Remaining Inclusive: Crisis Correspondence Packets for Student Completion of Spring 2020 (COVID19) Writing Courses

This program profile describes the process the Writing Program at the University of Arizona took to create a pathway to course completion for students during the pandemic-induced remote transition in Spring 2020. While the majority of students continued to have access to the hardware and software ne...

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Bibliographic Details
Published in:Forum - Conference on College Composition and Communication 2020, Vol.45
Main Authors: Mitchum, Catrina, Rodrigo, Rochelle, Staples, Shelley
Format: Article
Language:English
Subjects:
Assignments
College Students
Correspondence Study
COVID-19
Distance Education
Grading
Inclusion
Independent Study
Instructional Materials
Pandemics
Portfolios (Background Materials)
Program Design
Writing Instruction
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Summary:This program profile describes the process the Writing Program at the University of Arizona took to create a pathway to course completion for students during the pandemic-induced remote transition in Spring 2020. While the majority of students continued to have access to the hardware and software necessary to complete the term online, some students did not have these critical access requirements. We designed an independent study style correspondence packet that harkens back to traditional distance education offerings. Recognizing that students might not have access to the web or library for research, instructional materials, or printers, the packets allowed students to use the resources to which they had access and mail in their materials to complete their courses. Designing and implementing this course packet allowed us to continue our mission of inclusion in a moment of crisis by meeting our students where they were as they were displaced from the institutional spaces they had been relying upon to finish their coursework. This work has given us language to use in helping our instructors continue to support their students in crisis.
ISSN:1522-7502