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University of Wisconsin-Madison
Organizational Change Consultants

University of Wisconsin-Madison
Organizational Change Consultants

COVID-19 Resources

Health and Well-Being During COVID-19

  • Psychological research on past crises can help people cope with the daily – sometimes hourly – newsflashes about the coronavirus. Includes lessons learned from the existing body of literature on the psychological and behavioral health responses and consequences of disaster events. Seven Crucial Research Findings that Can Help People Deal with COVID-19 (American Psychological Association).

  • Tips on how people react to stressful situations, and advice on reducing stress, particularly for parents, responders, and people released for quarantine.Mental Health and Coping During COVID-19: Managing Anxiety and Stress(Centers for Disease Control and Prevention).

  • Workbook tool to help you build resilience during difficult times containing a series of exercises and activities.Coronavirus Anxiety Workbook (The Wellness Society).

  • Article discussing how to view the COVID-19 crisis through different lenses, such as viewing social distancing as an act of generosity. COVID-19 and Our Common Humanity (Center for Healthy Minds).

  • Answers and advice for common questions parents might be asking themselves on what and how to communicate with their children about the outbreak.Talking to Kids about COVID-19: UW-Madison Expert Offers Tips (Kari Knutson, University of Wisconsin-Madison.

  • The National Suicide Prevention Lifeline provides 24/7, free and confidential support for people in distress, prevention and crisis resources for you or your loved ones, and best practices for professionals. Resources for youth, Native Americans, Veterans, LGBTQ+, deaf, hard of hearing as well as Ayuda En Español. National Suicide Prevention Lifeline (1-800-273-8255).

  • The National Domestic Violence Hotline has highly trained expert advocates available 24/7 to talk confidentially with anyone in the United States who is experiencing domestic violence, seeking resources or information, or questioning unhealthy aspects of their relationship. National Domestic Violence Hotline (1-800-799-7233).

Teaching Inclusively During COVID-19

Transitioning to Online Teaching During COVID-19

  • Video tutorials on translating in-person teaching to online settings and using different online tools in your teaching, created by Aspire Backbone team member Bennett Goldberg and Aspire National Change team member April Dukes. (Aspire Alliance).

    • Bennett Goldberg’s YouTube Channel – topics such as translating to online teaching, blending asynchronous and synchronous teaching, and using an IPad or your phone as a document camera.

    • April Dukes’ YouTube Channel – topics such as starting out in Zoom, setting up quizzes and exams, creating videos, and using tools like CourseWeb and Panopto.

  • Table matching specific face-to-face classroom activities with possible solutions for online settings, functionality based on Blackboard but ideas are applicable across any platform. Conversion of Pedagogical Approach From Face-to-Face to Synchronous Online Setting (Online Learning).

  • Guide with suggestions for faculty to help think through assessing student learning in a P/NP environment, including some suggestions around how faculty might structure their courses, activities and assessments to keep students motivated throughout the quarter. Guide to Teaching and Learning in a Pass/No Pass Course (Searle Center for Advancing Teaching and Learning).

  • Teaching during times of potential disruption requires creative and flexible thinking about how instructors can support students in achieving essential core course learning objectives. This document offers suggestions for instructors in Stanford University’s PWR and Thinking Matters looking to continue offering a student-centered learning experience in a remote or online learning environment. This resource was devised by Stanford with permission to use as a guide for others. Teaching Effectively During Times of Disruption (Stanford University).

  • Compilation of disciplinary resources on teaching remotely that have been generated by communities of faculty developers and discipline-based education researchers across the STEM fields. Resources for STEM Education Centers in Response to COVID-19 (Network of STEM Education Centers).

  • Spreadsheet of STEM teaching online resources, organized by subject and with descriptions and access information. Online Resources for Science Laboratories (POD Network).

  • NCA’s Teaching & Learning Council has developed this list of online teaching & learning resources; please return for updates and new resources in the days/weeks to come. Online Learning Resources (National Communication Association).

  • Month-long (April) webinar series on effective online instruction, including welcoming students, managing your online presence, organizing your courses, facilitating discussions, recording micro-lectures, and engaging your students.Effective Online Instruction Webinars (Association of College and University Educators).

  • Series of Online Workshops for Educators sponsored by Ed Tech Faculty, Students, and Alumni from Central Michigan University. More than “Moving Online”: Critical and Creative Teaching in Response to the COVID-19 Crisis (Central Michigan University).

  • Introductory 6-week course exploring research-informed effective practices for online teaching and learning in postsecondary institutions, providing faculty and staff with guidance on how to pivot existing courses online while enhancing student success and engagement. Pivoting to Online Teaching: Research and Practitioner Perspectives (EdX, University of Texas at Arlington).

  • Academic advising resources including transitioning to remote advising, using tools like Zoom, Microsoft Teams, and Blackboard Collaborate, and advising during times of disruption.Academic Advising Resources in Response to COVID-19 (NACADA).

Supporting Educators During COVID-19

  • Faculty, like educators everywhere, are expressing concerns about their ability to provide instructional, academic, and emotional support to students, adapt to online teaching environments, maintain research, grant and publication activity while managing personal, child, and sometimes extended familial care. Recent budget and hiring freezes and furlough announcements have only heightened faculty concerns about the stability of their appointments and their current and future workloads. COVID-19 presents distinct challenges to differently situated faculty members, calling attention to and potentially widening individual and institutional equity gaps. This resource describes how institutions are responding to COVID-19 in relation to faculty support and evaluation, and suggests some additional responses. Supporting Faculty During & After COVID-19: Don’t Let Go of Equity (Aspire Research Co-Leads, Leslie D. Gonzales and Kimberly A. Griffin).

  • Social media groups for educators, places to share questions and ask for advice.

  • Empowering educators with self-care strategies from yoga, mindfulness, meditation, and more. Wellness for Educators (Wellness for Educators).