HomePublicationsOpen Access SeriesOnline, Open, and Equitable EducationSection 1 Chapter 5: Teaching the Pandemic: Building an Online Community and Knowledge through Multidisciplinarity, Compassion, and ConversationDownload Chapter Book MenuOnline, Open, and Equitable Education SectionsSection 1Section 2ChaptersChapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 6Chapter 7Chapter 8Chapter 9Chapter 10Chapter 11Chapter 12Book Resources Contributors Download BookOpen access PDFdoi.org/10.36284/celelon.oa7ISBN: 978-1-951414-12-2July 20243.7 MBMetrics: 1087 views | 242 downloadsISBN: 978-1-951414-13-9Print Edition Coming Soon Sofie Lachapelle, Elizabeth Finnis, Colin DeMill, and T. Ryan GregoryThe chapter, “Teaching the Pandemic: Building an Online Community and Knowledge through Multidisciplinarity Compassion and Conversation” by Sofie Lachapelle, Elizabeth Finnis, Colin DeMill, and T. Ryan Gregory, discusses the creation and delivery of a new multidisciplinary online course called UNIV*2020: Pandemics: Culture, Science, and Society. Launched during the COVID-19 pandemic, this course integrated expert panels from various disciplines and was available to students and alumni, fostering a broad and engaging educational community. The course structure facilitated the exploration of pandemic-related topics from multiple perspectives, enhancing the educational experience by linking diverse knowledge and practical, real-time issues. The authors reflect on the effectiveness of this model and its potential applicability to other complex societal issues, emphasizing the creation of a supportive and inclusive learning environment. Chapter DOI: https://doi.org/10.36284/celelon.oa7.5. Discussion Questions How did the multidisciplinary approach of the course enhance the learning experience for students and alumni? What challenges did the instructors face when quickly creating and implementing this new course, and how were these overcome? How did the course format facilitate a sense of community and engagement among participants? In what ways did alumni participation enrich the course, and what benefits did this bring to both students and alumni? What lessons can be learned from this course model for adapting university education to address real-time global crises? How might this course model be applied to other big-issue topics beyond pandemics, such as climate change or social justice issues? Share:
