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Told from the perspective of one faculty member, it highlights that the need for Teaching Communities has never been more acute, as educators are challenged to create online courses that are engaging and inclusive—and represent compassionate education.  \nKey words: Racial Injustice, COVID-19, Virtual Engineering Education  \nINTRODUCTION  \nThis is the high-level story of the Mechanical Engineering (ME) department at Stanford University starting in March of 2020. It follows the transition from a largely in-person Winter Quarter to an entirely online Spring Quarter due to COVID-19 and describes resources that were created to support the 61 instructors and 59 courses involved. However, the story takes a swift turn as another pandemic—that of racial injustice—confronts instructors and students in the final weeks of Spring Quarter. Both pandemics demand new thinking around effective education.  \nMETHOD: STORYTELLING  \nI share my perspective as a Stanford faculty member (so it is but one of many “COVID-19 teacher/educator stories”), informed by my current1 and past roles2. The focus of this story is not on technologies best suited for online education, but rather the importance of us (the department,  \nFALL 2020 VOLUME 8 NUMBER 4 1  \nADVANCES IN ENGINEERING EDUCATION  \nConfronting a Double Pandemic of COVID-19 and Racial Injustice: Identifying Opportunities for Redesign and Reinvention  \nuniversity, and higher education altogether) being a Teaching Community that works together and promotes respectful relationships between all members to support personal and intellectual growth and flourishing.  \nRESULTS  \nChapter 1—Community Formation (we are going to do what?!?!)  \nThe second-to-last week of Winter Quarter (Week 9, March 9–15) looked the same as usual. I was teaching 35 undergraduates in “Introduction to Mechanical Engineering” and students were preparing for the following week’s in-person final showcase. These plans were not realized as classes moved online in response to COVID-19 public health guidance; final exams were rescheduled or optional and the end-of-quarter course survey was modified (Appendix A) .  \nTo prepare for Spring Quarter, Stanford’s Faculty Senate voted (March 26) to change the grading basis for all University courses to Satisfactory/No Credit (S/NC) and to delay the quarter’s start by one week, giving instructors two full weeks to shift to online teaching. Within ME, a team formed to support the 61 instructors teaching the 59 offered ME courses that needed to redesign laboratory work, hardware building, and team interaction. This group, the ME-TLC (Technology-assisted Learning Community)3, had a self-defined mission of (i) assisting individual instructors and Course Assistants on technological and pedagogical needs,(ii) sharing instructional practices and flagging new resources, and (iii) building a supportive and interactive Teaching Community. For me, the ME-TLC is an extension of my years devoted to building engineering education research and practice communities.  \nChapter 2—April–June 2020: A New Steady-State Spring Quarter  \nThe ME-TLC launched three major projects in Spring Quarter. First was a semi-regular newsletter4, covering topics like online office hours recommendations, virtual well-being resources, and Classroom Assessment Techniques. Second was a p","cbCaidhSBmJEMN8d","https://ap.wps.com/l/cbCaidhSBmJEMN8d","pdf",1908720,"English","# Introduction\n# Method: Storytelling\n# Results\n## Chapter 1—Community Formation (we are going to do what?!?)\n## Chapter 2—April–June 2020: A New Steady-State Spring Quarter\n## Chapter 3—June 2020-Present: A Rude (and long overdue) Awakening","[{\"question\":\"What two pandemics does the article focus on in 2020?\",\"answer\":\"It focuses on COVID-19 and the racial injustice confronting education during the same period.\"},{\"question\":\"Why does the department emphasize Teaching Communities?\",\"answer\":\"The narrative argues that Teaching Communities help educators create respectful, inclusive learning environments and support personal and intellectual growth while teaching online.\"},{\"question\":\"What changed for instructors and courses after COVID-19 public health guidance?\",\"answer\":\"Plans for in-person finals were revised, grading moved to Satisfactory/No Credit, the start of the quarter was delayed by one week, and instructors gained time and support to redesign courses for online delivery.\"}]","Confronting a Double Pandemic of COVID-19 and Racial Injustice: Identifying Opportunities for Redesign and Reinvention | PDF",1792066129,23]