Volume 3 Issue 1, Spring 2020 Phoenix Scholar College of Doctoral Studies Periodical for Research and Scholarship

HIGHLIGHTS IN THIS ISSUE

COVID-19: The Psychological Shift p. 2

Dr. Booker and Dr. Woods Look at Shifting Modalities for In-Person Students p. 4

VP Andrews Discusses Admissions Processes during COVID-19 p.7

Immediacy in the Online Classroom p. 15

Frontline Healthcare Workers Support p. 17

Effective Home Schooling p. 25

Alumnus & Michigan Senator Perspective p. 35

Periodical for Research and Scholarship Volume 3 Issue 1, Spring 2020 PHOENIX SCHOLAR

Editorial Board

Hinrich Eylers, Ph.D. Rodney Luster, Ph.D. Editor-at-Large Lead Designer

Erik Bean, Ed.D. Challie Facemire, M.A. Managing Editor Editor and Designer

Research Center Leadership

Mansureh Kebritchi, Ph.D. Rodney Luster, Ph.D., University Research Chair University Research Chair Ryan Rominger, Ph.D. Erik Bean, Ed.D., and Associate University Research Chair Mark McCaslin, Ph.D. Center for Educational and Instructional Associate University Research Chairs Technology Research Center for Leadership Studies and Organizational Research

Kimberly Underwood, Ph.D. University Research Chair Center for Workplace Diversity and Inclusion Research

Contact Information

Email: Address:

4025 S Riverpoint Pkwy [email protected] Phoenix AZ 85040

The Phoenix Scholar™ is published quarterly, March, June, September, and December by Research.Phoenix.edu in conjunction with the University of Phoenix College of Doctoral Studies (CDS). All Rights Reserved. The opinions and observations expressed in the articles contained in this publication are soley those of the au- thors. They do not purport to reflect the opinions, observations, or policies of the University of Phoenix. To find submission requirements, contact information, and back issues, please visit the Phoenix Scholar page on the Reserch Hub (http://bit.ly/2snF3UL). CONTENTS

The Psychological Shift: Dealing with Rapid Onset of Change and the COVID-19 Response 2

Coronavirus Crisis: Considerations and Recommendations for Moving Traditional Students to Online Learning Modalities at Scale 5

Adapting Back Admissions Practices During COVID-19 Crisis 8

Operationalizing Academic Program Changes in Response to COVID-19 9

Academic and Community Support During COVID-19 10

College of Education’s Pivot 11

Telemental Health Relief and COVID-19: A Counselor’s Thoughts 12

Conducting Social Science Research in the Age of Social Distancing and Work from Home 14

Distance Learning: Lessons Observed from COVID-19 16

How to Apply Adaptive Leadership During COVID-19 Remote Learning: Solving the Debate of Asynchronous and Synchronous Via the Iceberg Model 18

Immediacy in the Online Classroom: A Prudent Requirement Before, During, and After COVID-19 19

Supporting Our Frontline Healthcare Workers: Reflections from a Nurse Educator 21

A Teachable Moment for Counselor Education 23

Pivoting of Higher Education in the COVID-19 Era 25

Pass the Manila Envelope, Turn on the Camera, and Learn During COVID-19 27

Effective Homeschooling Strategies for Students in the Time of COVID-19 29

Scholars Incorporate UOPX College of Doctoral Studies Dissertations for Journal Article Relevant to Hospital Stay and Age 31

Pandemic: Classroom Consequences 33

Using Internet Mediated Technology During the COVID-19 Pandemic, Benefits and Pitfalls 36

Conceptual Model Intersecting Evidence-Based Management in the Age of Post Modernism 38

Personal Perspective: Michigan State Senator Michael MacDonald on Applying His Doctoral Degree 40

20/20 Prudent Leadership Book Series Launched During the COVID-19 Pandemic 41

Call for Proposals 42

KWB Annual Virual Research Symposium Call for Propsals 42

CDS Student Coffee Chat 43

Upcoming Events 44 Editorial

By the time this edition of the Phoenix Scholar is published, COVID-19’s appearance on the American stage (starting in late January and declared a “pandemic” on March 11) will be about four months old.

The nation – on a state-by-state and sometimes city-by-city basis – has been sheltered in place to varying degrees; now areas are starting to relax social distancing rules to find a new balance between keeping coronavirus transmissions and infection rates down, and further damaging to the economy.

As the University of Phoenix was already well versed in online learning delivery practices and leveraging Blackboard, our own unique challenge lay in attempting to extend and repurpose that system quickly in order to host what were formerly face-to-face class experiences at our local campuses to an online synchronous format. In the same manner, we simultaneously had to transition the vast majority of our staff to work from home. With both student and employee needs arising swiftly, many of the challenges had to be addressed in a matter of days to assure that all our students and staff could continue their education and work without any interruption.

COVID-19 in its onset presented the world with an array of challenges that impacted daily and working lives rapidly. This idea of rapid onset of change is the first article in this edition of the Scholar, setting up the backdrop for an interesting edition that helps illuminate the inquiry and issues of working and living in the “new normal.” Other articles in this edition of the Scholar speak to how we had to adapt to the urgent sense of immediacy within our own operations and processes as a university while also exploring solutions to these issues from a variety of perspectives. As you will discover in this issue, there were a number of concerns to be solved in a matter of days because they impacted all our cam- pus-based students. Much of our work would involve enacting swift preventative measures for mitigat- ing interrupted back-office processes alongside those more complex issues surrounding the impact to our face-to-face students in education, counseling, and nursing programs. Many of these changes were augmented quickly whereas a few months ago such changes would have been unheard of, but change is something we have always risen to as a university.

Within this edition we also present riveting inquiry into COVID-19, weighing the impact of the pandemic to the major living and working shift that occurred across the world both from a psychological and leadership perspective while also considering the tremendous alteration on the lives of our front- line healthcare workers. My hope is that this is- sue will widen the aperture of thought from an array of perspectives. Throughout reading about these various angles of dealing with a pandemic, I wonder: what will the “new normal” look like?

Sincerely,

Hinrich Eylers Vice Provost, Doctoral Studies and Academic Operations College of Doctoral Studies Scholar 1 The Psychological Shift: Dealing with Rapid Onset of Change and the COVID-19 Response Adapted from a 4 Part Blog Series Rodney Luster, Ph.D. Senior Director of Research Strategy & University Research Chair Center for Leadership Studies and Organizational Research COVID-19 is an unprecedented world adapt to the potentials of this challenge event. In fact, if we look back over other by doing a deeper analysis into a new way epidemics such as SARS back in 2003, of working and living. We will cover in this current reactivity and community response first exploration an understanding of ROC ushers in some parallels witnessed before. and how the first of four imperatives will However, as the world has encountered help you manage to the rapid changes a variety of crises over the years, each occurring in your life now. unprecedented event provides a uniquely different set of variables. COVID-19 has ROC Rapid Onset of Change and Worklife challenged us to work and live differently for our own protection. We have risen to In the medical community, a rapid onset or a technological age, where telework has acute onset of symptomology can happen presented new opportunities to engage during emergency room responses where flexibility, structure, and more. In fact, a person who is brought to a hospital for according to the Bureau of Labor Statistics cardiac symptoms (such as shortness of Many of his teachers are now struggling [1], “more than 26 million Americans— breath, fatigue, or chest discomfort) can with the challenges of moving to an about 16% of the total workforce—now suddenly and unexpectedly progress to a online teaching platform. Nevermind work remotely at least part of the time.” full-blown heart attack. Emergency rooms the daunting task of dealing with a new Now, many jobs that were not teleworking must work quickly to always attempt learning platform, but add to that the roles will require a different level of focus, to rapidly adjust: to identify quickly the test of transforming their active teaching a different or varying acumen from which underlying causes and determine optimal disposition from a ground instructor to engagement of the role may have typically care needed to address the issue in the an online instructor in a matter of days. occurred. emergency moment. I reference this Struggles like the one just described are example because - although it may seem emerging all around us in the wake of The luxury of “choosing” to work from extreme - healthcare professionals know COVID-19, but how should we deal it? home or physically going to work has all too well the idea of change that turns recently been fundamentally modified as ROC-IRM Rapid Onset of Change-Incident the corner at a rapid pace, and they have the world deals with the phenomenon of Response Management learned to prepare and work exceptionally COVID-19. The urgency of arresting the well to respond to and adapt to change at It’s important to understand how we can virus has ushered in the need for many a moment’s notice. take advantage of our responsivity and organizations to move swiftly into a work reaction to this sudden and compelling from home format, and for many people to But in the work world where many do onset of change to our daily work lives. self-quarantine. The psychology of working not have such preparatory training, such Let’s talk a bit about incident response from home is now con-joined by the occurrences can be globally altering to management. This term can be found extraneous variables of family occupying the industry where there has been no most notably within IT and technology the same workspace. It is a time where we such precedent. Working in corporate management. According to Science Digest can feel the shock of change, and not just enterprise systems and a variety of other [2], “Incident Response Management any change but what I will call the ROC or industries, we know change is typically involves developing and managing the Rapid Onset of Change. This is a term I am paced, providing the chance to adapt over capability to respond to and recover from borrowing from the medical community some length of time. But the rapidity of disruptive and destructive events.” Such and one that emergency room staff know our current dynamic has ushered in the industries - like IT - have developed ways quite well. COVID-19 has not provided need to change NOW, to modify the way to handle extreme situations. Much of us the mental luxury of work-pacing for we work and move throughout the day what we have experienced in the shift of our lives any longer, as business and in the immediate shift of circumstance. suddenly being thrust into a new work/ educational institutions move rapidly to As I write this my son was just sent the home environment was not anticipated react and adjust. following picture as a side note of moving nor planned for any of us, but we can learn This is the first of a four part blog series to online classes at the local community from some of the best on how to mitigate on adjusting to ROC and how you can college he attends. the change in a healthy and robust way. 2 Scholar There are four primary and important day to honor the emotions. They can take better phone, a laptop over a desktop, or opportunities present in every extreme. this time to reflect, to write their feelings anything else vital to performing your job We will cover the first of four in this blog out regarding the sudden and rapid shift in the best way possible? post. With this rapid shift in work let’s do a in work-life as a “daily movement” journal. When it comes to workspace many quick analysis of the first of the four ways Journaling in itself allows the brain to changes occurred so quickly that it in which to deal with this adjustment. process many things that if left to its own, probably did feel overwhelming, moving us will continue on into the night fracturing #1 - Make the Shift to an “Intellectual Focus” into emergency room-like circumstances. sleep. By journaling even a few lines you Our workspace is a very important The hardest part of a sudden change is the are ensuring that you are also honoring place. Being at home doesn’t mean the gap between what we were doing and what your emotions so that you can stay healthy loss of this, but rather renegotiating the we are now thinking. Oftentimes there is and get a good night’s sleep. an “emotional” lag. A good example is the office to home environment in a quick process of surgery. As part of any surgical Going back to the emergency room and meaningful way. Because you may procedure, there is some level of anesthetic protocol; doctors and nurses engage that also share the space now, it is important administered to alleviate the pain. It is a front brain aspect. They are aware and to work with the family to do a quick very complex process and the level of always focused as they are immersed diagnostic. Talk through appropriating anesthetic depends on the invasiveness in an “objective mode” of thinking, space. Independent realms of working and of the procedure. This process allows processing quickly through a situation, living should be honored by finding where patients to not have to endure or feel the shining an intellectual focus on what is in your house you want to work. You can pain of the work necessary to help alleviate needed at the critical moment. When you reclaim your former workspace wherever the condition. It is only after the patient stay front-brain that emotional part of the you worked before but now it will look awakes that they begin to feel the gradual limbic system where the amygdala resides and feel different, however, what is most inclusion of the pain. Once a patient is dims like a light. You can control (through important is that you identify where that released to go home, they will typically be a “managed focus” process) what part you space will be, even if it’s in a small corner prescribed some variation of medication are engaging at any time, but it requires the of the room. practice of awareness throughout the day. to help deal with the pain from surgery in The intentional appropriating of workspace Working from home is a time to explore the the weeks ahead as the body continues also means that you consider the most possibilities in you. Asking the following to heal. This is where the potential ideal place in your home where you can questions will help you jump-start the implications of our emotions may set in. work. One of the things with a rapid change process. This is the time to problem solve Here is how this happens. The body during in environmental conditions is the need to and analyze when met with the rapid surgery receives the trauma of surgeons re-appropriate conditions in our proximity, onset of change of any kind. You may cutting to remove or repair issues. The this is within our control. Honoring our have already and inadvertently explored body acknowledges pain naturally, but former independent realms of living, where these before but if you haven’t then take during such a process, anesthesia blocks partners went off to work and children to stock, because we are still in the middle the pain and is consequently removed from school, everyone had this component in of the storm, and change is something to the natural response to pain. Soon after place but now it must be re-appropriated. embrace now more than ever. Reflect and surgery, the body begins to understand This is healthy for your entire family as see if you can answer these: the magnitude of what has happened well to engage in the conversation, stake and in some ways internally grieves what 1- What is needed for you to do the out the space, and talk about honoring has happened. It is a nuanced process job right now most effectively and those spaces. This can be achieved when that occurs amongst the healing that is realistically? we stake out our space to work, whether required for the body to undertake. It can 2-What workspace have you appropriated it is from a kitchen table to the corner make patients post-surgically depressed to manage through this event? of a room, even the garage if you have or sad in the weeks after surgery. The one. Designating that spot, if you haven’t result manifests in a form of lability, like 3-What is your daily routine now? Do you already done so or you want to re-asses, unexplained crying or sadness, the flux of have one? is an important step. Analyzing the space, emotions. But why does this happen? It is Each of these questions is important to modifying it for your needs is healthy, primarily because our mind and body were your response to a “new way” of adapting and pulls in creative ways to organize not communicating at the time during the and working. With ROC, you need to do a your environment. We must honor our surgery. Rapid change works somewhat quick analysis of where you are at now independence and psychological need for like the example above. It doesn’t allow and what is needed for the work you do. our own space through a modified system for the coalescence of mind and body to Work on establishing what we refer to in for now so engage the potentials. adjust in synchronicity. counseling as “stabilization.” This means, Routine is paramount now. If you haven’t As a professional licensed counselor, some the ability to balance process amidst already felt a sense of being a rat in a of the clients I have worked with recently the chaos. Here, logic trumps emotions. never-ending tunnel, then you will surely amidst the COVID-19 outbreak describe It’s important to asses and to engage begin to feel it without an established this feeling of maladjustment. The sudden “problem solving” which is much different routine. When that never-ending feeling onset and move from the corporate desk to than “coping.” According to an article [3] sets in, it is the feeling that you are working a home office (or even for those who were from the US National Library of Medicine, all day and sometimes into the night from already working from home but acquiring research on the benefits of using problem- your phone or computer without a break. more family in proximity) are feeling the solving can also help us with how we Your meals become scattered, exercise emotional lag setting in. That part of cope with issues. Problem-solving allows of any type, even a stretch, goes out our “feeling” brain called the “amygdala” us a way to examine issues and reduce the window. Morning to night fuse into is where we live when we emotionally emotional reasoning that has the potential a dreamlike sequence. Why? Because reason or ruminate, or when we simply to confuse thinking. routine has been breached, severed in “feel” and react emotionally. It is where we As you asses, you will of course, want to fact. Establishing a routine sets healthy go when we grieve, when we are angry or stay connect. Is there an opportunity to use boundaries. Routine offers immediate upset. When activated, it consumes a lot a visual platform like Zoom or Collaborate? mentally stabilizing components. Having of cortical real estate as well. It is also These platforms can allow you to also time for segmented activities from work the fastest responding component of the enhance the ways you communicate, to participate in exercise or family time brain to respond to threats to self. finding efficiencies in the work process creates variety and mentally fosters What I am teaching these professionals while still maintaining connection. Such good thinking. This is the potential that to do is to attempt to recognize this tools have also come a long way. Zoom routine can usher in if implemented. For component and to move forward to the has the potential to change backgrounds, mental health professionals, we know the “front brain.” Logic and reason need to adding a variety of locations and importance of encouraging routine with be “turned on” again. I do not dismiss environments that change the day to day those who have anxiety because routine emotions in all of this, but rather, I doldrums of the workplace we may have helps re-establish a sense of control in encourage clients to schedule a time in the been used to. Do you need technology, a an otherwise unpredictable environment. Scholar 3 Getting out of your pajamas and dressing mitigate the challenges of adjustment 2. Response Management (2013). for work should still be part of your routine. and offer a healthy alternative in moving Retrieved from https://www.sciencedirect. This simple act defines the functions of forward with your life. com/topics/computer-science/ your day. As well, snacks and lunchtime To follow the rest of this four part series, response-management breaks help build your resilience during please go to our research hub at research. these times. Start formulating a routine phoenix.edu and see Featured Content. not only for yourself but help those around 3. Ebrahimi, H., Barzanjeh Atri, S., & References you to do it as well. Ghavipanjeh, G. Farnam, A.,Gholizadeh, 1. Greenbaum, Z. (2019). The future of l., (2013, March). The Effect of Training Managing to these essentials and leaning remote work. Retrieved from https:// Problem-Solving Skills on Coping Skills into the idea of intellectual focus during www.apa.org/monitor/2019/10/ of Depressed Nursing and Midwifery the ROC everyone is experiencing will help cover-remote-work Students. Journal of Caring Sciences, 1.

4 Scholar Coronavirus Crisis: Considerations and Recommendations for Moving Traditional Students to Online Learning Modalities at Scale

Marc Booker, Ph.D. Associate Provost University of Phoenix John Woods, Ph.D. Chief Academic Officer and Provost University of Phoenix

