The global pandemic was traumatic for everyone, and it revealed the vast inequity in public services to which people have access. Fortunately, community schools had been coordinating services to meet the needs of their families prior to the pandemic, and when schools closed in 2020, they kicked into high gear to provide for those needs. This paper…

As the novel coronavirus (COVID-19) spread, a team from the Sheridan Libraries and Museums at Johns Hopkins University (JHU) provided technical support to the JHU Global COVID-19 Dashboard. This paper reflects on the lessons learned from working on a highly publicized, heavily trafficked resource and explores the role of academic libraries in…

This qualitative phenomenological study addresses the pressing issue of remote learning challenges faced by low-income students during the COVID-19 pandemic. As of March 29, 2021, the pandemic had led to 126,890,643 confirmed cases and 2,778,619 deaths globally, while exacerbating existing educational disparities. The pandemic prompted widespread…

The degree to which Universities could nimbly and effectively respond to the impacts of the COVID-19 crisis on their local communities depended upon the structure and orientation of their community engagement infrastructure. Institutions that support a hyperlocal form of place-based engagement were uniquely positioned to harness their extensive…

The Coronavirus-19 (COVID-19) pandemic has caused global distress, and communities of color are disproportionately adversely affected. Within this group, many caregivers are concerned about issues such as staying healthy, keeping the family well, paying bills, and caring for children who are housebound. The purpose of this qualitative study is to…

The COVID-19 pandemic redefined how chemistry laboratories were taught. It also introduced a racial health disparity for Black and Brown people. The General Chemistry I laboratory curriculum at a Historically Black College and University (HBCU) in Baltimore, MD, was redesigned to meet student needs during this challenging time. While surrounded by…

The Wallace Foundation commissioned Research for Action and McClanahan Associates to study how out-of-school time intermediaries (OSTIs) responded to the COVID-19 pandemic and the role they could play in supporting communities moving forward. Citywide out-of-school time (OST) systems encompass a wide variety of afterschool and summer programs and…

Honors education was never intended to be a virtual offering; it takes intimate, three-dimensional, communal, and intellectual interaction among faculty and students to tackle wicked problems. The COVID-19 crisis forced honors educators into an extreme reboot, extracting courses from comfortable working spaces and relocating them to strange new…

The authors of this article examine the effect of online proctoring on exam scores with samples of proctored and unproctored students in an upper-level economics class. They document a proctoring discount (i.e., the tendency for lower scores on proctored exams versus on unproctored exams) and a relationship with students' perceptions measured by…

In 2022, after increasing pressures from the COVID pandemic and a shifting political climate, the nation's largest teachers' union warned that over half of teachers were considering exiting the teaching profession. More recent national and local work suggests that such evidence in the media is often not supported by administrative data and that…

From its inception in 2016 through 2019, the Baltimore SCIART Consortium offered an annual 10-week interdisciplinary summer research program for undergraduate students. Each year, the program mentored approximately 10 students, many from primarily undergraduate institutions including minority serving institutions and historically black colleges…

This study emphasizes formal and informal reading development, race, and socioeconomic status as significant components of the lived experiences of four low socioeconomic Black/Brown second- and third-graders who struggled with reading. The research acknowledges historical progression of the American public education system, exploring…

In this article we argue, in the context of the current dominance of the performative and instrumental drives characterizing the accountable university, that language and intercultural communication education in universities should also be humanistic, addressing 'discomforting themes' to sensitize students to issues of human suffering and engage…

In this article, we explore the experiences and self-reflections of faculty as CANVAS Ambassadors at Morgan State University, a Historically Black University in Baltimore, Maryland, during the COVID-19 global pandemic. The university transitioned to remote/online instruction using the CANVAS™ learning management system in March of 2020. The…

The following are journal reflections written by Morgan State University Family and Consumer Sciences-Fashion Merchandising students in 2020, during the early phases of the COVID-19 pandemic. As we navigated through a semester that should have had students completing practicum credits, they instead wrote about recouping the time and identifying…