Travis N. Thurston, Kacy Lundstrom, and Christopher González
Utah State University
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This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
The impact of the COVID-19 crisis on educational systems requires actors across those systems to develop adaptive capacity and embed resilient thinking into approaches and frameworks for decision-making and design (DeVaney & Quintana, 2020). Events surrounding the COVID-19 crisis have set off a period of rapid adaptation across the higher-education ecosystem and have necessitated that educators consider new pedagogical approaches and frameworks that are responsive to the changes we are witnessing in our contexts of teaching and learning (Chraa et al., 2020; Donovan, 2020; Moorhouse, 2020; Quintana & Quintana, 2020; Zhu & Liu, 2020).
Quintana, R. M., Fortman J., & DeVaney, J. (2021). Advancing an approach for resilient design for learning by designing for extensibility, flexibility, and redundancy. In Thurston, T. N., Lundstrom, K., & González, C. (Eds.), Resilient pedagogy: Practical teaching strategies to overcome distance, disruption, and distraction (pp. 77-92). Utah State University. https://doi.org/10.26079/a516-fb24.