Amid coronavirus concerns, higher educa- students in a mobile society. Our educa- and the creation of support materials. tion institutions across the country have tional model embraces technology to pro- Although, it is tempting to dive right into implemented plans to transition on-cam- vide instruction in an engaging and immer- executing the change itself and the pro- pus students into online environments. sive online environment, but also balances cess of converting curriculum, preparing These precautionary measures could per- this technology with sound pedagogical faculty for the change and giving faculty sist for many months as social distanc- designs driven by credentialed faculty that support resources is an important first ing and quarantine scenarios are contin- also work in the fields they teach. step. Tactically, a good place to start is to ually implemented to limit the spread of create awareness for faculty around the COVID–19. Although this shift in modality To best serve students, institutions must “why” behind the reasons for making the is undoubtedly warranted to protect stu- understand components that lead to a suc- change, and why the use of the specific on- dents, a new burden and pressure has cessful online learning environment to en- line or virtual tools at your disposal are the been placed on institutions to provide the sure that the student experience remains best fit for faculty to help continue to pro- best educational experience to ensure a as seamless possible, and without a loss in vide instruction to students. Next, faculty seamless continuation of their academic fidelity and rigor from one learning modal- should be given information about “how” journey in a new learning environment. As ity to another. This requires institutions to they will use the online instructional tools a result, administrators must ask them- balance the factors that go into facilitating and resources to increase their knowledge selves if universities are prepared to adopt an online course to include change man- around the functions that exist in the new distance learning at scale indefinitely. The agement, technology, feedback, instructor online course environment. From there, an recent coronavirus outbreak may force in- presence, and awareness of the online institution would want to let their faculty stitutions’ hands to provide an answer to learning design - as successful online know “what” to do if they have any addi- this question, whether they are ready or learning requires more than just turning on tional questions and what resources ex- not. a webcam in conjunction with launching a ist that surround the faculty for support synchronous conferencing tool. Whether during this transition. Support resources an institution is making a transition to on- Online learning is not new – but it can for faculty should be created as self-ser- line learning on a temporary or permanent become a challenge at scale for the un- vice static resources for review as needed, basis, here are a few recommendations prepared. Since 1989, when University in addition to real-time live teleconference and considerations pertaining to distance of Phoenix was a pioneer with the online sessions for faculty on learning how to learning to consider when scaling tradi- delivery model (see the Game Changer use this new technology or by providing tional campus-based students into an on- book), numerous higher education institu- dedicated call-in for support. line environment based on the experienc- tions now offer varying capacities of dis- es of University of Phoenix as one of the tance learning. The number of students Beyond change management support on a most tenured institutions offering courses enrolled exclusively in distance learning tactical level it is important to provide emo- using online instruction. courses in 2018 was nearly 3.3 million, an tional support to faculty by reminding them increase of 5 percent from the previous Change management and preparing fac- the most important thing in the academic year (Inside Higher Ed Article). To differ- ulty and students for the transition is an process is to continue to keep the spirit of entiate itself, University of Phoenix has essential first step learning and discovery alive in their class- leaned into its more than 80,000 working rooms - which is something they still have adult learners across the country who at- To conduct a successful transition of tra- control over. The first session of a course tend classes virtually to continually iterate ditional campus-based students into an that has been shifted from face-to-face in- and improve instruction in online environ- online learning environment at scale be- struction into a virtual format may not be ments to meet the shifting demands of gins with change management strategies perfect as the students and faculty adjust Scholar 5 to the new environment. However, this is At University of Phoenix, all of its students delivery models. Without multi-faceted de- an opportunity to engage in a learning pro- – whether online or face-to-face – have sign up-front, an institution would need to cess of change management and work- courses launched on the LMS and have figure out how to “fit” a traditional course ing through adversity – which is a great familiarity with this platform. By using into online delivery on the back-end, and growth opportunity. Additionally, students the LMS as a baseline hub for the learn- could lose sight of the learning outcomes still crave the knowledge from valued and ing experience, this ensures students pos- for the course as the institution reverse en- learned faculty. Even though the classes sess digital literacy, which has become gineers the content into a design that was may not be in the physical environment, the extremely important during these chal- not originally considered. words and knowledge faculty share still lenging times. Utilizing an LMS across all has power regardless of the avenue used modalities and learning styles can also ex- This is not to say that ground-based cours- as long as the focus continues to be on pedite the process to convert students at- es should be delivered virtually at all times, the students and their learning outcomes. tending courses using physical instruction and it is also not appropriate to think that During this time faculty should remember into virtual sessions if called upon in ex- face-to-face instruction and virtual deliv- to be both empathetic to themselves, as treme circumstances given students and ery are interchangeable. However, when they are adjusting to a change, and as well faculty will already have login credentials designing courses with both learning mo- to extend empathy to students as they are and have had their devices setup previous- dalities in mind up-front, this approach can in a transition process together. ly on the LMS platform. help ensure students are accommodated in the instance of a flipped delivery mod- Integrating learning tools natively into the Once faculty are prepared for the change, el without institutional or accreditor con- online classroom can expedite a shift in cerns of learning outcomes being adverse- the same change management principles learning designs if necessary should be extended to students where the ly impacted or diluted. students are informed of the “why”, “how” If an institution’s synchronous learning Engaging online learners at scale requires and “what” behind the change. Students platform is not built into the classroom or strategic implementation and use of mul- should be afforded the same types of LMS directly, a school may be required to tiple learning tools to provide context static and on-demand resources to as- stand up independent conferencing soft- around content being learned sist them with the change and prepare the ware and tools. Thus making communica- student for what to expect when attend- tion a challenge and creating complexity Online learning designs generally combine ing courses in a virtual environment. To for users. Adding or adopting a non-native a mix of synchronous and asynchronous assist students with the adjustment pro- tool will add a different program or sys- learning activities, which requires strate- cess institutions may also want to lever- tem that students and faculty will need to gic decisions to maximize the experience age students pre-existing digital literacy download and access to effectively com- for faculty and students. Creating engag- competencies to help ease the transition municate. Adoption of an outside synchro- ing discussion forums that allow virtual process. For example, many students nous conferencing platform can also add students to benefit from student-to-stu- have used synchronous teleconferencing to security risk as well if it is a tool not dent and student-to-faculty interactions tools and social media applications that already formally integrated into an institu- through the development of practical criti- often mirror functions in the online learn- tion’s technology stack. cal-thinking questions resulting in substan- ing environment. Providing students this If a synchronous learning platform or tool tive conversations don’t occur organically frame of reference as a corollary can as- is built natively into the online classroom and require strategic thinking about the sist with the adoption process as you find and an institution needs to activate an online learner through a suite of resources. analogous examples to your online learn- emergency protocol, an institution can A discussion question that creates a suc- ing environment. Because students have simply tell students to go to their LMS por- cessful dialog in a physical face-to-face the ability to go between traditional face- tal and click on a link to launch the virtu- environment may not have the same im- to-face instruction and online instruction al classroom natively in the system they port when posed in an online environment, on a course by course basis at University are already used to accessing for other and vice-versa. As a result, when creating of Phoenix, these change management means. By having this tool readily avail- a learning activity to promote dialog a fa- principles are ingrained in existing re- able and always on, an institution can piv- cilitator needs to be strategic and identify sources and processes at the University. ot quickly if needed and mitigate security the impact of the activity when real-time Strategically by focusing on the impact of or FERPA issues as the synchronous tool interaction and feedback may be limited. change and the resource needs to support already sits behind the institution’s firewall A good method to facilitate robust discus- faculty and student transitions between and is directly tied to the course of record sions in an asynchronous online environ- learning environments, the University is for the student and faculty. At University ment is to add context to the discussion able pivot at scale effectively and given in- of Phoenix, the synchronous collaboration prompt using multimedia tools. sight into the needs and requirements for tool is native to the LMS, which makes the At University of Phoenix this is accom- building its infrastructure to support both process of shifting students into a virtual plished through in-house multimedia and learning models simultaneously. environment easier by reducing complex- educational technology teams that create ity, limiting security risk, and minimizing adaptive resources so that students are Transition from traditional ground-based change management activities. still benefiting from activities that- sim classrooms to online learning environ- Foundationally design courses to fit multi- ulate, scale, and enhance face-to-face ments can be assisted through the adop- context; even if the responses to the dis- tion of universal platforms ple modalities and learning designs when creating courses cussion questions are posted in an asyn- chronous manner. These tools are “at the When attempting to create a seamless By foundationally designing courses to fit ready” because of the University’s substan- experience, this starts and ends with how multiple modalities and learning designs tial online presence so that courses that all students (traditional or online) inter- from the ground up curriculum can be de- are traditionally offered face-to-face can act with a learning management systems livered through virtual means with limited be adapted to the online environment eas- (LMS). Face-to-face courses often do not loss in fidelity. At University of Phoenix, ily by either dropping these interactive ele- have students interact with an LMS, as pedagogical design does not need to be ments into the course shells or by activat- this can be perceived as limiting to en- deconstructed to fit virtual delivery for ing these multimedia tools. By leveraging gagement and experience and considered ground-based students. This is because multimedia tools, faculty videos, and other unnecessary in the traditional brick and the University of Phoenix’s curriculum de- interactive experiences to provide context mortar classroom. However, introducing sign teams build courses with both teach- to class discussions and the learning ma- students to the functionality of an LMS as ing methods in mind after consulting with terials being consumed, a more engaging a universal hub for accessing course ma- faculty councils and academic leadership experience is provided to students that terials or submitting assignments can cre- on content needs and learning outcomes. reinforces content mastery regardless of ate a baseline experience which assists in This course design process makes a delivery model. the change management process should potential shift between modalities eas- a student need to shift to an alternative ier as learning outcomes and course re- As administrators, understand and pro- learning modality. quirements are considered between both vide clarity around the different pros and 6 Scholar cons of the different learning modalities students specific rich learning experienc- different skills in awareness and empa- for students and faculty es that occur with learning in a physical thy with limited real-time cues, this could classroom environment. Some of these make for improved communication in To facilitate a successful transition of stu- benefits include development of social the classroom when faculty and stu- dents from traditional face-to-face instruc- skills, real-time peer relationship devel- dents return to face-to-face instruction. tion into an online format requires faculty, opment, and hands-on skill building for staff, and administrators to have clarity on • Change Management Awareness – physical vocations. Moreover, faculty and the differences between both modalities, Necessity is called the mother of in- students that benefit from more social and the benefits each modality provides. vention, and a transition like this forces learning environments and immediacy Traditional instruction vs. online instruc- all parties to look in the mirror and as- with feedback find traditional face-to-face tion should not be viewed as one being sess their ability to handle and manage instruction more beneficial. better than the other, or in a competition. change. The experience that society and Rather the difference between each mo- Like any tool, a classroom (whether it be institutions is currently facing can im- dality should be pared down to what type online or physical) can be used for great prove the ability to pivot in a unique situ- of learning is the most appropriate “fit” for good or great harm, so one should not view ation, which can help students adapt to the demands and needs of the learner or the online vs. traditional classroom debate change when they return to their physical the current environment. If a bias or pref- as to which environment is better than the class environments. In fact, this experi- erence is perceived at an institution for other – given that in the hands of a poor ence can be used as a learning oppor- one learning modality over another, this faculty member or administrator either en- tunity to discuss the concept of change can negatively impact the transition pro- vironment can create a subpar experience when students return to their physical cess or adoption curve when a change is for participants. Rather it is better to look classes as a self-assessment and dis- required. At University of Phoenix the dif- at how online schooling presents itself as covery process for a rich in-class discus- ferent learning types are considered com- an appropriate option for individuals that sion opportunity given the importance plimentary and additive to each other that have a certain learning preference and/or of this skill will play in their personal and can fit the demands or needs of its work- filling specific environmental needs that professional lives. ing adult student population. As a result, align with its unique benefits as a delivery Conclusion discussions concerning the benefits and model. the role each modality can play in educa- In a digital society there is a false expec- Make good use of this time as a learning tation that transitioning classes from one tion are essential to fostering a healthy opportunity, especially where new skill transition at scale. environment to another just takes a fac- development can occur ulty member swiveling a webcam around For institutions that may not have as much It is conceivable that during a crisis like and replicating a lecture normally given experience with online learning and would COVID-19, some institutions will be mak- on-campus. In practice the process of like to understand some of its benefits ing a transition to online learning on a transitioning instruction from one modal- comparatively to physical face-to-face in- temporary basis and will return to physical ity to another requires intentional actions struction, here are a few items for consid- face-to-face instruction once it is safe and to provide a robust and engaging experi- eration. Online learning in the right hands feasible to do so. Moreover, during a tumul- ence for faculty and students. That is not is a very powerful teaching and learning tuous time like this, institutions will be ask- to say the process of making this transi- modality that allows for unprecedented ing students and faculty to flex new mus- tion has to be difficult and overly complex, access and flexibility for faculty and- stu cles and abilities in response to changing but rather it can be eased by taking strate- dents. Students that are looking for op- conditions. In these instances, this is an gic steps to prepare all parties for the po- tions that provide quick and efficient up- excellent opportunity for the academy to tential of change. A successful transition skilling, coupled with ability to balance focus on co-curricular development. A few can be accomplished by creating a culture work and family priorities are best served examples of co-curricular development of support that embraces change, using with online instruction. Working adults, that can occur when making a transition in foresight to build content in a flexible man- busy parents, and underserved popula- learning modalities at scale follow: ner, understanding both synchronous and tions benefit from online instruction, and • Digital Literacy Development – A tran- asynchronous learning designs, having often find that this learning environment awareness about the educational technol- meets their goals sition like this has faculty and students move up the digital literacy change curve ogy tools at an institution’s disposal, and With online asynchronous learning, stu- quickly. In a knowledge and informa- by leveraging the LMS as a hub for all stu- dents may be able to have more agency tion-based society having skills in digital dents. This allows an institution the ability over their identity and how they present literacy is essential, and the use of on- to pivot quickly for students in an emer- themselves in the classroom, while not be- line learning tools and LMS environment gency situation like this, while creating no ing completely anonymous. Asynchronous to learn and collaborate to consume encumbrance for any pre-existing online online learning can also mitigate the impact content gives participants real world populations given these students studies of real-time biases and bullying by limiting application to increase their ability with will continue as normal. synchronous interactions between partici- technology and in the process become Regardless of what path an institution pants. Additionally, because online learn- more digitally literate. takes to carry out a transition to virtual in- ing often creates a record of interactions • Enhanced Feedback Skills – In an on- struction at scale, it is critical to embrace between students and faculty, participants line or virtual environment, students and the concepts of empathy and understand- may be less likely to engage in aggressive faculty quickly learn that clear and con- ing for our faculty and students during this or offensive behavior as a record is kept, cise feedback is king. The need for ro- challenging time. The Academy is looked which limits the concept of my word vs. bust feedback in an online environment as a beacon of light during times of adver- your word scenarios. All of these factors is prevalent in the literature for this field, sity, and given we are granted the opportu- can be combined to create a learning envi- nity and ability to continue sharing the gift and when making a transition into an ronment that is structured, which can ben- online learning environment the need to of learning through the use of technology efit certain learners and remove specific hone one’s ability to give good feedback during this time is a blessing. As educa- concerns that may emerge with real-time will become very apparent in practice. tors and administrators at the University physical instruction. Synchronous online During a transition into a virtual learning of Phoenix we have attempted to keep this learning can also blunt some of these is- environment both faculty and students concept as our north star and the founda- sues, while giving participants the benefit will be given an opportunity to assess tion behind our decisions, and hope that of more real-time interactions, but from the ways they communicate with each the sharing of this information based on different geographic locations. other and provide feedback on multi- our experience is helpful to you on your That being said, face-to-face learning ple occasions. Because of the different journey. also provide benefits that online learning cadence in receiving and sending feed- NOTE: This article was adapted from con- cannot provide or replicate, and it allows back, as well as the requirement to use tent provided in interviews by the authors

Scholar 7 Adapting Back Admissions Practices During COVID-19 Crisis

Devin Andrews, MAED Vice President, Admissions & Evaluation University of Phoenix

Educational institutions across the United The University obtains official transcripts and application of transfer credit. Once States have been forced to think cre- in a variety of ways, including paper tran- the official transcript is obtained, a veri- atively to support students in the time of scripts, electronic PDF transcripts, and fication process will occur to ensure that COVID-19. As the pandemic spread and in- Electronic Data Exchange (EDX). EDX al- the information on the official and unoffi- stitutions closed quickly in March 2020 to lows institutions to transmit educational cial transcripts match. If there are mate- protect the health and safety of students, records electronically, as data, using EDI or rial differences, the official transcript will faculty, and staff, herculean efforts were XML standards, which are maintained by be the ruling document and appropriate underway to move traditional bricks and the Post-Secondary Electronic Standards adjustments will be made to the student’s mortar learning online in a matter of days. Council (PESC) (AACRAO, n.d.). According record. This policy exception removes the In addition to instruction, however, there to the American Association of Collegiate challenges of COVID-19 school closures are many other functions that occur within Registrars and Admissions Officers as a barrier so that prospective students a university setting that are critical to sup- (AACRAO), the “main benefits of EDX are can pursue their educational goals without porting students in achieving their educa- secure data exchange, efficiency gains, delay. tional goals. For example, even while the automation opportunities and improved Speculation about what the future holds pandemic continues, students seek to en- student experience due to decreased er- for higher education post-COVID-19 has roll in degree programs. But how can stu- rors and processing time” (para. 1). reached a fever pitch. While most of those dents obtain the needed transcripts from The University has actively pursued EDX contributing to the conversation consid- other institutions to meet admissions re- partnerships over the last decade to de- er the classroom experience or perhaps quirements or transfer credits while most crease student wait time for admissions student life on campus, the future of back institutions have sent staff to work from and transfer credit decisions and improve office processes throughout an institu- home and closed the doors of registrar’s operational efficiency. Those partnerships tion also requires attention. Admissions offices? To overcome this challenge, have been even more beneficial throughout practices built on manual processes and University of Phoenix has implemented a the COVID-19 closure because differences outdated tools can hamper institutions in temporary policy exception to support stu- in how transcripts are issued ultimately meeting their enrollment goals and can dents who seek to enroll. As institutions impact the extent to which transcripts are cause frustrating delays for prospective look to the future beyond COVID-19, use delayed. Most institutions using an elec- students. Moving to more modern solu- of technology to improve back office pro- tronic method for issuing transcripts have tions, such as the electronic exchange of cesses such as issuing transcripts would continued to process transcript requests transcripts, or looking further ahead to help prevent future disruptions. during the COVID-19 closure, decreasing solutions such as blockchain credentials, impacts to prospective students seeking allows colleges and universities to sup- Official transcripts are commonly required to enroll who have attended those institu- port students efficiently, and prepares the during college admissions processes. tions. However, institutions still relying on institution with more sustainable process- Official transcripts are important because in-house paper processes have been chal- es that can occur even during a campus they increase the authenticity of the docu- lenged to keep up with requests or have closure driven by a pandemic. As the fu- ment, allowing the receiving institution to temporarily stopped issuing transcript ture of higher education unfolds, invest- trust the information provided. University during this time period. ments in the administrative aspects of the of Phoenix policy requires official tran- college experience will be critical to meet scripts for admission to certain programs In order to minimize negative impacts to the needs of students who will surely be where a prior degree is required, as well as prospective students whose transcripts navigating a more virtual environment. for evaluation of transfer credit or course are delayed, the University has imple- waivers. When institutions are closed, or mented a policy exception to temporarily References work from home scenarios prevent the use accept unofficial transcripts from these American Association of Collegiate of specialized office equipment required students, while still obtaining the official Registrars & Admissions Officers for issuing transcripts, this may delay a transcripts from the institutions once (AACRAO). (n.d.). Electronic records prospective student’s ability to enroll in a COVID-19 closures are lifted. This policy & data exchange. Retrieved from degree program or transfer coursework exception allows the official evaluation to https://www.aacrao.org/resources/ from that institution. occur, including the admission decision electronic-records-data-exchange

8 Scholar Operationalizing Academic Program Changes in Response to COVID-19

Brandi Morse, MAED Director of Operations College of Nursing

As the University of Phoenix – as well as For MSN/FNP clinical placements, sever- align these with telehealth activities. For other higher educational institutions – re- al measures were put in place. Students example, students in a Pediatric Nursing acted to shelter-in-place and quarantine were given the option to progress in their course were given the opportunity to meet mandates across the United States, each program based on the didactic component with families and perform a trauma as- college reviewed their programs for aca- of their courses. All required hours must sessment through a virtual platform. The demic and operational considerations. The be completed but students were given the trauma assessment is a validated reliable College of Nursing has multiple courses flexibility to complete their hours as they instrument that was integrated to align and programs that require in-person work were able, rather than having those hours with a course learning outcome. at a clinical site. The pandemic created is- be tied to a specific course. Telehealth Operationalizing sues for students to access clinical sites, hours were also introduced, not only in re- obtain preceptors, and generally progress sponse to COVID-19 but also in response to For each response to potential barriers in their program. The College of Nursing the increase of telehealth offerings within there were operational considerations. acted quickly to address the various po- health care. Students who were unable to The college worked with the policy team tential barriers to student success. attend in-person residency were provided and other stakeholders to ensure all ac- the option to do some of the skills check- tions were feasible and within policy. Actions taken off through live video, which allowed them Policy updates were made for exceptions Coursework progress into clinical rotation courses. needed for COVID-19 responses. Many of the MSN/FNP actions require manual Many of our students work on the front Finally, the total number of direct patient tracking or specialized reporting. College line in hospitals, clinics, and other medical hours was reduced to match the national leaders worked with ACEMAPP, our clini- facilities. Despite their busy work sched- certification requirements. cal tracking vendor, to make modifications ules, students told academic counselors Pre-licensure clinical placement that would allow for better tracking and that they wanted to continue. Faculty were reporting. encouraged to provide leniency with late College leadership consulted state boards work and flexibility with assignments, with of nursing and received approval to use Each action taken was communicated to the caveat that academic rigor must re- more simulated clinical experiences to faculty, students, and staff to ensure a main the same. meet program requirements. Additionally, clear and consistent message was deliv- where possible, campus leaders worked ered. College leadership collaborated with Post-licensure clinical/practicum with local clinical sites to provide op- Faculty Services, Internal Communication, placement tions for non-simulation hours. Courses and Student Services to draft and send out For non-patient facing clinical/practicum and exams transitioned to Blackboard communication to each group. Faculty su- work, students were given the option to Collaborate to maintain synchronous pervisors were also asked to touch base complete work remotely. Interview, pro- learning via remote communication meth- with faculty and address any questions. A posals, and other activities could be com- ods. College leaders also collaborated faculty chat with Q&A was held so faculty pleted through video, skype, or other simi- with faculty to identify formative and sum- could ask questions and give feedback on lar communication methods. mative course activities and creatively our actions.

Scholar 9 Academic and Community Support During COVID-19

Christina Neider, Ed.D. Dean College of Social and Behavioral Sciences

During the COVID-19 Pandemic, the supervision, virtual presentations, and re- communications team has been connect- University of Phoenix adapted quickly to view of case studies to complete a report ing our experts and college staff with many plan arrangements for students to contin- or deliverable to be presented virtually. media outlets to discuss the various angles ue to progress through their programs as Also, students could work with faculty and of the Coronavirus Pandemic. Dr. Dean well as provide community outreach and their site supervisor to schedule a virtual Aslinia, Program Chair for Counseling, support for those in need. The College session for 1:1 professional development. discussed many topics to include how to of Social and Behavioral Sciences offers Faculty were also encouraged to create manage your anxiety and mental health multiple programs that require students to mock-client case management assign- during this time, how to speak with your participate in clinical work through in-per- ments that could be delivered over several children about the virus, and how to com- son field placements. The pandemic cre- weeks and be cumulative over the course bat isolation and loneliness. He also pro- ated issues for students to access clinical to help the students work through re- vided expert advice on how to differentiate sites, gain direct hours with clients, and al-world scenarios encountered in human between stress and depression, and how progress in their program. The college act- services environments. to not allow “caution fatigue” to make you ed rapidly to address the various potential complaisant. The support was provided to Another option identified was for - stu barriers to student success and added over 20 media outlets across the nation. dents who qualify for an in-progress grade a level of support for our communities to complete remaining field experience through a variety of media outlets. In addition, Dr. Samantha Dutton, hours over several field placement cours- Associate Dean of Social Work, contrib- Assisting field and clinical students es. Students who can accrue excess uted to this effort by being interviewed by The College of Social and Behavioral hours during this timeframe are able to roll a local Phoenix radio station on missing Sciences worked with students and facul- those excess hours to their second Field milestones. She also created a webinar on ty in the human services and counseling Experience course so they may continue how to navigate missed milestones, such programs to determine flexible solutions to progress through their program. as graduations and weddings, which of- fered 10 tips to help mitigate the impact for the accrual of hours, supervision, and As the college identified appropriate steps, of not being able to participate in those course completion as it became very clear communication to faculty, students, and events and help individuals cope with that students would need additional sup- staff was delivered to ensure a clear and those missed milestones. Dr. Dutton also port during this time. One alternative solu- consistent message. College leadership offered her suggestions to a magazine for tion was the use of telehealth. Students collaborated with operations, communica- an article that was focusing on how to help who were already placed in an agency that tions, and student services teams, as well employees that were working from home offered a telehealth option were encour- as any accreditors and regulators to keep from the manager’s point of view. These aged to use it if the site provided it as an each group fully informed. The College suggestions help managers learn how to option. In addition, the college created an leadership team provided faculty an op- pick up on distress and what to do about it internal telehealth solution for students portunity to attend a live Q&A session to with their employees. using the Counseling Skills Centers. This understand the implementation of alter- allowed students in the counseling pro- native assignments and ask additional The media support from experts within the gram to continue to progress through the questions. College of Social and Behavioral Sciences program and gain direct hours with clients Media support over the last 2 months provided a multi- while still being supervised by a licensed tude of resources to help our students, faculty member. In addition to helping student progress in faculty and the general public respond to In addition, with faculty approval, students their academic programs, the college sup- the pandemic. The community outreach were also provided alternative assign- ported our communities across the coun- has helped individuals navigate through ments, such as remote work activities and try. Over the past 8 weeks our University these unprecedented times.

10 Scholar College of Education’s Pivot

Pamela M. Roggeman, Ed.D. Dean College of Education

On March 13, 2020, almost 400 University Helping as many student teachers as pos- An inspiring group of COE faculty worked of Phoenix, College of Education (COE) sible to graduate in Spring 2020 quickly quickly create these alternative experi- student teachers were learning that became our goal, our north star. ences using resources such as a “Virtual the schools in which they were teach- School” (an online, fictional school creat- ing were being closed due to the spread Achieving this goal began with constant ed by the COE that houses lesson plans, of COVID-19. State education agencies monitoring of what flexibility different student achievement data, teacher/class/ across the country require student teach- state education agencies were allowing school contextual information, etc.), au- ers to spend 12-15 weeks apprentice educator preparation programs to have thentic classroom videos, and other expe- teaching in K-12 schools across America due to the pandemic. This was no small riences. The faculty created these alter- as the culminating clinical experience of task given how many different states in native experiences in one week. The COE their program. Almost overnight, this re- which our students live. Next, the college then held frequent informational meetings quirement seemed almost impossible. At did an in-depth analysis of each student’s for faculty to help them navigate the many, this point, some universities told their stu- progress. We learned that some student varied student situations. dent teachers that their student teaching teachers were able to continue teaching would be stopped and that they would have via distance-learning opportunities provid- In the end, only a very small number of to continue next Fall. They would have to ed by the local school districts. student teachers were unable to complete wait another semester. They would have their clinical experiences. The overwhelm- to incur the cost of the class and the time However, we soon discovered that for the ing majority of the UOP Spring 2020 stu- off from work again next Fall. majority of our student teachers, the K-12 dent teachers were able to cross the finish The typical COE student makes great sac- school districts were not prepared to offer line and graduate their program. rifices to quit their other job and spend robust learning via distance. We needed a three months student teaching, so asking different solution for these students. We The best news is the University of Phoenix our students to interrupt their progress then decided to create alternative experi- College of Education is responsible for and make those same sacrifices again the ences to actual classroom teaching that staffing almost 400 classrooms across next semester was not something the COE could achieve the required standards and the United States with a fully prepared Education could ask of our students. replace the time in the classroom. classroom teacher.

Scholar 11 Telemental Health Relief and COVID-19: A Counselor’s Thoughts

Monique Thompson, DHA, LPC, LPC-S Faculty Center for Workplace Diversity and Inclusion Research

In 2014, my full-time solo counseling prac- risk of COVID-19 exposure. Those show- Telemental health is an effective tool, tice to reduce transportation barriers and ing signs of increased emotional pain due which, prior to now, was not a widely used reduce caregiver burden, began offer- to social isolation have been provided with scope of practice for many behavioral ing telemental health services to elderly, crisis and emergency contact numbers in health care providers. This can mean a homebound, and disabled clients. Since case best laid plans go awry. person’s usual counselor is unavailable there are no patients deemed inappropri- Behavioral health care providers who of- during the COVID-19 crisis. Further, some ate for telemental health – including delu- fer telemental health help address two is- patients may have preferences to only sional patients (Sharp, 2011) – telemental sues that threaten efforts to provide sup- meet in person and choose to wait out health services have now outgrown my port for those stressed within the current the pandemic until they can resume ther- brick and mortar practice. As of March pandemic. Telemental health reduces risk apy. Therapists whose caseload includes 16, 2020, the entire practice is telemental of COVID-19 transmission and access to a reluctant telemental health patient, but health-focused due to the COVID-19 crisis. care can help reduce loneliness as a factor a patient whose needs will likely escalate My client population represents a mix of exacerbating pre-existing mental illness due to the crisis, are encouraged to create adults with a variety of issues. Some cli- and emotional problems. The problem is a safety plan for the client’s use similar to ents come for personal growth and life not all providers were experienced in the what might be offered when the therapist coaching while others have a diagnosed delivery of telemental health before the is out of town, sick, or on vacation. mental illness, addictions, or a combina- COVID-19 crisis. Further, practitioner need tion of both. Many have a history of sexual for guidance and training is outpaced by Loneliness due to COVID-19 social isola- trauma – adult survivors of sexual trauma the immediate demand for care. For in- tion may not be an avoidable experience. is one of my specialties. The “shelter in stance, VSee Messenger – a HIPAA com- Alleviating the severity of problems as- place” orders means all are now faced with pliant platform for telehealth is closed as sociated with loneliness can be helped the increased risk of loneliness. For those of April 1, 2020 to new user sign-ups, and by accessing care. Managing life through already utilizing telemental health care, we any new patients can be added to the sys- self-care and by accessing community are able to add exploration of loneliness tem only by direct, existing provider invita- health aids such as the National Alliance to our clinical work. For those new to tele- tion (VSee, 2020). on Mental Illness and the National Suicide and Crisis hotlines is advised. The National mental health, we needed to quickly adjust The telemental health system ethical and to a new clinical environment and add the Alliance on Mental Illness has a text line technical guidelines are becoming clearer, open 24/7 text NAMI to 741741. Suicide social isolation scope to our work. Then, but guidance for practitioner competence there were those who refused to contin- and crisis lines are also open nationwide in telemental are still unclear (Maheu et 1-800-273-8255. Those at risk for exacer- ue care, opting to wait out the COVID-19 al., 2018). Counselors are advised to seek crisis. bated illness need to take a proactive, not clarity on the legalities for their scope of wait and see, approach. Telemental health Since the COVID-19 crisis began, all clients practice from their state licensing board. allows those experiencing emotional pain have received education on the effects of Clinically, telemental health counselors to seek help. loneliness. Those who are being treated need to keep in mind the various uncon- for mood disorders show rising scores on trollable events on the client’s side of the Self-Care Recommendations: recent runs of their Beck Depression and session (Thompson, 2019). When virtual- Beck Anxiety inventories. Families in ther- ly entering clients’ living space, the coun- 1. Get some sun. Exposure to sunlight apy for crisis before COVID-19, such as a selor must have a plan for clinical events and nature both help reduce levels of pending divorce or severe family tension, such as domestic violence and suicide. cortisol, a stress hormone; face a burden of feeling alone and iso- Counselors also need a backup technolo- 2. Get some sleep. Immune system func- lated even when sheltered in place with gy plan in the case of failed connectivity tion is improved with a full night of sleep; others. Safety planning for these families due to device problems or internet issues. 3. Stay optimistic. Optimism is associat- has been increasingly difficult. All clients Finally, therapists are advised to have a ed with survival and reduced severity of have increased check-ins using a HIPAA self-care plan in place, especially if they depression; and compliant text messaging app to allow for are new to telemental health care delivery, provider monitoring on a daily basis. All as they are adjusting to developing com- 4. Get physically active. Exercise rewires are working in therapy to develop creative petency, and are faced with new, potential- the brain making it less susceptible to options for self-care that do not increase ly isolating experiences in their work. the adverse effects of stress.

12 Scholar References Sharp, I. R., Kobak, K. A., & Osman, D. limited depression treatment: A phenome- Maheu, M. M., Drude, K. P., Hertlein, K. M., A. (2011). The use of videoconferenc- nological study. (Unpublished doctoral dis- & Hilty, D. M. (2018). A framework of in- ing with patients with psychosis: a re- sertation). University of Phoenix, Phoenix, terprofessional telebehavioral health com- view of the literature. Annals of gen- AZ. petencies: Implementation and challeng- eral psychiatry, 10(1), 14. https://doi. VSee. (2020, April 10). Products – HIPAA es moving forward. Academic Psychiatry, org/10.1186/1744-859X-10-14 Messenger for health care. Retrieved 42(6), 825-833. https://doi:10.1007/ Thompson, M. (2019). Telemental health April 16, 2020, from https://vsee.com/ s40596-018-0988-1 counselor therapeutic alliance in session messenger/

Scholar 13 Conducting Social Science Research in the Age of Social Distancing and Work from Home

Mansureh Kebritchi, Ph.D. University Research Chair Center for Educational and Instructional Technology Research

The new social circumstances of working situations at hospitals, health care sup- For qualitative studies, some of the de- from home due to the Covid-19 outbreak plies, health care providers’ support, tele- signs that require direct observations, have transformed many aspects of our health training, consulting, and therapies. field notes, immersion in the field, and lives including conducting social science In business, the unemployment rate is close engagement with participants may research. Various research components spiking to a record high and many sectors no longer be properly done under social such as selecting a research topic, iden- such as hospitability, tourism, the airline distancing order. Ethnography, for exam- tifying an appropriate research design, industry, car manufacturing, and others ple, requires face-to-face, direct, and pro- implementing research procedures, and are shut down. Urgent issues include how longed observations in the field and may collecting data may be impacted by the to support these sectors and employees not be carried out during social distancing. outbreak. Given that the current social during this difficult hardship. Researchers Phenomenology that requires research- circumstances may last for months, re- may greatly contribute to these fields and ers to spend extended time with the par- searchers, doctoral students, and their society at large by focusing on these cur- ticipants may not be properly conducted committee members most likely need to rent topics and finding remedies to- ad during social distancing. The remaining of revise their research projects based on the dress these emerging problems. qualitative designs may need adaptions. new conditions to be able to continue their Research Design Adaptations Table 2 depicts some of the most popu- studies. Some of the impacts of the new lar qualitative designs and adaptations in social order are so profound that they may Research procedures and designs are data collection forms. reshape research practices beyond the transformed in the age of social distanc- current circumstances. Researchers need ing. For quantitative designs, implement- Table 2 ing interventions or treatments in face-to- to learn how to adapt their practices to Adaptation of quantitative designs in the face settings can now be very difficult or continue conducting research in this new age of social distancing/work-from home age. The purpose of this article is to sup- even impossible. Instead of experimental port researchers continuing their studies or quasi-experimental designs, research- by providing a brief discussion about the ers may need to now use ex post facto current research topics and suggestions or causal comparative designs focusing for adaptation of research designs and on examining the impacts of existing or data collection forms. already occurred matters. Collecting nu- merical data can be very challenging or Research Topic Adaptations impossible as many organizations are The most major impact of the outbreak on either closed or under work-from-home the field of social science research is a shift orders. As a result, using archived data in research topics to current, urgent, and for research can be more appropriate in applied matters. Many crucial COVID-19 the era of social distancing. Table 1 de- related issues arise in field of education, picts the adaptation of quantitative de- health care, and business that call for im- signs into the age of social distancing and mediate research-based solutions. In the work-from-home. field of education, for example, the focus Table 1 is shifted to online education at all lev- els, K-12, higher education, and teaching Adaptation of quantitative designs in the and learning occurring outside of formal age of social distancing/work-from home schools. This shift generates urgent new issues to study such as transitioning to an The components of mixed methods stud- online setting in a very short time, homes- ies such as program evaluation and action chooling issues, and the prolonged dilem- research such as program under evalu- ma of reopening schools amongst others. ation, research site, and data collection In healthcare, enormous current issues form need to be revised as described in emerge such as managing emergency Table 3.

14 Scholar Table 3 of a research site or participant may be Conclusion Adaptation of mixed method designs in conducted to some limited extent by in- the age of social distancing/work-from stalling a webcam at the research site. home Data related to online behaviors of partic- Social distancing and work-from-home ipants and online artifacts can be collect- mandates may last for a few months in ed via social media. Document data can 2020; however, some of their impacts on only be collected if online versions are research practices may endure longer and available. Archived online quantitative and reshape research practices profoundly. qualitative data can provide great research Most likely, online education and work sources for researchers. Evidently, not all remotely will remain intact as the more these shifts in how data is collected will efficient cost-saving form of education be negative; many shifts to online forms and work. Thus, research topics related to of data collection may enhance research these issues endure along with research Data Collection Adaptations approaches and make studies more effec- design adaptations for studies conducted In addition to revising the research designs, tive. Moreover, new styles of data collec- in online settings. Furthermore, online data data collection procedures may need to be tion such as written interviews and partic- collection tools enhance quality of some changed and mostly switched to online ipants’ observation in discussion boards collection forms and generate new oppor- settings in the social distancing era. Table and social media emerge as a result of tunities for additional data collection forms 4 shows data collection forms and online online data collection. via discussion boards and social media. tools. Some forms of data collection such Table 4 Therefore, online data collection remains as surveys may be enhanced by using Research tools for online data collection beyond the current social circumstances. Survey Monkey and Google Forms which Certainly, it is critical for researchers to provide additional support for data analy- learn how to adapt and effectively operate sis and management. Interviews and focus in the current situation and its aftermath. groups can be conducted via audio/video This article sheds light on social science teleconferencing and may simulate face- research topics and adaptation practices to-face interactions. Synchronous and in the age of social distancing to support asynchronous online discussions can be researchers continue their studies, remain used to conduct written one-on-one inter- impactful, and meaningfully contribute to views or focus groups. Direct observation their fields and society at large.

Scholar 15 Distance Learning: Lessons Observed from COVID-19

Paulette D. Pitt, M.Ed., Ph.D. Faculty Center for Workplace Diversity and Inclusion Research Joy W. Taylor, Ed.D. Faculty Center for Workplace Diversity and Inclusion Research

Social inequality in the United States is to deliver educational content to students rise to the occasion so their students will one of the glaring issues unmasked by the whose families have limited resources. get through this unscathed for the most coronavirus pandemic. Dr. Anthony Fauci, Although the overall quality of education part. These parents will do what is neces- the nation’s leading infectious disease has changed since moving to distance sary to rearrange their day to make time physician, has stated that minority popula- learning, the quality of education for a for learning. tions are being hit hardest by coronavirus child whose family has limited means is On the other hand, there is a group of due to inequalities in routine health care likely vastly different from a child whose parents that will struggle if districts and access, resulting in a higher prevalence of family has the means to internet access. schools fail to intervene. Some families serious underlying health conditions upon Students with internet access are being are fortunate enough to have an adult with which coronavirus preys (Lahut, J. 2020). referred to tutorials, interactive learning time to focus on their children’s learning Although there is much discussion about sites, and having screen to screen interac- and have an adult with training as an edu- closing existing gaps in equality, the coro- tions/learning with teachers and other stu- cator or specialized training in a particular navirus pandemic has revealed the dispar- dents. Students without internet access subject. Unfortunately, the reality is that; ities lurking beneath the rhetoric. may be receiving paper copies of lessons many do not. These differences highlight or in worst case scenarios, no lessons. the need for schools and districts to adopt Coronavirus has revealed another inequal- These students are primarily reliant upon strategies to forcefully combat unequal ity in addition to health disparities. Access their parents for academic support as learning opportunities during school clo- to a Free and Appropriate Public Education they do not have access to the tutorials, sure. Schools on their own are unlikely has been another victim of coronavirus. interactive learning opportunities, or per- to be able to fully prevent the inequalities Schools closed buildings to stem the tide sonal contact like students having internet arising from this crisis, but it is essential of coronavirus spread in response to the access. that they do as much as they can to pres- Centers for Disease Control’s guidelines. ent a level playing field. Consequently, academic instruction has Educational research provides strong evi- been forced to embrace the platform of dence that, on average, parents with more Understanding the difficulties that par- “Distance Learning.” Many states have education contribute more than parents ents may face is important when plan- moved K-12 classes to online distance with less education to raising student per- ning effective distance learning activities. learning platforms in an effort to continue formance—even in ordinary circumstanc- Appreciate the fact that parents are often the school year. This move has proven to es. The current situation families find multitasking due to the need to care for be somewhat challenging for districts for themselves in across the globe is far from family members, monitor student learn- a variety of reasons. In an attempt to deliv- ordinary. With the rapid onset of corona- ing and meeting the demands of their er distance learning objectives, it has be- virus, a time of year typically devoted to regular employer. This can be challeng- come clear that many American families spring break and end of year assessments, ing for households with just one child and do not have the means to access online has been derailed. With the coronavirus well-educated family members on hand learning platforms due to the lack of neces- school closures, districts and schools are ready to assist. But what of the elderly sary hardware or required internet support. relying on parents to carry out educational grandmother with limited formal educa- Popular platforms for instruction, such as activities in their homes. tion who finds herself raising four grand- Zoom or Google Hangouts, include screen- Now, more than ever, it is critical that rhet- children of various ages? Or, consider the to-screen interaction between teachers oric and lip service be set aside. District distress placed on working parents who and their students. However, students leaders and educators must understand hold low-income jobs in grocery stores without the means to access technology that what is being asked of parents will not that suddenly overnight became “essen- have a distinct instructional and social play out the same from home to home. The tial” workers so they are not able to be disadvantage. An inability to access tech- reality is that while all parents may experi- at home to help with school instruction. nology automatically places students at a ence a sense of frustration with having to Likewise, the family whose first language disadvantage in a distance learning sce- step into this temporary instructional role, is not English may find this time particular- nario. Districts are having to consider how the majority have the resources at hand to ly challenging. More troubling still, is the 16 Scholar fact that not all children will have equal busy to enforce this. Likewise, directions of those who are less fortunate. As the access to distance learning materials due that parents perceive as rigid demands days march on, more headlines highlight to the lack of internet access within the that they cannot possibly meet will make the inequities and the ugly underbelly of home. things worse for them and for students. society as it relates to race, finances and While well intentioned; schools can in- Setting students and parents up for suc- access. The good news is that if the virus advertently add stress to families during cess by providing directions that ease par- resurfaces at some point, we will be better this time by trying to replicate the typical ents’ burdens and engage students pro- prepared if school leaders and teachers school day via distance learning. This pan- ductively can make things better during are paying attention and listening. What demic finds all of us in uncharted waters this very difficult time. It is also important have educators observed that will create and feeling a level of stress. Poor planning to keep in mind that the student without in- better preparedness for next time? How from schools can add to family stress. ternet access is also likely the one who is can a system be devised that will ensure Given the fact that teachers were afford- struggling to get food or whose parent(s) that during an emergency, every child will ed mere days to prepare, they have put are struggling to provide the basic neces- receive a Free and Appropriate Public forth a herculean effort to make it happen sities during this unforeseen situation. Education? The answers to these ques- in record time. Bearing this in mind, all the Thus, the ability of the parent to act as the tions are likely different for every school more reason, the lessons schools provide teacher in dire circumstances when basic district. However, every district should to parents should be easy to implement needs are going unmet is potentially plac- prepare to answer them. Doing so will al- and filled with engaging activities. ing an unrealistic expectation upon an al- low lessons observed to become lessons ready stressed family system. learned. As is evidenced in the ever changing guid- ance citizens receive each day from fed- Almost every aspect of the nation was References eral, state and local leaders; frustration is unprepared for the havoc caused by higher when directives are harsh and feel Coronavirus. However, Dr. Fauci has put Lahut, J. (2020, April 7). Fauci says the punitive. Requiring that someone wear a the U.S. on notice that coronavirus will like- coronavirus is ‘shining a bright light’ facial mask when shopping for groceries ly cause future social disruptions (Lahut, on ‘unacceptable’ health disparities for is better received when there is not an J. 2020). None of us know how long the African Americans. https://www.busines- empty threat of jail time attached to it. pandemic will linger. While we strive each sinsider.com/fauci-covid-19-shows-un- We all know that law enforcement is too day to adjust to our new “normal” think acceptable-disparities-for-african-ameri-

Scholar 17 How to Apply Adaptive Leadership During COVID-19 Remote Learning: Solving the Debate of Asynchronous and Synchronous Via the Iceberg Model

Nichole Rivale-Bell, Ed.D. Alumni Center for Leadership Studies and Organizational Research

School districts around the country pre- assignment on a digital platform, students are present – What are our assets and pare for students to recess from learning may not have the attention span to sit in what are the relationships between our each spring. Yet, in 2020, leaders in K-12 from of a computer for six hours a day, assets, i.e. technology, internet access, education around the nation began plan- and parents may not have resources to food, staff, scope and sequence, profes- ning for learning continuity amid the pan- support each child’s learning simultane- sional learning, etc. demic of COVID-19. In many boardrooms ously. Moreover, families may be ill with • Mental Model – What do we believe or incident command centers, within su- COVID-19 and/or have family members about providing education to all stu- perintendent’s offices, leadership teams dying of the illness in disproportionate dents? What are our values around re- assembled in an attempt to design an ac- numbers by race and ethnicity. To that end, warding students who have access to tion plan for serving stakeholders pending how can we expect synchronously learning the internet and technology and penaliz- State Department orders of social distanc- when we know more inequities exist than ing families who do not? ing, self-quarantine, and shelter-in-place. when we were in school buildings? Bottom line The main problem: how do we ensure the Run it through the Iceberg maintenance of learning for all children in School districts deliver instruction in a schools that cannot provide technology The COVID-19 pandemic created an en- brick-and-mortar, face-to-face environ- for each student? Underpinning questions; vironment that caused a need for rapid ment. There is no way to replicate what do we need to offer a laptop to each stu- change, and leaders needed to make de- teachers do on a day-to-day basis during dent in the district, or do we provide a one cisions that hone in on the beliefs and val- this school closure. A key component of for each family. If yes, do all students have ues of educators, parents, and students. adaptive leadership is learning new meth- access to the internet, and how do we Applying a modified Iceberg Model may ods. Given, how this pandemic rapidly know. How do we prepare teachers for re- assist leaders in addressing how to ap- changed the way learning and teaching mote learning? What are the expectations proach remote learning (Senge, 1990). occur, leaders must learn new methods. and implications for learners, parents, Leaders must learn which platform or tool and teachers? More importantly, what as- aligns with their mental model of remote sumptions and beliefs do we have about learning in addition to how to securely pro- our families and their capabilities to ac- vide special education services without cess learning from home? Questions keep breaching privacy rights and expectations. spiraling. Answers to questions regarding what plat- Challenges with complex issues often re- form meets the needs of students, par- quire a change in beliefs and approaches ents, and educators require leaders to to work demand a creative, informed re- learn various platforms and how many sponse, not a technical fix. platforms should one student have to learn for synchronous or asynchronous Adaptive leadership learning. Addressing the continuity of Misaligned tactics applied to changes that learning in a K-12 school system for all required modifications in beliefs, philos- children is not a technical problem, thus ophies, and behaviors create ineffective • Identify the event – COVID-19 state or- issuing a computer to every child is not solutions. In a remote learning scenario ders closed schools an adequate response. Lessons should be during COVID-19, the decision about pro- asynchronous, meaning that they could be viding synchronous learning versus asyn- • Identify patterns and trends – What accessed at any time of day. chronous learning requires an adaptive has occurred when students do not have Reference approach. Leaders must demonstrate access to schools in the past? What in- empathy, transparency, vulnerability, learn equities emerge when students cannot Senge, P. M. (1990). The fifth discipline: new strategies, and model expectations. access learning from our buildings? The art and practice of the learning orga- Teachers may not have ever posted an • Identify underlining structures that nization. New York, NY: Doubleday. 18 Scholar Immediacy in the Online Classroom: A Prudent Requirement Before, During, and After COVID-19

Erik Bean, Ed.D. Associate University Research Chair Center for Leadership Studies and Organizational Research

With more than 40 years of academic outcomes, an online build can be stream- immediacy online include writing in a con- classroom immediacy research, the ability lined and replicated for future class ses- versational tone, using students’ names in to spur attentiveness and cultivate more sions. More importantly, with the proper the postings, and including personal notes meaningful learning is a student experi- knowledge, practice, and tools, a similar in the group feedback” (p. 32). ence phenomenon that no class should sense of immediacy can be elicited online; ever do without. The same holds true for the type students experienced for centu- Building a successful social learning rap- rigorous distance learning, synchronous ries in the traditional class setting. port in the online distance learning (ODL) and asynchronous platforms have and will environment between instructor and stu- Many instructors who were attracted to be put in place at an unprecedented pace dent is an ongoing process in the online teaching were attracted to have the oppor- as the COVID-19 pandemic continues. classroom. The timeliness and frequency tunity to inspire and delight students and However, for K-12 or traditional academi- of written communications typically de- make the learning process enjoyable and cians with little or no online experience, termine teacher immediacy. Even more memorable. Many fondly remember an what do they know about eliciting immedi- important is the degree to which com- instructor that inspired them in elementa- acy in the distance learning environment? munications foster student psychological ry or secondary school, a role model they What do they consciously have to do to comfort. Easton and Katt (2005) stated, would never forget. Most of these role spur it on? How does effective immediacy “several factors such as teacher immedia- models were lively, passionate presenters occur in the absence of faculty body lan- cy, interaction, and psychological comfort who did not just lecture, but got students guage or fewer real-time interactions? The have been identified as influencing collab- involved; they imbued immediacy. To un- process starts by acknowledging and re- orative learning” (p. 179). acting to student thoughts and emotions derstand immediacy and how it is oper- ationalized in the classroom, we need to in forum discussions, videos, emails, grad- To ensure that teacher immediacy in the understand the term immediacy relates to ing papers, and daily or weekly feedback. online classroom can radiate from written teacher behaviors, not student behaviors. communications, “instructors need to be In a matter of weeks spring will turn into Immediacy itself is defined as the psycho- aware of the impact that their immedia- summer. With no end of the COVID-19 logical closeness a communicator (send- cy behaviors and social presence or lack quarantine in sight, the livelihood and eco- er) conveys between theemself and the re- thereof may have on their students’ satis- nomics of K-12 and traditional college and cipient of the message (Mehrabian, 1971; faction, motivation, and learning” (Swan & university classes are at stake (Arum & 2007). The bulk of teacher immediacy re- Richardson, 2003, p. 81). Thus, how an in- Stevens, 2020). The solution is going on- search entailed verbal (Carrell & Menzel, structor personalizes communications to line. But that will not guarantee a mean- 2001; Swan & Richardson, 2003) and non- a student ties to student satisfaction and ingful student or faculty experience. The verbal (Freitas & Myers, 1998; Rocca, 2004; as Rocca (2004) noted, increased student efficacy of online teaching and learning is Chukraborty & Muyia Nafukho, 2015) in- attendance. backed by years of research and practice. structor behaviors. Conversely, there will always be a group of While some forms of online instruction can Thus while electronic canned feedback people who feel learning and teaching in a allow for verbal exchanges, most commu- has its place to offer faster and more traditional class is preferred. Some teach- nication in the online asynchronous and frequent consistency, and tools like ers and students have seen online classes synchronous classrooms is non-verbal de- PhraseExpander that help to easily work as more time consuming and more social- pendent on written postings, pre-record- in comments across all platforms or those ly isolating. ed videos, and email or chat exchanges. specific to software such as Microsoft While perceptions about online teaching Consequently, for nonverbal teacher im- Word AutoCorrect that can be easily pro- will always exist, they are not always true. mediacy, assessing online body language grammed to provide hundreds of profes- Adapting to new routines can be daunt- is not easy; rather, written transactions sional instantly inserted comments, must ing for either faculty or student. Initially, between instructor and student are the pri- still be complemented by personalization the time needed to set up and manage a mary focus. As well as making classroom where applicable (Bean, 2014). This way distance learning class will increase. But materials more engaging, Conaway et al. faculty can save time by offering rigorous with practice and compliance to learning (2005) claimed, “strategies for increasing commentary, and students can receive the

Scholar 19 personalization in the form of immediacy is a college education in the time of from https://pdfs.semanticscholar. they deserve. Coronavirus? Retrieved from https://www. org/fbf3/feba9cc81ec83c80fceee- Both faculty and student are always look- nytimes.com/2020/03/18/opinion/col- c1a2c341f1ef9c5.pdf lege-education-coronavirus.html. ing for ways to save time, but neither Conaway, R. N., Easton, S. S., & Schmidt, should sacrifce a memorable experience Bean, E. (2018). A review of Typography to W. V. (2005). Strategies for enhancing in the classroom. So continue to give Improve Your E-learning. Journal of Online student interaction and immediacy in on- those lectures live or record them with Learning Research and Practice. doi: line courses. Business Communication renewed vim and vigor. Take delight in of- 10.18278/il.6.2.6 Quarterly, 68, 23-35. fering the latest contemporary information that makes your class so special. Create Bean, E. (2014). Rigorous grading us- Easton, S. S., & Katt, J. (2005). Online engaging content by carefully selecting ing Microsoft Word AutoCorrect: Plus learning: Expectations and experiences. fonts, colors, and spacing to aid in the over- Google Docs. (Book) Westphalia Press; International Journal of Learning, 12(5), all online experience (Bean, 2018). And if Washington, D.C. 177-186. you need to add other unique engaging as- Bean, E. & Waszak, E. (2015). Social me- signments, consider using social media to Freitas, F. A., & Myers, S. A. (1998). Student dia lesson plans for YouTube, Facebook, garner more class attention regardless of perceptions of instructor immediacy in NaNoWriMo, and CreateSpace: Plus in- the subject matter (Bean & Waszak, 2014; conventional and distributed learning tro to blogger (Book) Westphalia Press; 2015). classrooms. Communication Education, Washington, D.C. 47, 366-372. Immediacy in the online classroom has been and will continue to be a most pru- Bean, E. & Waszak, E. (2014). WordPress Mehrabian, A. (1971). Silent messages. dent faculty iniative, one that can increase for student writing projects. (Book) Belmont, CA: Wadsworth. student attentiveness and retention. Many Brigantine Media: Compass Division; St. Mehrabian, A. (2007). Nonverbal com- K-12 online initiatives as well as traditional Johnsbury, VT; SocialMediaLessonPlans. munications. New Brunswick, N.J: colleges can and should learn more about com. AldineTransaction. scaling online without sacraficing immedi- Carrell, L. J., & Menzel, K. E. (2001). acy. They can learn much about immedia- Variations in learning, motivation, and Rocca, K. A. (2004). College student at- cy to maintain attentiveness and retention perceived immediacy between live tendance: Impact of instructor immediacy from schools like University of Phoenix and distance education classrooms. and verbal aggression. Communication and other online higher education insti- Communication Education, 50(3), 230. Education, 53, 185-195. tutes who have been successfully doing it for many years (Arum & Stevens, 2020). Chukraborty, M. & Muyia Nafukho, F. Swan, K., & Richardson, J. C. (2003). (2015). Strategies for virtual learning en- Examining social presence in online cours- References vironments: Focusing on teaching pres- es in relation to students’ perceived learning Arum, R. & Stevens, M.L. (2020). What ence and teaching immediacy. Retrieved and satisfaction. Journal of Asynchronous

20 Scholar Supporting Our Frontline Healthcare Workers: Reflections from a Nurse Educator

Karen Myers, RN Faculty Center for Workplace Diversity and Inclusion Research

Working as an online RN Nurse Educator, few supplies, little to no testing, frequent proper monitoring equipment for a ventilat- there have been numerous healthcare dis- changes in policy and unknown PPE re- ed patient can be provided. However, even parities noted with the onset of the coro- quirements created many safety issues though bed capacity was increased, there navirus pandemic. The coronavirus pan- for many healthcare workers. was the remaining issue of having enough demic is an unprecedented event that has The need for ventilators, properly trained properly trained ICU RNs to care for the changed the course of society in one fell ICU/ER staff and the availability of patient ventilated patients. A plea from Governor swoop. Through my experiences as an ed- rooms were additional areas that highlight- Cuomo for retired and volunteer health- ucator in this field, this article provides per- ed healthcare disparities in our current care workers to return to the bedside was ceptions of the coronavirus pandemic and, healthcare system. Cross-training RNs at soon echoed by many other governors consequentially, the mental health care the bedside has been a practice in health- throughout the United States facing peaks needs of the front-line healthcare workers. care, but not on a large scale. There is a in coronavirus patients who needed to be From a Nurse Educators’ perspective, the specific skill set required for working in the ventilated. Additionally, many mobile Army healthcare system simply was not pre- ICU and ER departments. Sometimes the surgical hospitals (MASH) with supplies pared for the impact of this pandemic ICU and ER staff are cross-trained, and the and personnel were quickly established on our nation’s healthcare system. As we labor and delivery and mother/baby staff in New York and other hot spots (Junkins, note in almost daily media reports, there can be cross trained. However, in most 2020). These MASH hospitals can be was not enough personal protective equip- hospitals, medical-surgical unit nurses are moved as needed as the coronavirus in- ment (PPE), tests for the virus or testing not cross-trained for the ICU or ER. The fection spreads and peaks in patients. ability, ventilators, trained ICU/ER nurses, lack of specialty trained nurses to properly Nurse educators recognize the impor- or rooms for patients. PPE is essential for and adequately care for ventilated patients tance of supporting students who may be healthcare employee safety for any type of have created situations that are different directly working within healthcare environ- isolation such as contact, droplet, or respi- from standard practices, such as one ICU ments providing patient care for those af- ratory issues (CDC, 2007). Unfortunately, trained nurse having more than the stan- fected by the coronavirus pandemic. Most while this equipment remains essential dard practice of having only two ventilated online RN’s are licensed RN’s working to the safety of those working in hospi- patients in their care and an ER nurse car- in the healthcare system while pursuing tals and clinics, the coronavirus pandem- ing for a ventilated patient for longer peri- some form of additional higher education. ic has essentially taxed the supply chain, ods of time than recommended by industry As with the healthcare system, RN online resulting in a scarcity of resources and a standards. As noted by Halm, a RN having nursing students were suddenly faced situation where many frontline healthcare more than the industries standard nurse with overwhelming patient loads causing workers are at risk. to patient ratio causes potential safety is- additional working hours while balancing In the instance of the coronavirus pandem- sues for the nurse and patient (2019). The stress from home, work, school life and ic, the contagiousness and infectiousness lack of rooms in the ICU compounded the National Mitigation where non-essential of the disease was not well known at the issue by having patients on stretchers in areas were closed. beginning of the spread of this virus. As the the ER and being cared for by an ER nurse The National Mitigation Framework, Center for Disease Control and Prevention instead of an ICU trained nurse. Further, Second Edition, created by FEMA (2020), (CDC) and other major healthcare leading not having proper beds for patients can in essence provides a working framework organizations gathered new data, through increase undesired consequences, such to focus on setting strategies for whole reliable viral testing in affected areas in as bed sores and exacerbations of chronic communities to build, sustain, deliver and the United States, health care profession- disease, which can lead to poor outcomes coordinate efforts for core supplies and als experienced an influx of continuously (Pagnamenta, 2017). resources at the national, state, and re- changing recommendations and policies. Another pressing issue within this pan- gional levels and coordinating government The frequent policy changes had health- demic is the capacity of hospitals across and private industry efforts. In addition, care workers at the bedside confused the nation. Hospitals were tasked to in- the President’s Coronavirus Guidelines and unsure as to what specific PPE was crease their ICU bed capacity by as much for America (CDC, n.d.) provide additional required to protect them from contracting as 150%, such as in New York (Cuomo, guidelines such as closure of non-essen- the virus. As such, the accumulation of 2020). By increasing the ICU bed capacity, tial businesses, social distancing, avoiding

Scholar 21 social gatherings and other practical strain early on and issued guidance to fac- References guidelines to help decrease the spread ulty that has helped students by support- of the coronavirus. With these guidelines, ing online instructors as they work with CDC.gov. (n.d.). Implementation of mit- many governors issued orders such as students, such as allowing extended due igation strategies for communities with shelter-in-place, closed non-essential busi- dates on assignments without penalty. local COVID-19 transmission. [brochure]. ness, and required essential businesses to This extra flexibility for students from the Retrieved from: https://www.cdc.gov/ remain open. All healthcare workers were university seems to be very beneficial to coronavirus/2019- ncov/downloads/ considered essential workers and required students and their performance on assign- community-mitigation-strategy.pdf to report to work. This added to the stress ments and within programs. CDC.gov. (2007). Isolation precautions. of online RN students working in high risk As the coronavirus pandemic continues Retrieved from: https://www.cdc.gov/in- areas with an increased level of transmis- to unfold, it is important to consider the fectioncontrol/guidelines/isolation/index. sion of the coronavirus. vulnerability of our frontline health care html Posting a specific thread in each week’s workers. While we have examined the FEMA. (2020). National mitigation discussion board related to the corona- needs of these personnel, in relation to framework. Retrieved from: https:// virus pandemic, where RN online nursing PPE and working conditions, we also must www.fema.gov/national- students related their thoughts and sto- consider the mental and emotional wellbe- mitigation-framework. ries, seems to be a healthy outlet for our ing of each and every healthcare worker, RN online nursing students. This provides as well. Our frontline healthcare workers Halm, M. (2019). The influence of appro- not only an educational opportunity to ex- have been traumatized by their individual priate staffing and healthy work environ- amine nursing in action, but an outlet to and group experiences with coronavirus. ments on patient and nurse outcomes. discuss what they are seeing, thinking, and Experiences of fear, death and helpless- American Journal of Critical care, 28(2), feeling as they work on the frontlines of ness can lead to future mental health is- 152-156. this pandemic. Students have relayed chill- sues, such as PTSD (Lewis, Arseneault, ing stories of having numerous patients on Caspi, Fisher, Matthews & Moffitt, 2019). Junkins, C. (2020, March 17). Trump ventilators, being pulled to an ICU area with Specific mental and emotional health inter- says Army to build “MASH hospitals’ no previous training; experiencing a lack ventions can include both trauma-focused for COVID-19 victims. Capital Journal. of supplies, medication, and PPE; staff- interventions that address the memories Retrieved from: https://www.capjournal. ing issues; responding to sudden cardiac of the event and non-trauma-focused in- com/news/coronavirus/trump-says-ar- codes; dealing with a high death rate; and terventions that include relaxation, stress my-to-build-mash-hospitals-for-covid-/ experiencing overall fear for themselves, inoculation training and interpersonal ther- article_b61e5a94-68b0-11ea-969e-eb- family, and co-workers. Several students apy (Watkins, Sprang & Rothbaum, 2018). c1984a0448.html. related stories of how a co-worker was As such, the lack of addressing the trauma LaGrone, S. (2020, March 18). Trump: fine and healthy one day and then falling ill experienced by our frontline healthcare Hospital ship Comfort to go to New York and being put on a ventilator the next day. workers could lead to a massive exodus City, Mercy set for west coast support. Some of these co-workers survived but from our healthcare system, leaving an USNI News. Retrieved from: https://news. many did not. Online nursing students re- even bigger shortage in healthcare work- usni.org/2020/03/18/trump-hospital- lated the fear and “weirdness” of caring for ers than what existed prior to the onset of ship-comfort-to-go-to-new-york-city-mer- a co-worker in this situation. One student the coronavirus pandemic. This is a war cy-set-for-west-coast-support. noted she was “tired of death” and “death- unlike any before. Addressing the physical, ly afraid of going to work” but managed to mental, and emotional impact of this pan- Lewis, S., Arseneault, L., Caspi, A., Fisher, continue her duties. Through these con- demic on our frontline healthcare workers H., Matthews, T., & Moffitt, T. (2019). The versations, one thing is evident: RN online becomes a current and future imperative epidemiology of trauma and post-trau- nursing students are terrified but also ded- for us all. matic stress disorder in a representa- tive cohort of young people in England icated as they remain on the frontlines of To say that the coronavirus pandemic this surreal war. and Wales. The Lancet: Psychiatry. 6(3), caught our healthcare system unprepared 247-256. DOI:https://doi.org/10.1016/ Many RN online nursing students note the is an understatement. The lack of equip- S2215-0366(19)30031-8. challenges of making academic progress ment, beds, supplies and personnel helped as they continue matriculation in their to identify some of the greatest deficien- Pagnamenta, F. (2017). The provision of programs while also serving as frontline cies in our healthcare system. In addition, therapy mattresses for pressure ulcer pre- workers within this pandemic. Many have the needs for online RN students and vention. British Journal of Nursing, 26(6), expressed frustration in their own per- mental healthcare needs for all frontline 28-33. DOI:10.12968/bjon.2017.26.6.S28. formance for course projects, due to the healthcare workers were also identified. Watkins, L., Sprang, K., & Rothbaum, lack of time left over in a day after meet- Providing flexibility in online education is B. (2018). Treating PTSD: A review of ing many other obligations. Some RN on- one viable solution to help online RN nurs- evidence-based line nursing students have left their online ing students. Addressing and implement- program temporarily since work and home ing mental health care needs is a current psychotherapy interventions. Frontiers in life now dominates their worlds. Yet, the and future obligation that needs to be Behavioral Neuroscience, 12, 258. DOI: University of Phoenix recognized this extra fulfilled. 10.3389/fnbeh.2018.00258

