University and School Collaborations during a Pandemic: Sustaining Educational Opportunity and Reinventing Education (Knowledge Studies in Higher Education)

Based on twenty case studies of universities worldwide, and on a survey administered to leaders in 101 universities, this open access book shows that, amidst the significant challenges caused by the COVID-19 pandemic, universities found ways to engage with schools to support them in sustaining educational opportunity. In doing so, they generated considerable innovation, which reinforced the integration of the research and outreach functions of the university. The evidence suggests that universities are indeed open systems, in interaction with their environment, able to discover changes that can influence them and to change in response to those changes. They are also able, in the success of their efforts to mitigate the educational impact of the pandemic, to create better futures, as the result of the innovations they can generate. This challenges the view of universities as “ivory towers” being isolated from the surrounding environment and detached from local problems. As they reached out to schools, universities not only generated clear and valuable innovations to sustain educational opportunity and to improve it, this process also contributed to transform internal university processes in ways that enhanced their own ability to deliver on the third mission of outreach. Contents Chapter 1: Leading Learning During a Time of Crisis. Higher Education Responses to the Global Pandemic of 2020 1.1 A High-Impact Global Event 1.2 Impact of the Pandemic on Educational Opportunity 1.3 Response of Educational Institutions to the Pandemic and Why Universities Would Want to Help 1.4 Why Study How Universities Collaborated with Schools During the Pandemic 1.5 The Current Study 1.6 Summary of the Cases 1.6.1 Brazil: Fundação Getulio Vargas 1.6.2 Chile: Pontifical Catholic University of Chile (PUC) 1.6.3 Chile: University of Chile (UCh) 1.6.4 China: Tsinghua University (TU) 1.6.5 Colombia: EAFIT University 1.6.6 India: Symbiosis International University 1.6.7 Japan: Keio University 1.6.8 Mexico: Autonomous University of Puebla (BUAP) 1.6.9 Mexico: Tecnológico de Monterrey University 1.6.10 Mexico: University of Guadalajara (UdeG) 1.6.11 Morocco: Al Akhawayn University 1.6.12 New Zealand: Massey University 1.6.13 Portugal: University of Lisbon 1.6.14 Qatar: Qatar Foundation (QF) 1.6.15 Russia: HSE-National Research University Higher School of Economics 1.6.16 Spain: Universidad José Camilo Cela 1.6.17 Turkey: Bahçeşehir University (BAU) 1.6.18 USA: Arizona State University 1.6.19 USA: Massachusetts Institute of Technology 1.6.20 Vietnam: University of Education (UEd) 1.7 The Results from the Survey 1.8 Conclusion Appendix A: Survey Administered to an Intentional Sample of Universities in June 2020 GEII_HigherEducation_K12 References Chapter 2: Fundação Getulio Vargas’ Efforts to Improve Basic Education Before, During, and After the Pandemic 2.1 Introduction 2.2 About FGV 2.3 FGV High School 2.4 FGV High School’s Response to the Pandemic 2.5 FGV Free Online Program 2.6 FGV Free Online Program’s Response to the Pandemic 2.7 FGV’s Policy Centers 2.8 Webinar Series 2.9 Publications in the Context of Covid-19 2.10 Conclusion: What Is Next? References Chapter 3: Pontificia Universidad Católica Support for the School System During the Covid-19 Pandemic in Chile 3.1 Introduction 3.2 Chilean Context During Covid-19 3.3 PUC’s Mission and Role in Society 3.4 Collaboration Venue: Joint Venture of Leading Universities 3.5 PUC’s Efforts to Support the School System: A Timeline 3.6 Concepts that Frame Efforts to Support School Continuity at PUC 3.7 Conclusion References Chapter 4: Desafío TEP – Positive Educational Trajectories. A Public-Private Alliance to