UC Davis

Educators are tasked with developing new pedagogical, communication, and assessment strategies to ensure the delivery of quality instruction to students. The nexus that exists between student engagement and teaching methods has been a sustained and distinct focus for higher education institutions. However, the emergence of the COVID-19 pandemic has forced institutions to adjust to distinct functionalities. With the shift to fully online models, there exists an opportunity to engage both faculty and students in innovative teaching-learning assessments and processes. Despite the myriad of challenges that COVID-19 introduces, our paper presents effective strategies, namely, the pedagogical community's focus on opportunities for student ownership in the learning process, the chance to engage students using an innovative social media strategy discussion format, and the formulation of syllabi that incorporate interdisciplinary strategies. Models that actively engage both sides of the educational spectrum will be catalysts for reform. We propose an educational structure that fosters inclusivity in the context of five focused domains: preassessments, prospective socioeconomic gaps, pedagogy, psychological health of students and faculty, and pandemic assessment.