22 Scholar A Teachable Moment for Counselor Education

Ryan Rominger, Ph.D., PCLC Associate University Research Chair Center for Educational and Instructional Technology

When I was earning my Masters of Science trainings, writing of therapy notes, and the teletherapy including learning how to inte- in Clinical Mental Health Counseling we like). However, for supervision, hours must grate teletherapy into our practicum and were admonish to see clients only in the be face-to-face. The question arises, does internship experiences. I can only imagine face-to-face format while earning our face-to-face include videoconference how different counselor responses would hours. While our program was primarily technology as found within telehealth? Or, have been had we been trained prior to this online (with two residencies and numer- is the presumption that face-to-face auto- crisis how to integrate teletherapy for use ous videoconferences) our education matically includes ‘in-person’ interactions with multiple client populations. For ex- was focused on in-person face-to-face as opposed to ‘at-a-distance’ interactions? ample, how can teletherapy best be used interventions, our practicum was in-per- Thus, a three-fold opportunity arises. with children between the ages of five son face-to-face sessions only, and our in- 1. First, students and post-graduate ther- and ten years old struggling with behavior ternship was in-person face-to-face only. apists completing hours for full licensure problems, or with seniors struggling with During our courses we were exposed to should clarify their state requirements depression and anxiety? I believe the ex- articles on teletherapy and telemedicine, regarding in-person and at-a-distance, or ploding practical use of teletherapy opens but it was not a part of our formal, regular telehealth, supervision. up a ripe opportunity for research, training, curriculum. and education within teletherapy on how 2. Second, programs attempting to ad- teletherapy can best be used with certain Regarding regulations, counseling pro- here to state regulations should also mental health disorders and with certain grams are regulated by the Council for clarify with their states if practicum, in- populations. In a sense the current pe- Accreditation of Counseling and Related ternship, and post-graduates seeking riod of Covid-19 crisis is a call to action Educational Programs, also known as full licensure may engage in videocon- for CACREP and all counselor or therapist CACREP. While I was a student it was ference telehealth supervision. professional organizations to integrate never clear whether CACREP approved 3. Third, state legislatures have the op- teletherapy and telemedicine into formal of teletherapy for educational programs portunity to align state requirements educational programs. for counselors. The focus was always with CACREP policies, including recent in-person, face-to-face services, and this statements regarding flexibility and lack led to an assumption that teletherapy was So, what might a teletherapy or telemedi- of prohibition against telemental health cine program element look like? It would second-rate at best. Fortunately, the cur- or distance supervision. rent crisis has allowed CACREP to more ideally include discussion of issues relat- prominently clarify its stance. On their The current crisis has made us aware ed to ethics, use of hardware and software, website CACREP clearly outlines the flex- that telemental health and teletherapy are and use of teletherapy for particular dis- ible stance this organization has taken. unique aspects within the counseling para- orders and with particular populations. It Regarding CACREP standards 3.G and digm. They are far more critical them then would include research that has been done 3.K discussing clock hours for practicum we had once thought. In a very short pe- on best practices and on how teletherapy and internship within a program, CACREP riod of time we found counselors scram- should and should not be used. Also, we clearly states “CACREP does not have any bling to move their practices online and would learn about how teletherapy may be prohibitions against telemental health or move away from in-person, face-to-face used with specific clients, individuals, cou- distance supervision.” therapy towards teletherapy. Counseling ples, and groups as well as within differ- organizations and online CE organizations ent institutions such as community men- While CACREP regulates educational quickly put out guidelines, certifications, tal health centers and substance abuse programs, licensure, however, is regulat- and best practices pieces regarding tele- treatment centers. We would learn the ed at the state level. Within the state of therapy for the counselors who are already different social, economic, cultural, and Montana, where I reside, most indices engaged in the practice. And we as coun- cross-cultural implications of using tele- point toward support for telehealth. A lack selors in the height of our own anxiety, to therapy and telemedicine, as well as how a of clarity comes, however, when discerning meet our clients’ needs, continue to eat it therapist might conduct mental health as- the definition of ‘face-to-face’ supervision. up. These ongoing CE trainings and best sessments in a culturally competent man- Montana Rule 24.219.604 #2 clearly indi- practices pieces have made us aware that ner (and while aware of issues related to cates that supervision must occur ‘face- our own education around teletherapy was social economic status including access to-face’. Client hours are defined as direct sorely lacking. It seems that we now have to resources such as computer technol- or indirect (with direct client hours includ- an opportunity to grow counselor educa- ogy) during teletherapy. There are many ing sessions, and indirect hours including tion to include issues around practicing elements which may be explored, and I Scholar 23 imagine that the field of counseling will case-study articles on many of the topics our knowledge regarding the utility of tele- be inundated with auto-ethnographic and above as we continue the advancement of therapy during times of crisis or otherwise.

24 Scholar Pivoting of Higher Education in the COVID-19 Era

Sean W McHenry, DM Affiliate Center for Leadership Studies and Organizational Research

The gradual evolution of leveraging learn- immediate and comprehensive shift from Constructivism; both concepts recognize ing technology received a disruptive accel- on-ground to online learning revealed the the importance of a student-centered ap- eration in Q1 of 2020 by social distancing abrasion between HE leadership’s top- proach to learning (Wilson, 2018). practices in response to the COVID-19 down and learner’s collaborative mind- pandemic. Beliefs in the value of synchro- sets. Learning group leader’s with middle Higher Education Post COVID-19 nous, asynchronous, online, and onsite management experience will be famil- learning are passionate discussion points iar with this conundrum, executing swift The COVID-19 era has introduced a shared in academic and applied professional sub- change, coordinating collaborative team experience for leaders and learners to con- cultures. The inertia against online learn- effort, and maintaining operational effi- nect. Larger opportunities for the Higher ing caused by these philosophic divisions cacy. Adult learning emphasizes learner Education industry include embracing must be overcome by higher education participation, experiential learning, and proven andragogy principles that align (HE) to meet the urgency of this moment. personally relevant topics (Wilson, 2018). with needs of the growing Gen Z consumer Continuity in delivering knowledgeable and By including learners in how the online piv- while concurrently adhering to the social skilled candidates to the recruitment com- ot occurs, the challenge is converted into distancing best practices. The solutions munity is essential in maintaining accredi- a broader learning opportunity and a way are strategic, inclusive, and add value to tation standards and meeting the econom- to demonstrate an institution’s authentic the higher education experience. ic demand for skilled professionals. commitment toward increased personal- ization of training as espoused by Petrucci Immediate adaptability of learning environ- Relevance in Response and Rivera (2018). The inclusion may miti- ments to online platforms occurred in Q1 Leaders of HE learning groups are chal- gate the perception of authoritarian based 2020 for an indefinite period. Focused for- lenged with pivoting to technologically en- behaviors found to decrease learning effi- mal and informal discussions about fos- hanced delivery platforms while maintain- cacy (Alt & Itzkovich, 2018). tering supportive learning environments ing solid pedagogic principles to foster through this difficult time are excellent op- Feelings of empowerment may be ampli- successful learning environments. Recent portunities to share strategic approaches fied through including learners in crafting andragogy findings support non-tradition- for adapting course structures to evolving the swift transition and channeling their ef- al learning models, emphasizing the value student needs. Learning group leaders are forts through a Triple-V model approach. and relevance of student-centered learn- also encouraged to authentically solicit, Mortimer (2016), noted an increase in ing. These values align with the preferenc- listen to, and implement suggestions from deep learning, personal growth, and em- es of Generation Z. The burgeoning Gen learners about how to best modify course powerment associated with integrating Z demographic value organization agility, structure for greater comprehension. the virtues of vision, value, and vocation micro-learning, personalization of train- into the learning experience. The COVID-19 ing, transparency, and real-time feedback Institutions are encouraged to review learn- pandemic response presents an extreme (Petrucci & Rivera, 2018). These groups ing group sizes and/or create additional experiential learning opportunity, appli- prefer leaders who demonstrate inclusive- opportunities for small group interaction, cable to most social science disciplines. ness, commitment, and ethics; they prefer allowing for greater degree of connection Learners have a unique opportunity to par- small team-based groups, decreased hi- with learners and fulfilling the preferences ticipate in and study the impact of exter- erarchy, and flexibility. Social distancing of HE’s larger demographic. Finally, by le- nal forces and value-based organizational practices facilitated an unprecedented veraging the Triple-V model through clari- response as consumers of HE and/or as shift toward online synchronous learning; fying the vision, value and vocation appli- professionals in their respective fields. HE is presented with an opportunity to cation of the online pivot, HE potentially Learning group leaders have an opportu- right-size learning environments and add increases learner’s feelings of empower- nity to leverage this approach to increase value to service delivery methods; leverag- ment while facilitating deep learning by value to the learner and the organization. ing these opportunities identified in recent contextualizing this unique experience. andragogy studies. The significance of the COVID-19 response This strategic approach, founded in ped- impacts both facilitator and student; the agogic principles, meet the needs of the Strategic Grounding magnitude of this event activates as- new normal, while addressing the evolving Formulating a strategic response for an pects Human Learning Theory and Social needs of the new student populous.

Scholar 25 References student-learning experience: The triple-V login.aspx?direct=true&AuthType=shib&d- model of experiential learning. Higher b=edb&AN=133893814&site=eds-live&- Alt, D., & Itzkovich, Y. (2019). The con- Education, Skills and Work - Based scope=site nection between perceived constructiv- Learning, 7(4), 337-353. doi:http://dx. ist learning environments and faculty Wilson, S. D. (2018). Implementing co-cre- doi.org.ezproxy.redlands.edu/10.1108/ ation and multiple intelligence practic- uncivil authoritarian behaviors. Higher HESWBL-07-2016-0052 Education, 77(3), 437-454. doi:http://dx. es to transform the classroom experi- doi.org.ezproxy.redlands.edu/10.1007/ Petrucci, T., & Rivera, M. (2018). Leading ence. Contemporary Issues in Education s10734-018-0281-y Growth through the Digital Leader. Journal Research (Online), 11(4), 127-132. of Leadership Studies, 12(3), 53. Retrieved doi:http://dx.doi.org.ezproxy.redlands. Mortimer, S. (2017). Transforming the from http://search.ebscohost.com/ edu/10.19030/cier.v11i4.10206

26 Scholar Pass the Manila Envelope, Turn on the Camera, and Learn During COVID-19

Margaret Vianna, Ed.D. Alumna Center for Educational and Instructional Technology Research Elizabeth Young, Ed.D. Faculty Center for Educational and Instructional Technology Research Austin Moon, Ed.D. Alumna Center for Educational and Instructional Technology Research

Families across the world are facing populations who have access, and those that used to be the norm before COVID-19. unique challenges since the outbreak of who do not, to technology and environ- These new limitations that require stu- the COVID-19 pandemic ushered in the ments that allow learning to continue dents, teachers, parents, and the commu- new year. The pandemic has caused edu- during the COVID-19 pandemic. The focus nity to stay home in isolation have brought cational leaders and families worldwide to of this research team will be to answer creative minds and solutions to the fore- seek alternative instructional methods, to questions about how parents support their front of education. Teachers and students ensure students’ learning continues during children’s distance learning attendance continue to expand concepts of what con- these times of social distancing. Educators and experiences, how parents improvise stitutes a classroom and an environment have sought synchronous and asynchro- when real-time teaching is not available, that is conducive to unique instruction. nous methods to ensure that disruption in and how parents provide physical and so- Unfortunately, not every community has learning is kept to a minimum for the dura- cial engagement activities for their chil- the social infrastructure or public fund- tion of this pandemic. Parents of 55 million dren to ensure healthy mental and physi- ing to purchase rights to synchronous school age children in the United States, 5 cal well-being. platforms and educational tools to bring million in Canada, and 53 million in Brazil COVID-19 has changed the way educators teachers and students together on a com- (Unesco, 2020) have the added challenge teach students, and the mode in which puter or cellphone screen. of educating their children at home, often students engage in learning. In Brazil, a with few to no resources. Students in smaller towns with more rustic nation-wide mandate for students in pub- infrastructure and less public funding must State and national governments have re- lic and private schools – from pre-primary seek out alternative, low-cost methods to quired teachers to stay home and teach to tertiary institutions – to remain home bridge the gap among the students and students online. Many educators are seek- and in isolation has left educators to de- teachers nationwide. Asynchronous meth- ing appropriate digital tools to maintain cide the best method of instruction to ods that involve communication through consistent daily skill development in most reach their particular population. Nearly regular email serve as an instructional tool parts of the western world. A vast number 52, 898,349 students have abandoned the to ensure students are present on a dai- of programs and websites that teachers traditional curriculum to face unchartered ly basis. A simple, yet indirect method in implement in the classrooms are transi- academic territory for learning across small rural towns, nestled near large plan- tioning to the distance learning environ- Brazil (UNESCO, 2020). tations of corn, soybean, and sugarcane, ment. Online teaching aids are aimed at Educators in large cities and rural areas in the state of Goiás, has involved caretak- math and reading development, and the have sought out alternatives for on-site ers and parents dropping off completed teachers are supplementing lessons with classes. The method of instruction teach- homework in plastic covered folders, to daily online meetings through platforms ers select varies greatly as does the so- secretaries donning masks, and picking such as Zoom, Google Hangouts, and cial infrastructures in Brazil within the 26 up an outbound folder with new assign- WhatsApp. states and the Federal District. Instruction ments to complete and return on a desig- Children who live in homes that are ill- via platforms range from Zoom, Google nated day. The educational leaders’ lack of equipped with technology experience lim- Hangouts, WhatApp, to applications cre- technological infrastructure to restructure ited access to online learning. Educators ated by schools. These instructional tools the classroom via an online platform was and researchers continue to seek answers allow teachers and students to learn syn- cleverly aligned to a no-nonsense solu- to bridge the gap among diverse student chronously imitating the real-time learning tion to exchange plastic manila folders of

Scholar 27 homework and new assignments twice switched from one synchronous plat- materials to students’ homes. Teachers weekly. form to another, and own a laptop, public knocked on doors and stepped back the Where home technology and Internet are school students, such as Y. Borges (April appropriate distance of 6 feet. The teach- not a reality for every student in the public- 15, 2020) must find a quiet space to study. ers were often greeted by students’ friends school system within the interior towns of She voiced her concern about parents and who were observing social distancing with the state of Goiás, asynchronous systems grandparents not understanding that she their families. is studying while using her cell phone, and offer temporary solutions to educators Some families across the nation experi- that they do not take the online learning se- and students who wait for the pandemic enced difficulties with access to technol- riously. WhatsApp was the most recent in- to slow in their communities, so they may ogy in their homes. Some school districts structional platform chosen by her school return to the physical classroom. In these supported less privileged families by al- administration. At times, she has been hardworking, rural communities across lowing bus drivers to deliver hundreds of interrupted to help with cooking or to do Brazil and the United States, many stu- Chromebooks or computers to students cleaning during a classroom chat session dents’ parents cannot afford purchasing in need. Some families who did not have on WhatsApp. Taking online instruction a computer or installing internet into their Internet when the quarantine began were seriously (by family) has been a struggle homes. The asynchronous system is an al- provided with free Internet service so for her during the COVID-19 pandemic (Y. ternative option for teachers and parents students could continue academic en- Borges, personal communications, April who have exhausted creative ways to al- gagement online. In some neighborhoods 15, 2020). low students diverse activities, to ensure where Internet services were not available, learning continues. How educational and familial counter- school buses were set up as hot spots and According to one ninth grade student who parts in North America continue education available for students. attends a public school in a rural town in during the COVID-19 pandemic demon- strates diverse instructional tools that Parents, who cannot join for the three hours the state of Goiás, and has been home of virtual instruction, may access a record- since President Bolsonaro’s stay-at-home connect teachers and students to a virtual classroom. In parts of the United States, ing of the lesson to connect and partici- mandate on April 12th (Unesco, 2020), pate with their children’s activities. Some the students used Zoom for one week of students are well-prepared to transition from the physical classroom to distance teachers prerecord lessons and share with instruction. Teachers decided to move to their colleagues to lessen the workload. WhatsApp to facilitate instruction by stor- learning. Students have technology at home and the knowledge of how to utilize Parents who remain in the workforce are ing homework and corrections on email and able to access the work at their conve- the WhatsApp school group. Five teachers the Zoom classrooms and access materi- als needed for their lessons. However, in nience. Teachers provide assistance with created one group for the ninth-grade class how to access Zoom and answer ques- with the school coordinator and director in many rural and less well off areas, teach- er and student preparation for distance tions through scheduled virtual meetings. the group to monitor and ensure students Students with Individual Learning Plans and teachers maintained a professional learning resembles that of less equipped nations. are instructed through Zoom at scheduled virtual classroom. Teachers instruct their times most convenient for families. respective session and send videos from Some rural school districts in the United YouTube for students to watch. To avoid States connect online with students during During this unprecedented time in histo- inappropriate behavior, the teachers block the COVID-19 pandemic. In Wyoming, ry, teachers and families across the na- the video and use the chat only option. The each school district had to develop a tion are working together, building strong Physical Education teacher made a video learning plan and submit it to the Wyoming community connections to find solutions of herself conducting exercises with subti- Department of Education for approval. The to technological and instructional issues tles explaining each exercise. The assign- learning plans included the use of Zoom, to ensure learning continues with minimal ment to complete during the remainder of Google Classroom, and other programs disruption. Educators, students, and fami- class was to film themselves conducting (such as Dream Box, IXL, and Raz Kids that lies across diverse social conditions con- each exercise, and to write a reflection of students could access at home to improve tinue to strive to maintain a new normalcy their experiences in a physical notebook. their skills). Educational leaders in other at home where school and work environ- Students were to send in the clipping and school districts have required teachers ments traverse kitchens and living rooms a photo of their handwritten assignment and students to meet for three hours for through synchronous and asynchronous to the teacher’s email address. (Y. Borges, essential instruction in reading, writing, systems. As students and families ad- personal communications, April 15, 2020). and math. here to fluctuating social and education- al norms, resilient teachers continue to As teachers continue to refine online - in Prior to teachers initiating online learn- search for creative and supportive meth- struction through multiple platforms, stu- ing classes, some families in rural areas ods to keep the youth of our nations pro- dents have faced these new realities with received support from teachers on how ductive and involved in their learning. resilience. The students and teachers to assist with online learning. Teachers initiated classes with the Zoom platform made packets of necessary worksheets but within a few days sought to alleviate for students to use during instruction. The References technical issues by using WhatsApp (a state governor of Wyoming and communi- well-received online application in Brazil), ty leaders asked families to stay home as Unesco: Building peace in the minds of students demonstrated a spirit of resil- much as possible. Teachers tried to main- men and women (UNESCO, 2019). Taken ience by changing from one platform to tain academic rigor and to lessen parents’ from: https://en.unesco.org/covid19/ another to continue studying. Although stress with the new social distancing and educationresponse some private school students have only online learning guidelines by delivering the