Strengthen Public Education During the Pandemic 4.1 The Universidad of Chile and Its Support to Schooling System in the COVID-19 Context 4.2 Desafío TEP. A Public-Private Alliance to Reduce Exclusion in Public Schools 4.2.1 An Initiative in the Context of a New Public Education System 4.3 Desafío TEP Proposal 4.4 The Desafío TEP Design and Its Modifications in the COVID-19 Context 4.5 Learnings from the COVID-19 Context 4.5.1 Making Students Feel Competent and Secure 4.5.2 Socio-emotional Bond with Families and Students 4.5.3 Making Teachers Feel Competent, Safe, and Learning from Each Other 4.5.4 Workplans in Social Distancing Must Be Based on Existing and Currently Used Technological Resources 4.5.5 Make Visible the Achievements of Students and Schools with a Focus on Comprehensive Care and Learning 4.6 Sustainability and Projection References Chapter 5: Reimagine Elementary and Secondary Learning During the Pandemic: Tsinghua University 5.1 Introduction 5.2 Connecting Online, Bridging the Gap 5.3 Rationale and Motivation 5.4 Case 1: ITC Open Forum 5.4.1 Participants 5.4.2 Method 5.4.3 Data and Results 5.4.4 Next Steps 5.5 Case 2: Minds of Youth, an Inclusive Blended Learning Community 5.5.1 Participants 5.5.2 Method 5.5.3 Data and Results 5.5.4 Feedback from Participants 5.5.5 Feedback from Parents and Teachers 5.5.6 Future Plan 5.6 Discussion of this Chapter References Chapter 6: A Covid-19 Response with Years in the Making: The Contribution of EAFIT University to Basic and Secondary Education in Colombia During the Pandemic 6.1 About EAFIT 6.2 Background: 30 Years Working for the Consolidation of a National Ecosystem of Educational Innovation in Colombia 6.3 The Covid-19 Pandemic: An Opportunity for the UbiTAG Model to Evolve 6.4 A Sense of Possibility: The Challenge for Education in Colombia References Chapter 7: Coping with Covid-19: Forging Creative Pathways to Support Educational Continuity Amidst the Pandemic 7.1 Introduction 7.2 The Journey of Symbiosis 7.3 SIU’s Support for K-12 Schools during the Pandemic 7.4 Key Methodology during the Pandemic 7.4.1 Addressing Emerging Concerns 7.4.2 Change Management 7.4.3 Inspire Peer Learning 7.4.4 Nurture Innovation in Policy and Practice 7.5 The Hits and Misses 7.6 Beyond Imagination: What Did Not Work 7.7 A Revolution that Is Not References Chapter 8: Case Study on Distance Learning for K-12 Education in Japan: The Nagasaki-Takaoka Model 8.1 Introduction 8.2 Universities: The Pioneers of Distance Learning in Japan 8.3 Distance Learning: A System Used in Daily Education Becomes a Solution to Disrupted Learning in the Disaster Situation 8.4 K-12 Education System and Reform in Japan 8.4.1 The Principles of K-12 Education 8.5 Reform of the High School and University Articulation System 8.6 Pressing Needs for Distance Learning in K-12 Education 8.7 Emergence of a New ICT Policy in Education 8.8 Distance Learning for Education Continuity during the Covid-19 Pandemic 8.9 The “Nagasaki-Takaoka Model”: A Prototype of Distance Learning in K-12 Education 8.9.1 Requirements of the “Nagasaki-Takaoka Model” 8.9.2 Implementation of the “Nagasaki-Takaoka Model” 8.10 Conclusion References Chapter 9: Benemérita Universidad Autónoma de Puebla (BUAP). A Transversal Model to Support Educational Continuity Fostering Resilience, Innovation, and Entrepreneurship 9.1 Introduction 9.2 The Benemérita Universidad Autónoma de Puebla 9.3 Support to K-12 Systems 9.4 Actions During the Pandemic 9.5 Evaluation and Learning 9.6 Future Plans References Chapter 10: Academic Continuity During the Covid-19 Global Health Emergency: Education 4.0 and the Flexible-Digital Model of Tecnologico de Monterrey University in Mexico Supporting Secondary Education 10.1 Introduction 10.2 The Education 4.0 Concept Applied for Academic Continuity 10.3 The Flexible-Digital Model for Academic Continuity During the Covid-19 Global Health Emergency 10.4 The Implementation Process of the Flexible and Digital Model 10.5 Case Studies: The Flexible-Digital Model Applied in the Secondary Education Level 10.5.1 The Experience of the Bilingual Secondary School, Carlos Darwin, Irapuato, Guanajuato, Mexico 10.5.2 The Experience of the Bilingual Secondary School, Tec de Monterrey, Ciudad Juárez, Chihuahua, Mexico 10.6 Discussion 10.7 Conclusions References Chapter 11: University of Guadalajara: Transforming and Innovating Through Stronger Collaboration Between Higher and Upper-Secondary Education During the Pandemic 11.1 National Context of Mexican Upper-Secondary and Higher Education 11.2 Challenges for Higher Education Institutions 11.3 The University of Guadalajara’s Context 11.4 Internal Governance and Collaboration Within UdeG 11.5 The Impacts of Covid-19: Online Transition in a Macro University 11.6 SEMS’s Academic Response to Online Transition 11.7 Academic Innovation Through Collaborative Teacher Training Between Higher Education and SEMS: Rethinking Our Educational Model in the Face of the Pandemic 11.8 What Does Our Faculty Think? The Emerging Discussion Over an Innovative Educational Model and the Articulation Between Systems 11.9 Conclusions References Chapter 12: University as State Agent or Social Actor: Al Akhawayn University and Social Responsibility 12.1 Introduction 12.2 Al Akhawayn University 12.3 University Social Responsibility (USR) 12.4 Digital Science Materials for Middle Schools 12.5 A Center for Community Development 12.6 Crowdsourced Production of Children’s Stories 12.7 PING Project: One Million Tablets – The Digital Leapfrog of the Moroccan Public Education System 12.8 Conclusion Chapter 13: Taking a Strength-Based Approach: Bringing Student Homes into Schools During a Pandemic 13.1 Introduction 13.2 Culturally Sustaining Mathematics Pedagogy 13.3 Massey University 13.4 Developing Mathematical Inquiry Communities 13.5 Methodology 13.6 Findings and Discussion 13.6.1 A Well-Being Orientation to Building Relationships 13.6.2 Opening Spaces for Mathematics Learning 13.6.3 Taking Mathematics into Homes Through Digital Means 13.6.4 Growing Relationships Through Changing the Boundaries 13.7 Conclusions and Implications References Chapter 14: Supporting Schools in Times of Crisis: A Case of Partnerships and Networking with Schools by the Institute of Education at the University of Lisbon 14.1 Introduction 14.2 An Overview on School/University Partnerships 14.3 The Policy Context: Supporting Portuguese Schools’ Efforts to Innovate and Improve 14.4 An Overview of IE-ULisbon’s Mission: Networking to Improve the Education System 14.5 Methodology 14.6 The Collaborations with Schools 14.6.1 Networking to Support Teacher Needs on Assessing Students 14.6.2 Networking to Ensure Students Learning 14.7 Discussion 14.8 Conclusion References Chapter 15: Educational Continuity During the COVID-19 Pandemic at Qatar Foundation’s MultiverCity 15.1 The Role of the Qatar Foundation (QF) in the National Education Landscape 15.2 Enabling Synergies Between Different Levels of Education 15.3 Addressing the COVID-19 Pandemic Educational Challenges: A Multilevel and Multipurpose Response 15.3.1 Online Delivery of Teaching-Learning 15.3.2 Development and Deployment of Online Resources 15.3.3 Professional Development 15.3.4 Research 15.3.5 Supporting Policy and General Outreach 15.4 Institutional Actions in Support of Continuation of Elementary and Secondary Education 15.4.1 Connecting Research with Educational Support: Hamad Bin Khalifa University (HBKU) 15.4.2 Nurturing STEM Activities: Texas A&M University at Qatar (TAMUQ) 15.4.3 Supporting Interest in Computer Science: Carnegie Mellon University in Qatar (CMUQ) 15.4.4 A Focus on Civil Service: Georgetown University in Qatar (GU-Q) 15.4.5 Creative Outlets: Virginia Commonwealth University, School of the Arts in Qatar (VCUQ) 15.4.6 Support Capacity Building: The Education Development Institute 15.4.7 Leading Educational Advancement Through Progressive Schools Summit (LEAPS Summit) 15.4.8 Access to Knowledge and Best Practices: The World Innovation Summit for Education (WISE) 15.5 Looking Ahead: A Unique Learning Opportunity for Educational Institutions Coping with Contingencies References Chapter 16: Supporting Elementary and Secondary Education During the Pandemic: A Case Study from the National Research University Higher School of Economics 16.1 Introduction 16.2 The Higher School of Economics: Strategy and Groundwork to Respond to the Challenge of the Pandemic in Elementary and Secondary Schools 16.2.1 First Area of Support 16.2.2 Second Area of Support 16.3 Supporting Elementary and Secondary Education During the Pandemic: Context, Content, and Organization 16.3.1 Russian Schools During the Pandemic 16.3.2 HSE Activity During the COVID-19 Pandemic 16.3.3 Practical Work at the Level of K-12 Education: Support for Schools, Teachers, Students, Parents 16.3.4 Analytical and Research Work 16.3.5 University as a Communication Hub 16.3.6 Working with Stakeholders 16.4 Supporting Elementary and Secondary Education During the Pandemic: Outcomes and Lessons for the Future 16.5 Conclusion References Chapter 17: Community Building in Times of Pandemic: University Camilo José Cela, Spain 17.1 Introduction 17.2 UCJC Strategies and Initiatives to Strengthen the SEK Educational Community 17.3 Academic and Well-being Strategy 17.3.1 Initiatives 17.3.1.1 UCJC Students and Teacher Assistants at SEK International Schools 17.3.1.2 Personalized Teacher Training Programs 17.3.1.3 “Well-being Classroom,” Online Psychological Support, and Counseling Services 17.3.1.4 “Family Classroom” and “UCJC Webinars” (Cross-faculty Effort) 17.4 Social Strategy to Foster Education in Vulnerable Contexts 17.4.1 Initiatives in the Spanish National Context 17.4.1.1 Supporting Syrian Refugee Students 17.4.1.2 Integra Project and SEK Schools: Creating 3D Visors 17.4.1.3 Supporting Vulnerable Students 17.4.2 Initiatives in an International Context 17.4.2.1 Volunteer Training 17.4.2.2 EachTeach 17.4.2.2.1 EachTeach: COVID-19 Awareness Campaign 17.4.2.2.2 EachTeach: Peer Mentoring Program for Female Teachers in Kakuma 17.5 Lessons Learned 17.5.1 Next Steps References Chapter 18: University-K-12 Collaboration During the Pandemic: The Case of Turkey 18.1 Introduction 18.2 Initial Steps: Needs Analysis 18.2.1 Psychosocial Support 18.2.2 Academic Support 18.3 Conclusion References Chapter 19: Arizona State University: A Learning Enterprise Supporting P-12 Education in the COVID-19 Pandemic 19.1 About ASU 19.2 Immediate Response 19.2.1 Direct Provision of Education to P-12 Learners 19.2.2 Provision of Human and Intellectual Capital in P-12 schools 19.2.3 Provision of Educational Resources to Learners, Families, and Schools 19.3 Elements of Institutional Readiness 19.3.1 A Core Set of Preexisting Commitments and Functional Capabilities in the Area of Technology-Enhanced Instruction 19.3.2 Strong Existing Partnerships with P-12 Schools 19.3.3 An Institutional Vision of Universal Learning That Demands That a University Be Ready and Able to Deliver Instruction in Many Modalities to All Learners 19.4 Conclusion: What’s Next Chapter 20: MIT Full STEAM Ahead: Bringing Project-Based, Collaborative Learning to Remote Learning Environments 20.1 Introduction 20.2 About MIT 20.3 Bringing “Mind and Hand” to Remote Learning Environments 20.3.1 Weekly Learning Packages 20.3.2 Summer Program: Engaging Directly with Learners 20.4 Method 20.5 Results 20.5.1 MIT Community Collaboration in Learning Packages 20.5.2 Rapid Mobilization of Capacity and Efforts to Launch the Learning