Collaborating within a Lockdown: Students' Online Collaboration to Develop a College Readiness Workshop during the COVID-19 in-person restrictions.

Background: The COVID-19 pandemic created significant disruption within the educational setting, including the rapid shift to a fully online learning environment. Purpose: The purpose of this study was to explore how graduate students collaborated synchronously and reimagined an in-person academic service learning project into an asynchronous workshop format. Methodology/Approach: An explanatory single case study approach was used to explore how educational leadership doctoral students developed content for and transitioned the modality of an academic service learning project-a college readiness workshop for middle school students-during the COVID-19 pandemic. Findings/Conclusions: Overall, the development of and transition to a fully online workshop website format highlighted the importance and additional need for technology to support project content, the challenge of how to best incorporate audience engagement through an asynchronous platform, and the shift in roles and expectations of the graduate students throughout the workshop development process. Implications: Although this learning experience was adapted due to pandemic-related restrictions, this reimagined student-led project provided additional and unique opportunities for collaboration and technology integration that can be useful and applicable to the students' post-lockdown lives.

Supporting Students with Disabilities during the COVID-19 Pandemic: The Perspective of Disability Resource Professionals

Utilizing national survey data, this paper details the academic and access challenges created by the pandemic for students with disabilities, as perceived by disability resource professionals. Data included in this paper capture disability support service challenges at two unique timepoints during the COVID-19 pandemic—May 2020 [n = 535] and January 2021 [n = 631]. Disability resource professionals reported there was difficulty in the initial months of the pandemic for students to provide documentation of a disability to receive accommodations, use assistive technology in the new remote academic setting, and receive testing accommodations within the remote environment. While access and resources improved for students with disabilities over time, a portion of the surveyed disability resource professionals noted no observed improvement in students' with disabilities communication with instructors as well as a worsening of conditions for students with disabilities throughout the pandemic related to access to counseling and mental health services. In addition to highlighting key obstacles faced by this student group during the pandemic, this paper provides recommendations and implications for institutions to better serve this student group, including how institutions of higher education can coordinate a holistic approach to support student mental health.

Supporting Students with Disabilities during the COVID-19 Pandemic: The Perspective of Disability Resource Professionals.

Utilizing national survey data, this paper details the academic and access challenges created by the pandemic for students with disabilities, as perceived by disability resource professionals. Data included in this paper capture disability support service challenges at two unique timepoints during the COVID-19 pandemic-May 2020 [n = 535] and January 2021 [n = 631]. Disability resource professionals reported there was difficulty in the initial months of the pandemic for students to provide documentation of a disability to receive accommodations, use assistive technology in the new remote academic setting, and receive testing accommodations within the remote environment. While access and resources improved for students with disabilities over time, a portion of the surveyed disability resource professionals noted no observed improvement in students' with disabilities communication with instructors as well as a worsening of conditions for students with disabilities throughout the pandemic related to access to counseling and mental health services. In addition to highlighting key obstacles faced by this student group during the pandemic, this paper provides recommendations and implications for institutions to better serve this student group, including how institutions of higher education can coordinate a holistic approach to support student mental health.