28 Scholar Effective Homeschooling Strategies for Students in the Time of COVID-19

Alicia Holland, Ed.D. Faculty Center for Leadership Studies and Organizational Research

Homeschooling, sometimes called home homeschooling, parents had the option of their children in their remote learning and education or home-based learning, can collaborating with others in public co-op homeschooling experiences: be defined as parent- or caregiver-led, or groups using the hybrid approach, but this 1. In your own words, describe your personally funded education outside of a is not an option due to many states’ stay- definition of what remote learning and traditional on-campus school (Forrester, at-home orders. Therefore, parents are homeschooling looks like for you in our 2016). With the emergence of robust looking for strategies of how to effectively home. virtual schooling and forms of distributed homeschool their children so that they can learning, homeschooled children can be continue having learning experiences. 2. If there were one thing that you could taught in a variety of learning environments change in how you learn, what would it with a blended approach to education that This article provides a few strategies that be, and why? can be used to help parents better support may include meeting in person and online, 3. What are some online learning games in an established home environment, or a remote learning and/or homeschooling environment during this pandemic. These and/or resources that you use to help exclusively online from any location that you learn better at school? has an Internet connection. Bosetti and strategies include five key components: Van (2017) point out that “registration in (a) build academic rapport; (b) select Each of these reflective questions provides these courses relinquishes some parental a dedicated learning environment; (c) additional insight that is not found on the authority over their child’s education establish a schedule; (d) collaborate with report card or in the online classroom, but because these courses are developed, others; and (e) encourage creativity and that can be used to help your children at delivered, and supervised by certified life skills. Focusing on these five strategies home. Children have a good idea about teachers employed by an accredited will ensure that students are able to have a how they like to learn, and asking them private or public school authority” (p.50). positive and rich learning experience. these questions will enhance the academic Their learning experiences can be taught rapport at home. Build Academic Rapport by an assortment of instructors, including Select a Dedicated Learning Environment a parent/caregiver, tutor, or online teacher The first strategy is to build academic The second strategy is to select a (Forrester, 2016). rapport. Parents may already know what dedicated learning environment at home. their children like or dislike because Homeschooling has been around for This area needs to be designed so that they have spent a lot of time with their centuries, but it is beginning to gain more children can have a quiet and stable children over the course of their lives traction in the 21st century as the landscape location where they can always go to work (Holland, 2015). However, when it comes of public education continues to change. (Holland, 2015). This learning environment to academic learning, the connection Historically, the federal government, should be free of any distractions that will between parent and child is different. and specifically the US President, have prevent children from focusing on their Guterman & Neuman claim that “in had minimal influence on the nation’s studies. It is also important to design an homeschooling, the interaction between education system (Hales, Graves, Durr, & age-appropriate learning environment. parents and children is more intensive Browne, 2018). For the most part, states For instance, if the children are in grades than usual (when children attend school), can develop and implement their own K-4, then it is important to set up a home because the parents and children spend educational systems. environment in which students can have much more time together” (2017, p. a comfortable reading area, such as on a The coronavirus (COVID-19) is an infectious 2784). This is why taking the time to build bean bag or a couch area that mimics their disease that had its first outbreak in Wuhan, academic rapport is important. Parents previous experiences with reading in the China, but cases have been identified need to know their children’s strengths classroom (if applicable). in a growing number of other locations and areas that could use improvement internationally, including the United States in each subject. When getting to know It is also important to ensure that they are (CDC, 2020). COVID-19 has led many your children academically, it is important able to have learning experiences through state school systems to shut down their to communicate with them about their play activities. If mini-learning stations are school systems until further notice, or academic journeys thus far, and to be set up to help rotate learning experiences, have students learn remotely from home receptive to what they have to say. Parents then it is important to find a location where until the end of the year. In traditional can ask the following questions to support you can stay within close proximity in Scholar 29 order to facilitate learning and record any homeschooling their children on their own Depending on the age level, parents can observations for when you follow up with and have hired academic support teams also incorporate nutrition and dietary your child. such as behavioral interventionists, private lessons into their school schedules, For older students, it is equally important tutors, or another qualified educational including meal planning, caloric intake, to provide time for independent learning professionals to provide supplemental and planning exercise routines that can after their online teacher, tutor, or parent educational services, then they will have be done inside the home without utilizing has provided them with instruction to schedule online meetings. gym equipment. Another option might be regarding the topics slated for the learning The academic support team may opt to to incorporate digital learning and gaming day. When selecting a dedicated learning meet via a virtual conference platform that experiences that may include learning environment at home, make sure that it can has audio, written, video, and recording how to code or some other gaming skill cover all aspects of the learning process. capabilities that make it similar to an in- that could spark the critical and creative person meeting. Another option would be thinking skills of the students. These Establish a Schedule to meet via phone to discuss the students’ are opportunities where input from the The third strategy is to establish a schedule. progress and address any additional children could further enhance these It’s important to stick to a schedule that concerns. Specifically, for online tutoring learning experiences, and help parents to supports how the family operates and support, online tutors conduct their include their children’s interests in their how the children learn. It is particularly tutoring sessions with clients in a secured, homeschool curricula. important to cater to the children’s learning virtual classroom. While parents are References needs. Establishing academic rapport will focusing on their own work or addressing help parents to know their children’s limits. their other children’s needs, the online CDC (2020). Coronavirus Disease Additionally, the schedule will depend on tutoring sessions can be recorded in a (COVID-19): Cases in U.S. Retrieved how the school districts have structured virtual classroom setting, allowing parents April 3, 2020, from https://www.cdc.gov/ their remote learning online programs. to go back and review the tutoring lessons coronavirus/2019-ncov/cases-updates/ For instance, a teacher may communicate to ensure that they have not missed cases-in-us.html that they are uploading new content to the anything, or to learn more about the topic virtual classroom at a certain time (i.e., to create a follow-up discussion. The key Holland, A. (2015). Eight steps to helping 8:00 a.m.), and that the content will be to success with online collaboration during your child in school: Strategies to improve available on until (4:00 p.m.). In this case, the COVID-19 pandemic is flexibility and your child’s academic skills. iGlobal the children must be able to review the communication that enables all parties to Educational Services. material and work on that assignment with meet the children’s learning needs. Bosetti, L., & Van, D. P. (2017). Provisions that timeframe. If there are no limitations Encouraging Creativity and Life Skills for homeschooling in Canada: Parental to accessing course content, then it is rights and the role of the state. Pro- best to establish both a family and school The last strategy is to encourage creativity Posições, 28(2), 39–56. http://dx.doi. schedule, including learning opportunities and life skills as part of the remote learning org/10.1590/1980-6248-2016-0022 to enhance students’ social, emotional, and homeschooling experience. During and physical educational needs so that the COVID-19 pandemic, and under the Forrester, A. S. (2016). Encouraging everyone is on the same page. stay-at-home orders mandated in several educational diversity. Children & states, parents may opt to have their Libraries, 14(2), 13–18. Retrieved Collaborating with Your Academic children exercise their creative thinking by from https://search.proquest.com/ Support Team participating in tasks related to elective docview/1797853218?accountid=35812. Even during the COVID-19 pandemic, topics such as physical education, nutrition, Guterman, O., & Neuman, A. (2017). The role collaboration can be utilized in order to creative arts, photography, music, field trip of family and parental characteristics in meet the needs of students. Whether experiences, and life skills courses. If their the scope of social encounters of children your children are being homeschooled children were not able to fit these topics in homeschooling. Journal of Child and or participating in their school district’s into their normal school schedules, then Family Studies, 26(10), 2782–2789. http:// remote learning online program will affect remote learning during COVID-19 presents dx.doi.org/10.1007/s10826-017-0773-x how you collaborate with the academic a unique opportunity for parents to support team. If it is with the school integrate their child’s multiple intelligences Hales, P. D., Graves, N., Durr, T., & Browne, district’s remote learning team, then there to enhance their real-world learning M. (2018). Changing U.S. political will be communication with each of the experiences at home. One example is climate influence on the professional children’s teachers, just as if they were in the virtual field trips in which students may be outlook of prospective teachers. classroom and parents had access to their able to integrate other content areas, such Taboo, 17(2), 79–103. Retrieved parent portal to check on their children’s as writing, creative arts, and science into from https://search.proquest.com/ progress. On the other hand, if parents are their learning experiences. docview/2064880643?accountid=35812.

30 Scholar Scholars Incorporate UOPX College of Doctoral Studies Dissertations for Journal Article Relevant to Hospital Stay and Age

Louise Underdahl, Ph.D., MPA, MSLS Faculty & Fellow Center for Educational and Instructional Technology Research Jose R. Masip, MD, DHA Alumnus College of Doctoral Studies

Synopsis The topic attracts global attention due to research and create a positive presence the financial implications in the provision in the global healthcare community. His Preventing hospital readmissions: A of acute hospital care, particularly in aging forthcoming publications in 2020 include: transitions of care coordination framework and chronically-ill populations. The TCCF has been published in the 2020 spring consolidates organizational, financial, and 1) The Role of Aging in Hospital edition of Management in Healthcare. managerial initiatives and summarizes Utilization. This paper was indeed an Authors are Dr. Jose Masip (DHA alumni) key general strategies for the design of the excellent opportunity to disseminate and Dr. Louise Underdahl (associate TCM. The framework considers general the dissertation findings and expand faculty) from University of Phoenix. The implementation barriers and challenges on them by exploring the relationship publisher’s feedback was positive, and the in multi-player health systems like the between aging and the hospital length peer reviewers expressed that it covered necessity to gain the hospitals’ medical of stay in age groups when the normal an excellent subject, was very well written, staff buy-in, examines cultural and ethnic aging process begins to become and recommended the publication in differences, and anticipate organizational phenotypically noticeable up to the age the journal with no amendments, a rare resistance. of the estimated life expectancy at birth. situation, and very much credit to the This quantitative correlational study The primary contribution is that the TCM authors. The idea to write the manuscript adjusts the prediction model found in may indeed become one of the most was derived from Masip’s College of the dissertation from 87% down to 84% innovative health management initiatives Doctoral Studies dissertation “The in the aging groups and 78% in individual to promote faster and safer patient recovery relationship between age & hospital length patients. The estimated publication in the community (Masip, 2019). The TCM of stay: A quantitative correlational study” date: Summer of 2020. contemplates the integration of acute care as one of the recommendations for further facilities with external outpatient services, 2) Uncontrollable Patient Factors in investigation. pharmacies, and agencies, subacute and the Variability of the Hospital Length acute facilities, providers, alternative of Stay. This research revised the The Transitions of Care Coordination home settings, among other key players dissertation’s AGE-LOS conceptual Framework (TCCF) stems from the (Masip & Underdahl, 2020). The model framework by finding a statistically need to standardize scholarly and also seeks to increase client satisfaction significant association between other practical worldwide justifications for and contributes to reducing unnecessary uncontrollable patient factors such as the development of a transitions-of-care hospital readmissions during the first sex, race, and civil and the hospital days model (TCM) to tackle and reduce hospital month of discharge as shown in Figure of care as well as demonstrating a 5% readmissions (HRAs). The paper discusses 1. Since aging populations correlate with prediction of sex in the variability of the the history and basis of government- longer hospital stays (Masip, 2019), the extended hospital stays and its financial driven hospital readmission reduction recommendation to operationalize the implication. The estimated publication programs in the U.S. and how monetary TCM in acute care facilities may also date: first semester of 2020. penalties triggered the improvement in be instrumental in the prevention of the prevention of HRAs. It additionally 3) Utilization Improvement Plans unnecessary extended hospitalizations. elaborates on the primary reasons for for Avoidable Hospital Delays. This Future research should evaluate the HRAs, expanding with scholarly findings manuscript presents a strategic hospital financial impact of the transitions-of-care from multiple international studies that management plan for decreasing and program (TCP) on the hospital length of have showcased differential outcomes in controlling the hospital length of stay by stay. the implementation of care coordination preventing and resolving the different initiatives to reduce the readmissions. Finally, Dr. Masip continues to advance new types of avoidable hospital delays. Scholar 31 This paper also contributes to building Finally, the Management in Healthcare to publish in international peer-reviewed upon the AGE-LOS framework by further article is one of two collaborative journals and the best way to honor his discriminating the types of delays to publications authored by Dr. Masip professors beyond an academic program. optimize the financial management and members of his dissertation team. As Kurt Vonnegut Jr. (2005) observed, “we of the provision of hospital care. The He and his former dissertation chair are here to to help one another get through estimated publication date: Fall of 2020. – Dr. Tia Patterson – are in line this this thing, whatever it is…” semester for publication with the second References 4) From Concept to Practice: manuscript based on his dissertation: Operationalizing a Hospital’s “Uncontrollable Patient Factors in the Masip, J. (2019). The relationship between Transitional Care Coordination Program. Variability of the Hospital Length of Stay.” age & hospital length of stay: A quantitative The recently published article in Health Both papers constitute an example of correlational study. Available from ProQuest Management laid the grounds for a how dissertations can become a line of Dissertations & Theses Global. Retrieved supplemental investigation to facilitate investigation and how the University of from https://search.proquest.com/ the identification of the necessary Phoenix College of Doctoral Studies may docview/2305556633?accountid=45853 strategies, tools, metrics, processes, and promote faculty, student, and alumni Masip, J. & Underdahl, L. (in-press). procedures to operationalize the TCM. collaboration. Right after passing his oral Preventing Hospital Readmissions: This new paper, currently under editorial defense, Dr. Masip invited his committee Transitional Care Coordination Framework. review for publication, elucidates the members to contribute to these two Management in Healthcare. Henry Steward TCP implementation in solid phases publications. The joys and benefits of Publications. (Estimated publication date: with a corresponding evaluation plan collaborative research include reciprocal March 2020). and starts the scholarly discussion of learning, exploration of new intellectual bridging healthcare and digital public horizons, and bridging industries. It has Vonnegut Jr., K. (2005). A Man Without a health in light of the COVID-19 pandemic been a win-win experience that opened Country. New York, NY: Random House and the TCCF. the doors for a recently graduated doctor Trade Paperbacks.

32 Scholar Pandemic: Classroom Consequences

Pamela A. Gordon, Ph.D. Faculty College of Doctoral Studies Julie Overbey, Ph.D. Faculty Center for Workplace Diversity and Inclusion Research

Time management is a key component for Handling Small–Scale Issues and this unleashed a “generation of student success (Afkhaminia et al., 2018; intellectual kleptomaniacs who simply cut University of Phoenix provides a plethora Stelnicki et al., 2015). Students manage and paste with ease” (Awdry & Sarre, 2013, of support materials to assist students in multiple priorities by incorporating p. 35). During stressful times, however, the times of need. Disability Services, the Early strategies that promote organized thinking incidence of academic dishonesty may Alert System, and the Life Resource Center and structured routines. When unexpected increase. Study results from Meng et.al. are a sampling of programs supporting situations arise that disrupt the learned (2014) indicated that students are aware students’ well-being (University of Phoenix, time management practices, students may that academically dishonest behaviors are 2020). Faculty members dealing with exhibit significant changes in classroom wrong; however, they exhibit neutralizing short-term and small-scale student issues behaviors and performance. or denial behaviors to justify cheating generally maintain regular classroom and plagiarism to overcome potentially practices in current courses while working compromised academic standings. Natural disasters, personal or family one-on-one or directly with small numbers Students may feel that during times when emergencies, and unexpected workplace of impacted students. If faculty members life around them is so uncontrollable, responsibilities are disruptions that need further support when handling ensuring that their academic pursuits plague the online, non-traditional student. issues, additional support personnel, such remain intact, even if acquired by dishonest These instances usually transpire within as FacultyAssist are available to offer means, seems justified (Selemani, 2018). the normal probability of occurrence collaborative support. and faculty members routinely and “A myopic view of plagiarism as a purely Pandemic Classroom Issues successfully handle these situations. ethical issue is misguided. It is not always Faculty members are encouraged to work In March 2020, the COVID-19 pandemic simply a deliberate attempt to deceive” closely with the impacted student to altered lifestyles, since the spreading (MacLennan, 2018, p. 58). Students may minimize the disruption to learning. In the virus suddenly directly, or indirectly, view desperate times warrant desperate online learning environment defined and affected everyone – students, faculty, and measures to maintain normalcy. Faculty planned tasks are frequently replaced by administrators. Shelter at home and social members, however, may want to spend the requirement to adapt to student needs distancing mandates disrupted routines more time emphasizing the need for and guide and support leaning to facilitate and altered day-to-day activities and, at demonstrating moral and ethical fortitude individual student needs while meeting the least for the foreseeable future, are the during troubling times. Reaching out to common goals of the classroom (de Vries, new normal. Instead of dealing with one students on a one-on-one basis throughout et al., 2005). The goal is to quickly return or a few students experiencing problems, the course may demonstrate empathy and the compromised student to established faculty members are now coping with compassion and acknowledge the mantra classroom learning routines without their own disheveled routines, in addition of we are all in this together. In troubled affecting the learning of other class to dealing with all students being forced times, more than any other, faculty members. The 2020 COVID-19 pandemic to adapt to change (Kamenetz, 2020). members should act as role models of ushered in a unique and unprecedented The following topics present potential ethical leadership and continue to hold level of disruption for students and faculty hotspots for classroom disruption as well students accountable for their behavior. members. No faculty guidelines are in as recommendations for managing these This presents opportunities for discussions place to handle the massive changes disruptive circumstances. with students related to ethical decision- created by a worldwide virus. Exploring making and outcome consequences Plagiarism large-scale potential behavioral issues in their personal professional, and may help faculty members develop a Plagiarism and all forms of academic academic lives. This approach mirrors the protocol for identifying and managing key dishonesty are prevalent within educational suggestion of Blum (2010) and Brown and online classroom issues during times of settings. More information than ever Janssen (2017) who suggested instead of major upheaval. before is readily available from the internet treating plagiarism as morally wrong or as

