The COVID-19 pandemic has caused a host of personal and professional complications for faculty across academia, as well as the students they teach.  While the severity of these complications vary at the individual level and look different for everyone, one area COVID-19 has presented enormous challenges in academia is time management.  Both faculty and students have been forced to adjust their schedules due to consequences of the pandemic (this includes school and university closures, employment issues, and even the virus itself). Such changes create major challenges for both groups, particularly those converting traditional daytime face-to-face courses into online and hybrid formats.  This paper offers three specific techniques to facilitate time management: asynchronous teaching, chunking, and micro-learning.  Research findings have led to the support for each of these techniques.  The authors explain how each technique facilitates time management via remote and online teaching, and make suggestions about each technique in their own courses to contextualize their usage.  Recommendations are also noted, with the goal of enabling faculty to preserve one of their and their students’ resources during and after a pandemic: time.

While self-regulated learning is a standard model for online coursework, this approach emphasizes the applicability of Learning Management System (LMS) usage in face-to-face and hybrid course formats. Self-regulated learning has become an important component of education, both as a primary tool in online coursework and as a supplemental resource in face-to-face courses. (Boekaerts, 1999).  Yet despite its importance, research suggests that rather than utilizing the full potential of learning management and course management systems, instructors primarily use LMS and CMS as a delivery mode for course content (Boekarts, 1997; Vovides et al., 2007).  Such underutilization not only minimizes the capacities of such systems, but limits the opportunities for students to engage in multimodal self-regulated learning. This paper offers three specific techniques to improve self-regulated learning via LMS: flipped learning, chunking, and micro-learning.  Research findings have led to support for each of the above-mentioned techniques (Nwosisi et al., 2016; Miller, 1956; Major & Calandrino, 2018). The authors provide examples of techniques used in their own courses, how each facilitates self-regulated learning, and how utilizing the full capabilities of learning management systems engages students in multimodal self-regulated learning.  Common findings and recommendations will also be noted, with the goal of providing a framework for instructors to apply each technique via learning management systems in their own courses.

The COVID-19 pandemic created countless challenges in higher education at every level.  At the faculty level, one such challenge was how to convert applied internships into online academic capstone courses in the middle of the semester.  For programs that require their majors to complete internships as part of a graduation requirement, full-semester conversions were necessary, both for the Summer semester and in preparation for the possibility of no internships being offered in the Fall.  Such actions are in the best interest of all students, many of whom are taking the course during their senior year and run the risk of delaying their graduation absent these accommodations.  While on its surface these conversions may seem daunting, both internships and capstone courses share similarities that facilitate the process, including professional development and the integration and application of knowledge students have acquired over their academic careers.  This paper aims to serve as a resource for postsecondary educators in the conceptualization and implementation of these conversions.  The authors examine several important considerations, including creating new assignments to replace uncompleted internship hours, ensuring that mid-semester adjustments continue to meet course outcomes, communicating with students and internship providers to facilitate a seamless transition, and working with colleagues and university administrators to quickly build and approve a new capstone course for the Summer.

The COVID-19 pandemic in March 2020 resulted in the declaration of a national emergency that closed universities across the nation. With no warning, faculty were required to move classes from face-to-face to completely online instruction. This situation posed many difficulties, but particularly for faculty who were teaching and supervising students completing internships. Interns were removed from their internships abruptly as agencies and departments moved to essential personnel only. Faculty scrambled to create online learning experiences that met academic learning outcomes and the goals of criminal justice students enrolled in these courses. This paper details our experiences with these challenges, particularly as we revised criminal justice internship courses and developed capstone courses to replace face-to-face internship experiences. While the challenges we faced involved criminal justice internships, they were not unique to the major, and the approaches taken and lessons learned are likely applicable to a host of disciplines.

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