University and School Collaborations during a Pandemic: Sustaining Educational Opportunity and Reinventing Education

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