"In Staying Online: How to Navigate Digital Higher Education (2022), Robert Ubell delves into the complexities of sustaining online education at U.S. college campuses. A companion book to his 2017 Going Online: Perspectives on Digital Learning, which traced the trajectory from traditional to online teaching, this new volume offers a retrospective on how colleges and universities arrived where they are now in the area and era of online learning. An important overlay in Ubell’s discussion is the impact of the pandemic when teaching online became a necessity not a choice as everyone, everywhere suddenly became an online instructor in Spring 2020. Bolstered by convincing evidence from experts and experience, Ubell invites us to think about our place in and our individual contribution to the holistic landscape of digital higher education. . . . "
"The last two and a half years have shown academics that we cannot simply continue with business as usual. In particular, the Covid-19 pandemic made clear that the ability to pivot, to teach online or hybrid, and to teach online literacies are among the most pressing needs of academic institutions. Into this breech, Tiffany Bourelle, Beth L. Hewett, and Scott Warnock have stepped, offering Administering Writing Programs in the Twenty-First Century. This book is a companion volume to Teaching Writing in the Twenty-First Century, in which the authors make constant references to this administration volume, clearly underscoring the “companion” nature of the books. . . . "
"Teaching Writing in the Twenty-First Century by Beth L. Hewett, Tiffany Bourelle, and Scott Warnock is at once a refresher on rhet/comp scholarship and a primer on teaching writing in all contexts. It is not a book about how to teach writing online. Instead, the authors assert from the opening pages that the pervasiveness of digitality has made digital instruction in writing “a natural part of [the] twenty-first century teaching environment not a specialty area . . . to address or ignore” (p. 4). This is a book that should be read by long-time, experienced teachers of writing as well as novices, and particularly by graduate students preparing to enter the world of writing studies pedagogy. . . . "