Scholar 33 a crime, faculty should embrace the notion join an online learning environment that is as a safe haven for shared camaraderie of academic integrity and teach students totally new and foreign to them to retain during a crisis could provide comfort for a set of skills to avoid self-plagiarism, active student status. Students unused students and faculty. plagiarism, and collusion. to the online delivery format may be Conclusion Off-Topic Discussion unprepared to function in the required self- directed study nature or an online course The 2020 COVID-19 virus evolved quickly Classroom discussions provide (Rogers, 2015). The shelter at home and changed lives forever. University opportunities for students to explore and and social distancing mandates further of Phoenix faculty members have a analyze course concepts and generalize heighten these feelings of separation and commitment to their students to maintain to real world applications. Collaborative isolation. Mental health has a positive a consistent level of learning in the learning through discussions in the online or negative effect on student academic online environment. Due to the unique environment allows students to contribute status (Afkhaminia et al., 2018). Even changes students may experience during their individual ideas as well as analyze those students and faculty members who this time, faculty members need to be others’ contributions (Salter & Conneely, are introverted begin to feel “cabin fever” aware of challenges they may face in 2015). Even in online discussions, an after several weeks of being sequestered the classroom. Effectively managing element of listening prevails. Wise et at home. While many students are potential increases in plagiarism, off-topic al. (2018) posited “the notion of online sheltering at home with family members, classroom discussions, mental health listening is useful in conceptualizing how others may be alone. Families who are issues, and changes to students’ personal learners’ attend to other’s comments as used to be being active are now forced responsibilities are all vital issues that an active, individually-driven and integral to spend 24 hours a day together. The require suggested protocols. Identifying part of online discussion participation” constant togetherness and the possibility issues and offering recommendations (p. 188). In circumstances like the virus of economic hardship as evidenced by the may ease faculty members’ feelings of pandemic, many unknowns exist, and staggering rise in unemployment claims added stress during a turbulent time. students may tend to veer off-topic. Other (Department of Labor, 2020) may lead to References students in listening mode may ultimately increased violence and abuse (Lucero, take this opportunity to share thoughts 2016). With death tolls still on the rise, Afkhaminia, F., Siamian, H., Behnampour, and perpetuate tangent discussions. students may be suffering from the sudden N., Moghimi, A., & Karimpour, S. (2018). Frightening times that coexist with loss of family and friends. Each of these Study of student success indicators many unknowns create situations where drastic alterations from the normal routine based on the viewpoints of the students students may reach out to each other could cause changes to mental health. of Mazandaran University of Medical in discussion threads to make sense of Sciences. Acta Informatica Medica, 26(3), It is imperative that faculty members questionable news, myths, scare tactics, 175-179. http://dx.doi.org/10.5455/ closely monitor their students to observe as well as important, vital information. aim.2018.26.175-179 if any online behavioral changes take Whenever possible, faculty members place. Faculty should note if the tone of a American Psychiatric Association (2018). should leverage the integration of current student’s posts changes over time to reveal Warning signs of mental illness. https:// events into the discussion threads, if there is feelings or actions that may be warning www.psychiatry.org/patients-families/ a clear correlation to the week’s discussion signs of mental health issues, such as an warning-signs-of-mental-illness topic. These unstructured forums are often extreme drop in academic performance, Blum, S. D. (2010). My word! Plagiarism viewed as more relevant and interesting extreme irritability, sadness, or becoming and college culture. Cornell University to students, furthering engagement and overly sensitive, or demonstrate sudden Press leaning (Marzano et al., 2011). Pandemic unusual thinking processes (American topics offer many prospects for relevant Psychiatric Association, 2018). Since Brown, N, &Janssen, R. (2017). Preventing connections to many course disciplines most faculty members are not trained plagiarism and fostering academic – history, sociology, criminal justice and to provide counseling, they should never integrity: A practical approach. Journal security, international business, nursing assume this role. Instead, faculty should of Perspectives in Applied Academic and hospital administration, statistics, consider posting Announcements and Practice, 5(3), 102–109. https://doi. economics, finance, and marketing. reaching out to all students to remind them org/10.14297/jpaap.v5i3.245 Exploring current events-related avenues of the available counseling services and Department of Labor (2020, April 9). of discussion fosters student engagement other resources and referrals from the Life Unemployment insurance weekly claims: and enhances learning that may not have Resource Center (University of Phoenix, Seasonally adjusted data. https://www. otherwise occurred. 2020). All faculty members should dol.gov/ui/data.pdf Faculty members should discourage familiarize themselves with the student suicide threat procedures located in the de Vries, F. J., Kester, L., Sloep, P., van discussions of non-relevant topics Rosmalen, P., Pannekeet, K., & Koper, that take the focus away from course Faculty Resources webpage (University of Phoenix, 2020). R. (2005). Identification of critical time- concepts. Faculty should gently transition consuming student support activities in the conversation back on topic without Changes in Responsibilities e-learning. ALT-J: Research in Learning diminishing or minimizing student The lifestyles and home life of all students Technology, 13(3), 219–229. http://dx.doi. concerns regarding the pandemic. To org/10.1080/09687760500376488 discourage off topic discussions, an quickly changed within a matter of weeks option may be to add a thread underneath due to the COVID-19 pandemic. Some Kemenetz, A. (2020, March 19) “Panic- the Questions thread to allow students students who are first responders or gogy”: Teaching online classes during to share information and concerns not classified as essential employees are the coronavirus pandemic. https://www. related to the course topics. Students working longer hours. Other students are npr.org/2020/03/19/817885991/panic- should be reminded that the discussions now 24-hour caretakers to family members gogy-teaching-online-classes-during-the- in this new chat-oriented thread do not who may be sick or well. Experiencing a coronavirus-pandemic layoff or having a spouse or significant earn participation points and encouraged Lucero, J. L., Lim, S., & Santiago, A. M. to manage time effectively so that the chat other suddenly out of work could change the dynamic of family responsibilities. (2016). Changes in economic hardship thread does not impede their ability to and intimate partner violence: A family meet weekly participation requirements. Faculty members should make every effort stress framework. Journal of Family and to accommodate those students who are Mental Health and Isolation Economic Issues, 37(3), 395–406. https:// committed to continuing their education doi.org/https://link.springer.com/journal/ Online learning environments evolved to during this troubling time. While students volumesAndIssues/10834 ensure a sense of belonging to a collegial are always encouraged to share concerns, community. Feelings of isolation still exist, special efforts should be made during this Marzano, R. J., Pickering, D. J., & however, due to the lack of consistent face- extended time of turmoil to support, guide, Heflebower, T. (2011). The highly engaged to-face interaction. Many local campus- and nurture students. Knowing that the classroom. Marzano Research laboratory. based students are suddenly forced to online course classroom may be viewed Meng, C. L., Othman, J., D’Silva, J. L., &

34 Scholar Omar, Z. (2014). Influence of neutralization 261-270. https://www.abacademies.org/ successful University student? An analysis attitude in academic dishonesty among Salter, N. P., & Conneely, M. R. (2015). of personal resources. Canadian Journal undergraduates. International Education Structured and unstructured discussion of Higher Education, 45(2), 214–228. Studies, 7(6), 66-73. 10.5539/ies.v7n6p66 forums as tools for student engagement. http://www.education.mcgill.ca/csshe/ MacLennan, H. (2018, January). Student Computers in Human Behavior, 46, 18- University of Phoenix (2020). Faculty perceptions of plagiarism avoidance 25. http://www.elsevier.com/locate/ resources center. https://multimedia. competencies: An action research case comphumbeh phoenix.edu/faculty-resources/ study. Journal of the Scholarship of Selemani, A., Chawinga, W. D., & Dube, G. Wise, A, F., Hausknecht, S. N., & Zhao, Y. Teaching and Learning, 18(1), 58-74. (2018). Why do postgraduate students (2014, June). Attending to others’ posts 10.14434/josotl.v18i1.22350 commit plagiarism? An empirical study. in asynchronous discussions: Learners International Journal for Educational Rogers, P. R. (2015). Student Locus of online “listening” and its relationship Integrity, 14(1), 1. https://doi.org/10.1007/ control and online course performance: An to speaking. International Journal of s40979-018-0029-6 empirical examination of student success Computer Supported Collaborative in online management courses. Academy Stelnicki, A. M., Nordstokke, D.W., & Learning, 9(2), 185-209. 10.1007/ of Educational Leadership Journal, 19(3), Saklofske, D. H. (2015). Who is the s11412-014-9192-9

Scholar 35 Using Internet Mediated Technology During the COVID-19 Pandemic, Benefits and Pitfalls

Susan K. Steele-Moses, DNS Faculty Center for Educational and Instructional Technology Research

Advances in computer technology offer video conferencing to no more than five FaceTime new opportunities to collect qualitative participants to prevent video distortion data. In qualitative research, face-to-face (Microsoft, 2020). In 2019, Skype added the FaceTime was developed by Apple for interviews and focus groups are two recording feature, without having to use a Apple devices as a personal connection common data collection mechanisms. third-party vendor to record the audio and IMT application. FaceTime is free and In the presence of the current pandemic, video portion of the call (Microsoft, 2020). included on most Apple products (i.e. COVID-19, meeting with individuals and However, if a larger group is required or iPhone, iPad). Calls are end-to-end groups is contraindicated. The federal audio transcription is needed, a purchased encrypted using an Internet Connectivity mandate for social distancing has version of the software is required Establishment (ICE) between devices significantly affected qualitative data (Microsoft, 2020). Monthly subscriptions (Apple, 2020). FaceTime can be accessed collection efforts. Internet mediated are available and can be cancelled within by two or more people simultaneously and technology may provide an alternative three days of the next billing cycle. the session can be recorded if you own a for qualitative researchers. The benefits Macintosh computer. However, FaceTime and pitfalls of using Internet mediated Adobe Connect does not provide a transcription function; technology will be explored. therefore, either a third-party vendor or the Adobe Connect was one of the first researcher would need to transcribe the Introduction professional IMT applications on the interview (Apple 2020). While connection market, founded in 2002 (Adobe, 2020). is reported to be secure, this platform was Interviewing is considered the most The free version hosts up to 3 participants, not developed for business use, requires common qualitative data technique but to increase access to 25, a subscription the use of an Apple product, and may not in the social sciences, business, and is required. There are multiple applications be the best choice to use for qualitative educational research. However, face-to- and extensions available, with a word cloud interviews or focus groups. face interviews and focus groups have option plug-in for the free version (Adobe, long been a challenge due to time, financial 2020). However, if you want the voice to Zoom constraints, and logistical considerations text option to transcribe the interview, it is Zoom is a relative newcomer to the (Deakin & Wakefield, 2014). Today, during only available on the Adobe Premier Pro market, developed in 2011, but has quickly the COVID-19 pandemic, the collection version (Adobe, 2020). There is a monthly gained popularity with its ease of use and of face-to-face qualitative data is next to payment option for students and faculty features. Zoom offers a free personal impossible. Internet mediated technology available; however, an annual subscription space and can host up to 100 participants (IMT) provides a viable alternative, but are is required. the current platforms private enough to simultaneously (Zoom, 2020). However, on protect human subjects? The purpose of Go to Meeting the free version, the time use is unlimited this article is to provide an overview of the for one on one meetings but is limited to various platforms available and discuss Go to Meeting was developed as a business 40 minutes with groups of more than two the benefits and pitfalls of using IMR to alternative for intercorporate exchange. (Zoom, 2020). The number of meetings is collect qualitative interview and focus Second on the scene, Go to Meeting unlimited, and the recordings can be saved group data. is a well-known platform with multiple to your personal password protected users. All plans use Secure Sprocket computer. Meetings on Zoom are secured Internet Mediated Technology Platforms Layer (SLL) encryption and are Health through SLL encryption, the meeting ID Insurance Portability and Accountability Skype and waiting room feature (Zoom, 2020). Act (HIPAA) compliant (LogMeIn, 2020). When the meeting room feature is used Skype is a well-known IMT platform that There are multiple plan types, but in order and the researcher admits the participant is available from Microsoft and is widely to record and transcribe interview data, to the session, anyone who was not used for personal use. Skype is easy to the business version of the platform is invited to participate cannot gain access use and requires only low-level technical required (LogMeIn, 2020). A free 14-day (Zoom, 2020). Cloud storage is available skills. When using the free platform, trial is available, with monthly pricing; for an additional charge but is included on Skype will accommodate up to 10 users, however, an annual contract is required purchased versions of the platform. Auto- however Skype recommends limiting (LogMeIn, 2020). generated cloud transcripts are included

36 Scholar with the business plan; however, 10 host focus groups as prohibitive and adversely flexibility and when participants are accounts are required so access to this affects rapport and interview quality prepared, hardware and internet access version could be cost prohibitive (Zoom, (Weller, 2017). Building rapport with the is available, quality qualitative data can be 2020). participant, when IMT is used, requires obtained. additional groundwork by the interviewer Benefits of Using Internet Mediated References by sharing emails and photographs with Technology each other prior to the interview. Overall, Adobe (2020). Adobe connect: Go virtual. The use of IMT provides the researcher if enough time is spent to develop rapport, Available from: https://www.adobe.com/ with specific benefits that the face-to-face participants are more responsive, and the products/adobeconnect.html. interview or focus group may not afford. quality of the interview and the data obtain Apple (2020). Use facetime with your One of the major advantages is that the is as robust as in a face-to-face interview iphone, ipad, and ipod touch. Available use of IMT provides participants with a (Archibald, 2019). from: https://support.apple.com/en-us/ degree of control during the interview While IMT is a viable alternative, the HT204380 (Hanna, 2012). Based on the IMT selected, major pitfalls encountered are related either audio alone or audio with video Archibald, M. M., Ambagtsheer, R. C., Casey, to the electronic platform, rather than can be selected. While eliminating the M. G., & Lawless, M. (2019). International the interview process itself. First, some video component converts the interview Journal of Qualitative Methods, 18,1–8. participants may not be proficient with to a telephonic one, the recording and DOI: 10.1177/1609406919874596. the IMT platform and will require time to transcription options of the IMT are still familiarize themselves with it. To mitigate Deakin, H., & Wakefield, K. (2014). Skype accessible. When conducting research this pitfall, the researcher should contact interviewing: Reflections of two PhD related to sensitive subjects, the each participant prior to the interview, researchers. Qualitative Research, 14(5), option audio only option may enhance assist them to access the software, and 603-616. participation (Archibald et al., 2019). allow them to practice. Next, connectivity Hanna, P. (2012). Using internet The use of IMT provides greater is a major pitfall of IMT. Typical technical technologies (such as Skype) as a flexibility for both the researcher and the difficulties included low Internet bandwidth, research medium: A research note. participant. Interviews can be conducted outdated hardware, or limited webcam Qualitative Research, 12(2), 239-242. DOI: anywhere, anytime, as long as there is and/or microphone functionality. During 10.1177/1468794111426607 the practice session this functionality an IMT compatible device and internet LogMeIn (2020). Go to meeting. Available should be assessed (Archibald et al., 2019). access. The use of IMT facilitates focus from: https://www.gotomeeting.com/ groups among multiple time zones, Once the initial connectivity issues are which would not be possible with the overcome, video and audio quality can still Microsoft (2020). Skype makes it easy to traditional interview format (Archibald, occur. These quality issues are primarily stay in touch. Available from: https://www. 2019). Further, an online platform provides related to unreliable Internet connection skype.com/en/. enhanced safety for both the researcher or older electronic devices, which result in Tuttas, C. A. (2015). Lessons learned and the participants and may encourage dropped calls, lost connections, distorted using web conference technology some participants more personal space sound, or call lag time (Archibald et al., for online focus groups. Qualitative during the interview (Deakin & Wakefield, 2019). However, if the researcher and the Health Research, 25(1), 122-123. DOI: 2014). Finally, IMT supports spontaneity in participants are patient and willing to work 10.1177/1049732314549602 responses, facilitates an active researcher through the pitfalls, the benefits of IMT role, and allows the researcher to gain outweigh the risks. Weller, S. (2107). Using internet video a thorough perspective during the data calls in qualitative (longitudinal) Conclusion analysis phase (Tuttas, 2015). interviews: Some implications for rapport. International Journal of Social Research In conclusion, IMT provides a viable Pitfalls of Using Internet Mediated Methodology, 20(6), 613-625. DOI: alternative to collect qualitative interview Technology 10.1080/13645579.2016.1269505 and focus group data. During the Covid-19 Some qualitative researchers perceive that pandemic, it may be the only alternative. Zoom (2020). Taking your physical event the use of IMT to conduct interviews and IMT offers researcher and participant virtual. Available from: https://zoom.us/.

Scholar 37 Conceptual Model Intersecting Evidence-Based Management in the Age of Post Modernism

LauraAnn Migliore, Ph.D. Faculty and Research Fellow Center for Leadership Studies and Organizational Research Herman van Niekerk, Ph.D. Associate Dean of Instruction Center for Workplace Diversity and Inclusion Research

Abstract In management literature in general, and rationality cannot explain all phenomena.” particularly with the rise of fake news, (p. 215). For example, the OODA-Loop is a The purpose of this article is to propose our intellectual traditions of rationality are military model developed by Colonel John a contemporary parabolic model to continuously attacked. Postmodernists Boyd as a competitive advantage approach intersect evidence-based management are critics of the Enlightenment and the to making better decisions via increased with epistemological justifications (aka very concept of reason (Snedeker, 2001). learning using four elements that are personal truth) of post modernism Morrell and Learmonth (2015) point non-sequential: (1) Observe, (2) Orient, to solve organizational management out how “literature reviews, even those (3) Decide, and (4) Action (Maccuish, D., problems.. Five stages are presented for written by experts, can be made to tell 2012). The key to achieving competitive organizational leaders to take appropriate any story one wants them to” (p.523). The advantage over your opponent was to learn action and mitigate effects of management extreme antithesis of an evidence-based quicker and take appropriate action faster problems: Resolve, Resilience, Return, approach are personal truths justified by than opponent’s ability to do so within their Reimagination, and Reform. Each of post-modernist philosophy that all truth OODA Loop. In other words, how quickly these stages will require humility to is relevant – here is where ego takes over can the leader learn what to observe and listen, learn, and lead appropriately and and negative beliefs suffocate prudent then orientate that observation into proper be flexible to new ways of doing things. decision-making. context of the situation to make a good Scholars, practitioners, and leaders decision and take quick action before Organizational and leadership decision- (SPLs) alike are encouraged to approach the opponent could. The OODA Loop making models have been researched problems empirically, not ideologically, considers qualitative factors like cultural extensively in management literature. This and follow the principles of critical traditions of values and beliefs and research ranges from the seminal work thinking and intellectual standards, which genetics to analyze and synthesize new of Weick’s (1995) organizational sense- use information to scrutinize problems. information using previous experiences making and Snowden’s Cynefin model Professional opinions, experiences, and and information to orient to the present- (Snowden & Boone, 2007) on how to personal values matter and may help to facing situation. Vagle (2016) refines use manage and make decisions in turbulent calibrate the empirical lens via a parabolic of the OODA Loop by proposing solutions and uncertain environments. Pirolli and approach to assess effectiveness in to balance automated decision-making Card (2005) proposed an iterative model this intersection – evidenced-based using algorithms to reduce racial bias versus the traditional linear model of management and epistemological in law enforcement / policing models. decision making. Kuwashima (2014) justifications (aka personal truth) of Likewise, we propose opportunity to delve argued and concluded that to have an post modernism to solve organizational deeper into these diverse elements that effective analysis, one must first have a management problems. construct both quantitative and qualitative strong awareness analytical models and points of data. Introduction then choose between the (1) method, namely explanations from multiple At a time when post-modernism was Enter the parabola, a proposal of a perspectives using multiple models, and seemingly getting a foothold in society conceptual organizational decision- (2) the method based on the purpose of and started to influence business and making model fusing both rational, the analysis. organizational theory (Hatch, 2018), the evidence-based decision making with data-driven importance of Evidenced Kuwashima (2014) argued that in a qualitative approach of individual Based Management (EBM) seems to have “explaining organizational decision perspectives. Whether or not the actual resurged as the preferred management making, there is often an implicit data collected forms a parabola model approach to deal with crises as seen in assumption that an organization makes remains to be seen. However, we propose various data sets and examples (Quintero, decisions based on rational principles. our proposition is plausible according to 2020). However, there are situations in which parabola principles using two independent 38 Scholar variable constructs: (1) Evidenced- coronavirus pandemic situation and Begley, S. (2020). Influential Covid-19 Based Management (EBM) and (2) economic effects are clearer and less model uses flawed methods and shouldn’t Epistemological Justification (EJ) with ambiguous. The leadership point of focus guide U.S. policies, critics say. STAT, April each having underlying referents quantified is on helping the workforce transition 17. Retrieved from https://www.statnews. as a derivative to measure the data back to workplace changes as a result com/2020/04/17/influential-covid-19- points on the x and y axes. We encourage of the coronavirus pandemic – change model-uses-flawed-methods-shouldnt- thorough literature review, data collection, management, especially educating and guide-policies-critics-say/ and data analysis for predictive modeling. equipping to adjust effectively. Clary, D. & Bannister-Tyrrell, M. (2018). In addition, the use of machine learning 4. The Reimagination Stage is about Harnessing research-based practices algorithms and big data techniques in the reimagining what the next normal will to critique ‘truth.’ Literacy Learning: the data collection and analysis to gain deeper look like and implications on how the Middle Years. 26(3), pp. 26-36. insights from structured and unstructured organization should redesign business data sets for data modeling and decision- Hatch, M.J. (2018). Organization Theory. model and processes. The leadership Oxford University Press. United Kingdom. making to capture both quantitative and point of focus is innovation and qualitative data points (Migliore & Chinta, creativity capabilities applied to help the Khan Academy (2020). Introduction to 2017). workforce think creatively and interact parabolas. Khan Academy. Retrieved from https://www.khanacademy.org/math/ Opportunity calls out to scholar, collaboratively to adjust and perform. algebra/x2f8bb11595b61c86:quadratic- practitioners, and leaders (SPLs) alike to 5. The Reform Stage is about staying functions-equations/ think critically about the intersection of abreast on how regulatory and x2f8bb11595b61c86:intro-parabolas/v/ their own epistemological justifications competitive business requirements parabolas-intro (a.k.a personal truth) of post modernism may shift and being ready to apply to solve organizational management change management capabilities. The Kuwashima, K. (2014) Annals of Business problems and the role of evidence-based leadership point of focus is awareness Administrative Science, 13, pp. 215–230. management. Professional opinions, of changes to federal, state, and local Available at www.gbrc.jp http://dx.doi. experiences, and personal truths matter employment laws and HR issues related org/10.7880/abas.13.215 and may help to calibrate the empirical to the coronavirus pandemic, along Maccuish, D.A. (2012). Orientation: Key to lens using a parabola approach to assess with opportunities to qualify for special the OODA Loop – the cultural factor. Journal effectiveness in this intersection. funding from government sources. of Defense Resources Management 3(2), We offer some starting points for Rousseau (2018) compellingly argued 67-74. investigation and hope to inspire other that evidence-based practices “can reduce McKinsey & Company (April 2020). researchers to join us in determining errors in judgement, improve the quality COVID-19: Implications for business. construct validity and better solutions for of information considered, and better Retrieved at https://www.mckinsey.com/ organizational decision-making. These suit the challenging environments in business-functions/risk/our-insights/ starting points may include number of which organizational decisions are made covid-19-implications-for-business reliable data sources reviewed, accuracy (pp. 135-136). Researchers approach a Migliore, L.A. and Chinta, R. (2017). of the data inputs, number of decision problem empirically and not ideologically Demystifying the Big Data phenomena supports, type of decision (routine, non- and following the principles of critical for strategic leadership. SAM Advanced routine, unique, etc.), cultural influences, thinking and intellectual standards using Management Journal, Winter 2017, 82(1), perceptions of psychological safety, information to scrutinize a problem 48-58. uncertainty, corruption, and overall “excluding belief or opinion that cannot perception of hope for the future. be tested during a process of appraisal. Morrell, K. and Learmonth, M. (2015). (Clary & Bannister-Tyrrell, 2018, p. 26). We Against evidence-based management McKinsey & Company (2020) identified five are living in a volatile, uncertain, complex for management learning. Academy of stages (hereafter referred to as the 5 Rs) for and ambiguous (VUCA) environment and Management, 14(4), 520-533. taking appropriate action and mitigating questions are being asked how leadership effects of the coronavirus pandemic that Pirolli, P. & Card, S. (2005). The could make quick and effective decisions Sensemaking Process and Leverage can be applied to other management in a time of crisis. problems: Resolve, Resilience, Return, Points for Analyst Technology as Identified Reimagination, and Reform. Each of these Conclusion Through Cognitive Task Analysis. PARC. five stages influence decision making and Evidence-Based Management is mostly Palo Alto, CA. impact to organizational and stakeholder driven by humankind’s rational and Quintero, S. (2020). Estimating the Number needs. analytical approach in solving problems. of Future Coronavirus Cases in the United What the coronavirus pandemic has States. Towards Data Science. Retrieved 1. The Resolve Stage is about addressing shown that one should use multiple from https://towardsdatascience. immediate problems to the organization’s sources of information, including different com/estimating-the-number-of-future- workforce, customer base, suppliers, and data models. While the IHMD model was coronavirus-cases-in-the-united-states- system/technology. The leadership point initially off target it improved once more a0ce17df029a of focus should immediately address, accurate data was obtained. Other models technology, facilities management, and Rousseau, D.M. (2018). Making evidence- showed different outcomes and one employee benefits. Technology to equip based organizational decisions in an should not base one’s assumptions on employees with tools and technology to uncertain world. Organizational Dynamics, one specific model but rather use different work from home. Facility management 47, pp. 135-146. models and test one’ assumptions until to conduct deep cleaning of all facilities. a more accurate picture emerges. In this Snedeker, G. (2001). Defending the Employee benefits to revise time off and article, we proposed a contemporary Enlightenment: Jürgen Habermas and FMLA policies. model of a parabola to intersect evidence- the Theory of Communicative Reason. Dialectical Anthropology, 25pp.239-253. 2. The Resilience Stage is about based management with epistemological addressing cash/financial management justifications (a.k.a personal truth) of Snowden, D. J.; Boone, M. E. (2007). A needs during shutdown times. The post modernism to solve organizational leader’s framework for decision making. leadership point of focus is operational management problems. What do you see Harvard Business Review, 85(11), p. liquidity to run productions and provide missing or in need of improvement with p68-76. support tools, such as training and what we are proposing? Vagle, J.L. (2016). Tightening the OODA development resources to keep the References Loop: Police militarization, race, and workforce working and learning at safe Barends, E.; Rousseau, D.M & Briner, R.B. algorithmic surveillance. Michigan Journal social distances. (2014). Evidence-Based Management. of Race & Law 22(101), 101-137. 3. The Return Stage is about creating The Basis Principles. Center for Evidence- Weick, D (1995). Sensemaking in a plan and being ready to return to Based Management, Amsterdam. The Organizations. Sage Publications. business as quickly as possible when Netherlands. Thousand Oaks, CA. Scholar 39 Personal Perspective: Michigan State Senator Michael MacDonald on Applying His Doctoral Degree

