenging times?--Charles Blaich & Kathleen Wise, Center of Inquiry
at Wabash College and the Higher Education Data Sharing Consortium
(HEDS) 
* Chapter 16: COVID-19 Crisis Leadership at a Small Liberal Arts
College: Gustavus Adolphus--Valerie S. Banschbach, Gustavus Adolphus
College 
* Chapter 17: Nimbleness, Resourcefulness, and Online Teaching--Glenn
Geher, State University of New York at New Paltz 
Section IV: Teaching across Disciplines
* Chapter 18: Training Citizen Scientists and Future Public Health
Heroes--Kim Mix, Loyola University of New Orleans
* Chapter 19: Empowering Student Inquiry During a Global Pandemic in
Environmental Studies and Science Curricula--Karin Warren, Randolph
College
* Chapter 20: The Intersection of Higher Education and Business in
Turbulent Times: A Case Study of Management Education--Vicki L.
Baker, Albion College 
* Chapter 21: Teaching Architecture in Turbulent Times--Elizabeth
Golden, Kimo Griggs, Richard Mohler, & Tyler Sprague, University of
Washington 
* Chapter 22: Painting Doubt--Matt Saunders & Aurora Andrews, Harvard
University
* Chapter 23: So You Think Your Students Are Engaged? Ask
Again.--Sharon Gorman, Northern Arizona University 
* Chapter 24: History, Digital Pedagogy, and Remote Instruction in a
Time of Disruption--Jessica Parr, Simmons University
* Chapter 25: Good Enough: Teaching about Race and Racism in
Challenging Times--Cyndi Kernahan, University of Wisconsin-River
Falls
* Chapter 26: Integrating, Social and Emotional Skills into Online
Education--Catherine R. Barber & Janet K. McCollum, University of St.
Thomas
* Chapter 27: Rise of the Digital Underground: Curriculum Design,
Instruction, and Critical Hip-hop Implications for Distance
Learning--Donovan Livingston, Wake Forest University
Section V: Futuring the Professoriate in light of COVID-19
* Chapter 28: Supporting Doctoral Students amid the COVID-19 Health
Crisis--Katalin Szelényi & Karl V. Bell, UMass Boston
* Chapter 29: Supporting Doctoral Students Completing the Dissertation
During COVID-19--Ramon B. Goings. University of Maryland, Baltimore
County 
* Chapter 30: Teaching and Learning During a Pandemic Lessons from a
graduate student instructor during the COVID-19 outbreak--Jarett
Haley, University of Michigan 
* Chapter 31: Exploring potential equity consequences of COVID-19 on
faculty hiring--Damani White-Lewis, University of Maryland & Román
Liera, University of Southern California 
* Chapter 32: Capitalizing on COVID: EdTech, Higher Ed, and Disaster
Capitalism--Morgan Anderson, University of Northern Iowa 
* Chapter 33: The Impacts of Health Crises on International Higher
Education Mobility--Mirka Martel, Institute of International
Education 
* Chapter 34: Conclusion--Jessica Ostrow Michel, University of
Michigan