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“Tat’s the perk of us being a small, close- knit community at Queens and us having great relationships with our students—they are reaching out to us and asking us questions and asking us for help and sharing positives and negatives with us so that we can both support them and celebrate with them.” For current students, they’re taking their


own college classes remotely while learning the best practices for teaching virtually. It’s a part of everyday life for Kirby, who teaches fourth grade at Nations Ford Elementary in Charlotte, a Title I school where many students are on free or reduced lunch. Many of her students didn’t have computers or internet access when school abruptly went virtual in March. “Te beginning of virtual learning was very, very rough,” she


“I WAS TAUGHT AT QUEENS TO ALWAYS HAVE VERY INTENTIONAL RELATIONSHIPS WITH MY STUDENTS AND TO BE HONEST.”


said. “A lot of the kids didn’t participate, and I knew so many of these kids were so far behind in their learning.” Kirby has actually been with the same group of kids for the


past four years, looping with them as they’ve moved through elementary school, a conscious decision that’s proven beneficial during the pandemic. “I knew if I looped up to fourth grade, I would know where to meet them,” she said, adding that parents know her well enough to call her when there are problems with their children or technology. “I was taught at Queens to always have very intentional


relationships with my students and to be honest,” she said. “Tat’s the most important thing—to have strong relationships with the kids. So I’ve always tried to foster that in my classroom.”


Katrina Kirby ’16, MEd ’19


rior to the COVID-19 pandemic, three faculty members from the Cato School of Education began writing a book on virtual instruction. “We


decided to write because we already have an online masters in educational leadership program, but we were developing a new online masters program with seven specialization areas,” explained Amy Thornburg, executive director of the Cato School of Education. “We wanted to ensure we knew what was important for having a successful online learning environment for all types of students.” Thornburg, along with Assistant Professor


Dixie Abernathy and Associate Professor Rob Ceglie, published and edited Handbook of Research on Developing Engaging Online Courses this past January. “Since it [virtual instruction] is a whole different setting with its own set of special needs and challenges, we wanted to ensure professors were planning the most effective classes and that


20 MAGAZINE


students were able to learn successfully in a virtual environment,” said Thornburg. “The book seemed timely and needed.” Timely indeed, as schools across the country


quickly moved to virtual learning in March due to the coronavirus. This giant pivot inspired the professors to write a second book focusing more on the transition to virtual instruction from the perspectives of administrators, teachers, students, parents and college professors. Handbook of Research on Lessons Learned From Transitioning to Virtual Classrooms During a Pandemic will be published in early spring of next year. “We are excited that some of our alumni are


writing chapters, as well as all Cato faculty,” said Thornburg. “We’re trying to become experts in virtual instruction.” Look for these books at IGI- global.com.


—Lori K. Tate


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