Michael MacDonald, DHA Alumnus College of Doctoral Studies Like many other alum, as a University in adding to the rigor and usefulness of great care in the many weeks and months stakeholder I’ve done my best to help my results, which I plan to use where it is following the pandemic. Another piler will the community and those around me. I needed most: in the field. focus on military and defense since the graduated with my doctorate in healthcare Looking back, it was at my third doctoral security of our country also is extremely administration (DHA) in 2015, after residency when I was told by some peers, important. We also will work on human completing my dissertation entitled, faculty, and other colleagues, that I could and environmental studies as well as Women’s Deterrence of Obesity through get more use out of my doctoral degree if those current and mounting implications Exercise Adherence: An Interpretive I were to pursue a political position. In this of artificial intelligence (AI) and cyber Phenomenological Analysis. I’ve always role, I could potentially help shape health research as we have all found that much had a true passion for healthcare, which policies with more immediacy than in other of our quarantined time has relied on our certainly has served me well in this positions. It turns out they were right! I am connection via the Internet and its many unprecedent time of COVID-19. More than now in a position to do just that with my helpful aspects but also its dangerous a year and half prior to the pandemic, I ran respective committee and appropriations isolation capabilities. for a government office and won a seat assignments. Networking at the senatorial The niche of our new research institute as a Michigan state senator. I also was level also opened other doors. I soon found fortunate to sit on the Health Policy and goes back to a point I made during myself starting a bi-partisan aerospace my presentation to my fellow doctoral Health Appropriations Committee for the and defense caucus. As COVID-19 began state. colleagues at TQR. Our efforts and our severely impacting the U.S., I seized the skills are born in the world of academia, My time after receiving my doctorate has moment to procure masks and ventilators but it’s mostly in the real world where primarily been spent working to move into for our state. There is no question that I find that those with doctoral degrees a position where I can most effectively help the joy one feels through helping others is have the most potential to shine. FDRI others. Before my election to the Michigan consoling, and I feel considerably blessed seeks to help those who have a passion Senate, I worked with my fellow doctoral to be in the position to do so. I believe the for research go beyond simply publishing alumni at UOPX to launch the inaugural leadership component of the University of by finding funding in the private sector in Alumni Mentorship Program. Due to my Phoenix doctoral program contributed to order to make an immediate difference in work in this area I moved onto presenting my ability to make such prudent decisions. the world. in front of doctoral candidates and alumni The combined work of my presentation at I’m thrilled to be in position where I can on how to most effectively utilize one’s TQR and my doctoral dissertation is the doctoral degree. do research to help my fellow man, and springboard that can allow me to share what a great and much needed time to It was in the course of this service that I the findings outside of the academy. do so. To my fellow University of Phoenix then came into contact with the various The coronavirus is exponentially worse College of Doctoral Studies (CDS) alum Research Centers and the Research Hub. for those who are obese, leading into and those who are still on their journey, I the relevance of continuing the research Subsequently, I was able to network with hope to work with you on many projects in seasoned scholars for presenting at a initiative. The ramifications for all of us the future and I look to continue to grow, peer reviewed conference and I am now has been magnified by COVID-19 and our lead, and learn from all of you. Together preparing my dissertation for further world has been forever changed. Prior we are poised to stand tall and proud as scholarly publication. Presenting at the to pandemic I had already set into plans we work to get through this time together. 2020 Qualitative Report Conference to form a new research institute dubbed, We continue to pray for all those affected (TQR11) at Nova Southeastern University Fifth Domain Research Institute (FDRI). by the coronavirus and those who have allowed me to reach an international Our mission at Fifth Domain is quite lost loved ones. Through our scholarship, audience of scholars and practitioners, simply to improve humanity. Much of the practice, and leadership we can move and many colleagues from UOPX. The concentration pilers will include physical forward more confidently, using theory and feedback I received was very important and mental health, each of which will need practicality that the world can use today.

40 Scholar 20/20 Prudent Leadership Book Series Launched During the COVID-19 Pandemic

College of Doctoral Studies Faculty Center for Leadership Studies and Organizational Research

On March 14th, Drs LauraAnn Migliore important than ever. For this installment 20/20 Prudent Leadership: Your Values and (Center for Leadership Studies and is now punctuated with a Fourth C, the CO 20/20 Prudent Leadership: Conversation, Organizational Research, CLSOR, affiliate) for corona, VI for virus, and D for Disease, Conduct, Character, & COVID-19 book 2, are and Erik Bean (CLSOR associate university COVID-19 (CDC, 2020)!” (p. vii) available on Amazon in either paperback research chair and Journal of Leadership or as a Kindle eBook. Each booklet in the series provides a Studies Leadership Perspectives section self-help approach for instilling personal Other forthcoming titles: editor) launched a new mass media self- authenticity, that is, being true to self help book series dubbed 20/20 Prudent 3. 20/20 Prudent Leadership: Who Am I -- during turbulent times to improve decision Leadership based on the leadership May 22nd making and quality life experiences. The style of Theodore Roosevelt (26th U.S. series includes engaging contemporary 4. 20/20 Prudent Leadership: Programmed President). The work is the culmination of egregious anecdotes from a variety of for Excellence -- June 30th approximately three years of peer reviewed pop culture, political, Judeo-Christian presentations based on a number of 5. 20/20 Prudent Leadership: Meaningful and other religious, ideological, national Roosevelt’s prudent conceptual models of Encounters -- Aug. 23rd and international perspectives, engaging communication authenticity. This included illustrations and a companion website, 6. 20/20 Prudent Leadership: Theodore a qualitative study and an autoethnography PrudentLeadership.com to advance Roosevelt -- Sept. 14th the two had shared at the 2020 Qualitative personal and professional success. 7. 20/20 Prudent Leadership: Assess Your Report 11th Annual Conference. They did Prudence 1 -- Oct. 27th foresee turbulent times in the new 2020 Migliore and Bean maintain humanity decade. But in this book two excerpt, stands poised to experience a new type 8. 20/20 Prudent Leadership: Assess Your Migliore and Bean (2020) lament that few of freedom in the wake of the pandemic, Prudence 2 -- Dec. 12th could have predicted, “…the full destructive but one based solely on the ability to 9. 20/20 Prudent Leadership: Individual power of the Coronavirus (COVID-19) be healthy - physically, mentally, and Success Plan -- Jan. 11, 2021 tsunami that would, in a matter of weeks, spiritually. The history of the word prudence swell to pandemic proportions causing and its meaning in terms of human death, hardship, and a Global Financial behavior is tied to Theodore Roosevelt’s Crisis (GFC) the likes of which we have not transformational prudent leadership style. seen since the 2008 GFC and The Great Although Theodore Roosevelt braved Depression of the 1930s” (p. vii). many unknowns of his first African safari, These excerpts from book two, 20/20 and when he mapped the River of Doubt, Prudent Leadership: Conversation, he never faced a pandemic while in Conduct, Character, & COVID-19 (published office. However. Migliore and Bean agree on April 25th) recounts the prediction in Theodore Roosevelt would continue to live book one (20/20 Prudent Leadership: Your by his own famous saying, “do what you Values) and the new worldwide pandemic can, with what you have, where you are at.” reality. “The local, regional, and geo- The nine-book series uses key Theodore political events of the blossoming 2020 Roosevelt milestones for release dates decade loom prominently but are largely throughout 2020 and into 2021 and unknown,” (Migliore & Bean, 2020, p. vii). is based on several theories of self- “From China and the Far East, through leadership decision making, including Asia, Italy, France, the United Kingdom, cognitive dissonance (a feeling of anxiety to Russia, Europe, Israel, Africa, Australia, that can grow greater when one takes and South America, no part of our planet risks outside the scope of his or her was spared its wrath, except Antarctica. personal beliefs). Tools that can help Our world has forever changed. And so, the bolster knowing yourself as well as the paradigm of the Three Cs (Conversation, introduction of a prudent character who Conduct, and Character) for which this represents the atomic nature of decision installment was predicated upon is more making, are themes throughout the series.

Scholar 41 Call for Proposals KWB Annual Virual Research Symposium Call for Propsals

August 6th, 7th, 8th Deadline for Proposals: Friday, June 19, 2020 at 11:59 (Arizona) The mission of Knowledge Without Boundaries (KWB) is to provide opportunities that enable University of Phoenix faculty, students, and alumni, to develop and achieve their professional research and scholarship goals and, through scholarly leadership, improve the performance of the organizations and communities they serve. The 2020 KWB Annual Research Symposium is a continuation of this mission and it upholds the intended vision to encourage the formation of communities of scholarship for University Phoenix faculty, students, and alumni. Call for Proposals We encourage submissions from all content areas based upon research, action research, and best practices around teaching. Proposals will be accepted from faculty, students, and alumni. Presentation proposals are being solicited under two tracks: 1. Research - Share the results of a qualitative and/or quantitative research. 2. Innovative Practice - Provide the opportunity for discussions of a project, program, or practice tool/strategy related research conducted by faculty/students/alumni. Review Process A committee of scholars and practitioners will blind-review all qualified entries. So that proposals can be blind reviewed, author- identifying information (name of the author, name of institution) should not appear in the proposal document or in the saved file name. Session Structure Each accepted presentation is15 minutes in length and will be grouped, by topic, into a moderated session. Preparing Your Submission Please follow the guidelines below when formatting and submitting your proposal: • Proposals should be prepared in MS Word (DOC or DOCX) or Adobe (PDF) format • Please save files as: Type_Keyword_KWBRS20 (Example: Reserachpaper_Management_KWBRS20) • Use Times New Roman, 12‐pt font • Remove all author-identifying information • Set all margins at 1” • Single-space the proposal but double-space between paragraphs, headings and text, tables, etc. • Tables and figures should be inserted into the manuscript/proposal of the text at or near the first mention of the table or figure in the manuscript/proposal • Center and bold section headings • Proposals are limited to one page plus references. Proposals exceeding the page limitations will not be accepted. • Use the American Psychological Association Publication Manual (7th edition) for all references and citations. All completed proposals should be submitted through InfoReady at this web address: https://phoenix.infoready4.com/#competitionDetail/1814972 Additional Information For general questions regarding this call, please contact [email protected] Participants may be included in a maximum of three proposals total regardless of role (e.g., presenter, co-presenter). Proposal authors will be notified of acceptance decisions no later than July 5, 2020.

42 Scholar CDS Student Coffee Chat

Kimberly Underwood, Ph.D. University Research Center Chair Center for Workplace Diversity and Inclusion Research

On June 20th, the CDS Student Coffee Chat will focus on a phenomenon that impacts many in academia: Impostor Syndrome. Impostor Syndrome (IS) is a pattern where one often questions the validity of personal successes and accomplishments and has a persistent, internalized fear of being exposed as a “fraud” or belief that successes are attributed only to luck or timing.

This session will explore the links of IS to perfectionism and other crippling behaviors, such as avoidance and procrastination. We will also examine strategies to overcome IS and thrive as competent and capable students, scholars, and practitioners.

Date/Time: Saturday, June 20th; 9:00 - 10:00 AM (Arizona Time)

For more information, please visit the Center for Workplace Diversity and Inclusion Research at https://research.phoenix.edu/research-centers/center-workplace-diversity-and-inclusion-research

Scholar 43 Upcoming Events

Date Topic May 21; 7-8 pm (EST) “The Rebrand”: Transitioning from Student to Scholar This presentation will share the experiences and lessons learned from alumni and faculty about the transition students face upon completing their programs. For some, this looks like entering or advancing in academia, and for others advancement in industry. But whatever path selected, there are strategies to improving your presence in the world as a scholar and subject matter expert. The post-graduation process, mindset changes, and ten rebranding strategies will be discussed. Such strategies include website development/social media and publishing opportunities. This presentation will also include a list of programs and resources offered to students from the University of Phoenix. Additional tools (most of which are free) from outside of the university will also be shared. Drs. Jane Schumacher, Jay Familant, Dr. Kristina McGaha May 28; 7-8 pm (EST) How to Develop and Use Open-Ended Surveys/Questionnaires Audience: All interested researchers including faculty, staff, students, and alumni. Dr. Ryan Rominger Thursday, June 11th, 7-8 pm Writing White Papers People Actually Want to Read (EST) While writing a white paper is no easy task, well-written and well-researched white papers can be powerful tools for building credibility in communities of practice. In other words, if you can address the problems that leaders are trying to solve, they will likely read your paper for a solution! This workshop will discuss how to effectively write and successfully market a white paper that gets results. Dr. Kimberly Underwood Saturday, June 20th; 12:00 - CDS Student Coffee Chat is back! Our topic for June will focus on a phenomenon that 1:00 AM (EST) impacts many in academia: Impostor Syndrome Impostor Syndrome (IS) is a pattern where one often questions the validity of personal successes and accomplishments and has a persistent, internalized fear of being exposed as a “fraud” or belief that successes are attributed only to luck or timing. This session will explore the links of IS to perfectionism and other crippling behaviors, such as avoidance and procrastination. We will also examine strategies to overcome IS and thrive as competent and capable students, scholars, and practitioners. Date and Time: TBA Link to more information: https://research.phoenix.edu/content/ center-workplace-diversity-and-inclusion-research/cds-student-coffee-chat June 25; 7-8 pm (EST) How to use Excel for Descriptive and Inferential Statistics Audience: All interested researchers including faculty, staff, students, and alumni. Dr. Brian Sloboda July 7, 2020; 7-8 pm Eastern UOPX graduate guest Speaker: Dr. Kristina McGaha, Doctor of Management in Time. Organizational Leadership, honoring Dr. Diana Hart Host: Dr. Louise Underdahl Join this webinar to learn about doctoral journey of the speaker and how the doctoral degree from UOPX impacted career development of the speaker. Audience: All interested participants including faculty, staff, students, and alumni. CDS Alumni SIG

44 Scholar July 16; 7-8 pm (EST) How to Write Grant Applications Dr. Louise Underdahl; Dr. Rodney Luster July 23; 7-8 pm (EST) How to Access and Use Existing /Using Online Assessments And using non publisher- based assessment Audience: All interested researchers including faculty, staff, students, and alumni. Dr. Ryan Rominger August 2020 (TBA) CDS Student Coffee Chat August 2020 (TBA) CDS Diversity and Inclusion Dr. Kimberly Underwood Aug 27; 7-8 pm (EST) How to Analyze Qualitative Data II Audience: All interested researchers including faculty, staff, students, and alumni. Dr. Ryan Rominger Sept 1, 2020 UOPX doctoral graduate guest speaker: Dr. Maria Dominguez, Doctor of Management in 7-8 pm Eastern Time. Organizational Leadership Host: Dr. Louise Underdahl Join this webinar to learn about doctoral journey of the speaker and how the doctoral degree from UOPX impacted career development of the speaker. Audience: All interested participants including faculty, staff, students, and alumni. CDS Alumni SIG Sept 17; 7-8 pm (EST) How to Publish a Peer-Reviewed Journal Article Audience: All interested researchers including faculty, staff, students, and alumni. Dr. Mansureh Kebritchi Sept 24; 7-8 pm (EST) How to Collect Data from Social Media-Panel of Discussion Audience: All interested researchers including faculty, staff, students, and alumni. Dr. Erik Bean, Dr. LauraAnn Migliore, Dr. Phil Davidson; Dr. Liz Johnston October 2020 (TBA) CDS Student Coffee Chat Oct 15; 7-8 pm (EST) Alignment in Research Triad and Research Method and Design Dr. Diane Archer-Banks Thursday, October 8th; 7-8 pm Effectively Synthesizing in Academic Writing (EST) Dr. Hilary Johnson-Lutz Oct 22; 7-8 pm (EST) How to analyze correlational studies using Pearson r and other correlational analysis tests Audience: All interested researchers including faculty, staff, students, and alumni. Dr. Brian Sloboda; Host: Dr. Ryan Rominger Nov 3, 2020 UOPX doctoral graduate guest speaker: Dr. Jose Masip, Doctor of Health Administration 7-8 pm Eastern Time. Host: Dr. Louise Underdahl Join this webinar to learn about doctoral journey of the speaker and how the doctoral degree from UOPX impacted career development of the speaker. Audience: All interested participants including faculty, staff, students, and alumni. CDS Alumni SIG Nov 5; 7-8 pm (EST) Understanding Theoretical and Conceptual Frameworks Dr. Karen Johnson Nov 12; 7-8 pm (EST) How to Write up Quantitative Research Results in Chapter 4 Dr. Stephanie Ferguson Nov 19; 7-8 pm (EST) How to Conduct Focus Group Interviews Audience: All interested researchers including faculty, staff, students, and alumni. Dr. Phil Davidson

Scholar 45 Join us on the Research Hub for all Center activities, KWBA dates, and new research information!

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