Berkeley IT

IMPORTANCE The COVID-19 pandemic has severely disrupted US educational institutions. Given potential adverse financial and psychosocial effects of campus closures, many institutions developed strategies to reopen campuses in the fall 2020 semester despite the ongoing threat of COVID-19. However, many institutions opted to have limited campus reopening to minimize potential risk of spread of SARS-CoV-2. OBJECTIVE To analyze how Boston University (BU) fully reopened its campus in the fall of 2020 and controlled COVID-19 transmission despite worsening transmission in Boston, Massachusetts. DESIGN, SETTING, AND PARTICIPANTS This multifaceted intervention case series was conducted at a large urban university campus in Boston, Massachusetts, during the fall 2020 semester. The BU response included a high-throughput SARS-CoV-2 polymerase chain reaction testing facility with capacity to deliver results in less than 24 hours; routine asymptomatic screening for COVID-19; daily health attestations; adherence monitoring and feedback; robust contact tracing, quarantine, and isolation in on-campus facilities; face mask use; enhanced hand hygiene; social distancing recommendations; dedensification of classrooms and public places; and enhancement of all building air systems. Data were analyzed from December 20, 2020, to January 31, 2021. MAIN OUTCOMES AND MEASURES SARS-CoV-2 diagnosis confirmed by reverse transcriptionpolymerase chain reaction of anterior nares specimens and sources of transmission, as determined through contact tracing. RESULTS Between August and December 2020, BU conducted more than 500 000 COVID-19 tests and identified 719 individuals with COVID-19, including 496 students (69.0%), 11 faculty (1.5%), and 212 staff (29.5%). Overall, 718 individuals, or 1.8% of the BU community, had test results positive for SARS-CoV-2. Of 837 close contacts traced, 86 individuals (10.3%) had test results positive for COVID-19. BU contact tracers identified a source of transmission for 370 individuals (51.5%), with 206 individuals (55.7%) identifying a non-BU source. Among 5 faculty and 84 staff with SARS-CoV-2 with a known source of infection, most reported a transmission source outside of BU (all 5 faculty members [100%] and 67 staff members [79.8%]). A BU source was identified by 108 of 183 undergraduate students with SARS-CoV-2 (59.0%) and 39 of 98 graduate students with SARS-CoV-2 (39.8%); notably, no transmission was traced to a classroom setting. (continued) Key Points Question Can a multifaceted approach lead to control of COVID-19 transmission and spread on an urban campus? Findings In this case series including more than 500 000 COVID-19 tests and 719 individuals with COVID-19 at Boston University, active surveillance of campus populations, isolation of individuals with SARS-CoV-2 infection, early and vigorous contact tracing and quarantine, regular communication, robust data systems, and strong leadership were associated with minimal transmission of SARS-CoV-2. Most transmission occurred off campus, and there was no evidence of classroom transmission. Meaning These findings suggest that using frequent testing, vigorous contact tracing, rapid isolation and quarantine, and a strong leadership structure to ensure rapid decision-making and adaption to emerging data, controlling the spread of SARS-CoV-2 on an urban campus was feasible despite worsening local transmission during the semester.

ImportanceThe coronavirus disease 2019 (COVID-19) pandemic has severely disrupted United States educational institutions. Given potential adverse financial psychosocial effects of campus closures, many institutions developed strategies to reopen campuses in the fall despite the ongoing threat of COVID-19. Many however opted to have limited campus re-opening in order to minimize potential risk of spread of SARS-CoV-2.ObjectiveTo analyze how Boston University (BU) fully reopened its campus in the fall of 2020 and controlled COVID-19 transmission despite worsening transmission in the city of Boston.DesignMulti-faceted intervention case study.SettingLarge urban university campus.InterventionsThe BU response included a high-throughput SARS-CoV-2 PCR testing facility with capacity to delivery results in less than 24 hours; routine asymptomatic screening for COVID-19; daily health attestations; compliance monitoring and feedback; robust contact tracing, quarantine and isolation in on campu...

E arlier this year, California Governor Jerry Brown asked the head of the state's community college system to develop a proposal for a fully online community college by November 2017. If the proposal moves to an implementation stage, California would be the only state to offer such an institution. 1 With some surveys indicating that enrollment growth is attributable more to online education than to on-campus courses, 2 what if other states followed California's lead? What would be the building blocks of such institutions , and what can a traditional brick-and-mortar community college learn from them to enhance its online learning initiatives?

Call to Order Following an introduction to EDUCAUSE financials for new members, Maas convened the meeting at 8:25 a.m. (ET). He welcomed new board members Mark Askren, Diane Graves, Reggie Henry (absent), and Ed Leach. He thanked departing board members Kara Freeman, Mark Hoit, and Susan Metros for their service. Maas also acknowledged the EDUCAUSE staff for their exceptional efforts to produce the annual conference. Consent Agenda The minutes of the June 2015 board of directors meeting were submitted via the consent agenda. Without objection, the consent agenda was approved by unanimous consent. In response to a suggestion by Maas, the board agreed to move to e-mail approval for meeting minutes to expedite public posting. President's Report President and CEO John O'Brien updated the board on the 2015 annual conference, noting conference innovations including newcomer programming, a spotlight on diversity, and cybersecurity session offered in collaboration with federal agencies. He described the redesign of the virtual conference, which is now organized to be a unique online experience with shorter sessions, four thematic tracks, and an opening convening in each area.

Board Chair Bruce Maas called the meeting to order at 8:30 a.m. PT and announced that a quorum of directors was present. Maas welcomed the new board members and commended the EDUCAUSE executive team and staff for the organization's evolution over the last year. Approval of the Consent Agenda By unanimous consent, the board approved the consent agenda consisting of the minutes of the August special meeting. President's Report CEO John O'Brien, with support from members of the executive team, provided an overview and status of operational activities and achievements for the trimester. Financial Report Chief Financial Officer Stacy Ruwe provided the trimester financial update, reporting: • Capital expenditures are projected to be within the 2016 capital budget of $2.8M.

Information technology continues to have a major impact on the evolution of higher education, constantly creating new opportunities and challenges for all aspects of the institution. In the "IT Matters" department of EDUCAUSE Review, EDUCAUSE asks representatives of major stakeholder communities to reflect on how IT developments have changed their world and may continue to do so in the future and also on what those changes mean for their relationship with the higher education IT organization. In the following column, EDUCAUSE talks with Molly Corbett Broad, President of the American Council on Education (ACE).

W hen you think of a next generation classroom, what comes to mind? Is it a classroom visibly filled with the newest, flashiest technology? Not for me. In my ideal next generation classroom, technology is transparent, and the focus is on people. Whatever technology is in my next generation classroom exists only to support human connection and the sharing of ideas. It nurtures academic goals; nothing is installed for technology's sake. Technology is a component of my ideal classroom, but only if it is used appropriately. In this classroom, technology enables the aspects needed to enhance the learning experience for today's student (see figure 1).