Packages 20.5.3 Data Analytics About Global Reach of the Packages 20.5.4 How This Collaboration Supported the MIT Community Members’ Individual Goals 20.5.5 Summer Program 20.6 Discussion 20.7 Conclusion and Next Steps References Chapter 21: Initiatives to Promote School-Based Mental Health Support by Department of Educational Sciences, University of Education Under Vietnam National University 21.1 Introduction 21.2 Theory of Action 21.3 Profile of the University in Charge 21.4 Implemented Efforts in Response to the Pandemic Crisis 21.5 Monitoring and Reflections 21.6 Ways Forward References Chapter 22: Conclusions: What Innovations Resulted from University–School Collaborations During the COVID-19 Pandemic? 22.1 What Does University Engagement with Schools During the Pandemic Say About Universities? 22.2 Which Innovations Resulted from Collaborations Between Universities and Schools? 22.3 What Type of Innovation Did These Collaborations Motivate? 22.3.1 Research-Based Knowledge and Conducting Research and Analysis to Support Decision-Makers in Formulating Strategies of Educational Continuity 22.3.1.1 Evolutionary Product Innovation (New Product, Same Customer) 22.3.1.2 Revolutionary Product Innovation (New Product, New Customer) 22.3.1.3 Revolutionary Solution Innovation (New Solution, New Customer) 22.3.2 Advancing Knowledge Based on Research in Schools in the Context of the Pandemic 22.3.2.1 Incremental Process (Same Process, Same Customer) 22.3.2.2 Revolutionary Process Improvement (New Process, New Customer) 22.3.3 Provision of Instructional and Technological Resources and Online Platforms for Students and Teachers, Including Efforts to Improve Connectivity 22.3.3.1 Evolutionary Solution (Same Solution, New Customer) 22.3.3.2 Revolutionary Solutions (New Solution, New Customer) 22.3.3.3 Incremental Process Innovation (Same Process, Same Customer) 22.3.3.4 Revolutionary Process Innovation (New Process, New Customer) 22.3.3.5 Revolutionary Product Innovation (New Product, New Customer) 22.3.4 Professional Development to Teachers, Education Administrators, and Parents 22.3.4.1 Revolutionary Product Innovation (New Product, New Customer) 22.3.4.2 Incremental Process (Same Process, Same Customer) 22.3.4.3 Evolutionary Process Innovation (New Process, Same Customer) 22.3.4.4 Revolutionary Process Innovation (New process, New Customer) 22.3.5 Highlight the Importance of Attention to Socio-emotional support for students 22.3.5.1 Revolutionary Solution Innovation (New Solution, New Customer) 22.3.6 Organizational Learning and Innovation 22.3.6.1 Revolutionary Managerial Improvement (New Managerial Practice, New Customer) 22.3.6.2 Evolutionary Process (New Process, Same Customer) 22.3.7 Innovations in Teaching: Engaging University Students in These Collaborations with Schools 22.3.7.1 Evolutionary Process (New Process, Same Customer) 22.4 Which Processes Supported These Innovations? 22.5 Conclusion References Based on twenty case studies of universities worldwide, and on a survey administered to leaders in 101 universities, this open access book shows that, amidst the significant challenges caused by the COVID-19 pandemic, universities found ways to engage with schools to support them in sustaining educational opportunity. In doing so, they generated considerable innovation, which reinforced the integration of the research and outreach functions of the university. The evidence suggests that universities are indeed open systems, in interaction with their environment, able to discover changes that can influence them and to change in response to those changes. They are also able, in the success of their efforts to mitigate the educational impact of the pandemic, to create better futures, as the result of the innovations they can generate. https://directory.doabooks.org/handle/20.500.12854/72298