To provide a more in-depth view into the ways individual institutions have been exploring and finding their new normal, we included qualitative case studies of three institutions: Auburn University, Ohio University, and the Harvard Business School Online. Through these case studies, readers may be prompted to think more deeply about their own particular contexts and opportunities, and to find in their peers encouraging moments of creativity and adaptation that may inspire direct action within their own institutions.

Auburn University has invested significant time and resources into getting its campus ready for the upcoming academic year. In the spring, Auburn staff and faculty realized that some classes were struggling mightily with the move to online delivery, especially labs, studios, and other experiential courses. The provost's office offered grants to faculty to address as many of these issues as possible for the fall. Faculty who applied needed to answer three questions:

• What issue are they struggling with?
• What products or support do they need to address that issue?
• What is the budget needed to accomplish this?

Here is an example of a how the instructor of an introductory chemistry lab dealt with one of the first issues when planning for the return of students in the new normal:

• The Issue: How do we get students comfortable with the lab and lab equipment when we can only have 50% of students in the lab at a time due to social distancing, leaving less time for students to be in the lab?
• The Goal: Introduce students to the lab, the safety procedures, the equipment, and the lab processes in a virtual environment.
• The Solution: A 360-degree camera was used to take photos of the lab, and the instructional design team worked to create a virtual lab that students could move through by clicking on hotspots (see figure 4). Each hotspot contained an instruction piece (e.g., text instructions, a video, photos, or an assessment). The virtual lab was then embedded in Canvas with video and written explanations of how to access and engage with the virtual system.

In the end, students will be able to virtually prepare for their time in the lab, which can now be spent using the equipment instead of requiring additional time to prepare to use the equipment. This solution can also be expanded to provide full classroom experiences if no in-person time is available.

Additionally, over the summer Auburn's Biggio Center for the Enhancement of Teaching & Learning put in place several helpful practices for training faculty. First, they held a series of virtual workshops across the campus to introduce the four modes of instruction that faculty could implement for the fall: face-to-face, blended, fully online, and HyFlex. The goal of these workshops was to help faculty consider the situational factors of their class, specifically the class level, their class goals, and the teaching strategies faculty members may want to implement. Auburn also made an Online Teaching Showcase available for faculty and anyone else looking to make their online content more interactive.

Once faculty members decided on the mode(s) they planned to use, the Biggio Center offered two-hour deep-dive sessions into each teaching modality. In the deep-dive session, faculty would get a showcase of the tools, strategies, and best practices for teaching and learning specific to their decided teaching method(s). Afterward, faculty received links to digital resources and key points about the different modalities. The Biggio Center then held daily virtual office hours in a video conferencing room where faculty and staff could drop in to ask questions of instructional designers and tech workers.

One of the Auburn faculty members spoke about the challenge of this academic year: "It's scary, but it gives everyone an opportunity to rethink the ways we've done things before. I want to teach face-to-face, but what if we have to go online again and I hadn't prepared for it?" Auburn's provost grants, faculty training, and instructional design work can help faculty feel better about giving their students a better learning experience this fall, whether in-person or remote or both.

Ohio University's Heritage College of Osteopathic Medicine provides another lens to view course planning and teaching in the new normal. In fact, Heritage College was experimenting with online teaching and learning before the pandemic began. The curriculum was shared through the use of technology across three campuses in Ohio–Athens, Dublin, and Cleveland–in which faculty from each campus teach as a team during a learning activity. For medical students, on-site experience is especially important, especially for topics such as anatomy, osteopathic manipulative medicine, and clinical skills.

Students and faculty at Heritage College have been using video conferencing for remote learning since the beginning of the pandemic. For the fall semester, their goal was to enable as much active and team-based learning as possible in a remote setting (see figure 5). All students and faculty are connected through video conferencing meetings, and students and faculty work with IT staff to establish groups of eight students to mimic their onsite, in-classroom experience of team-based learning.

Each week a new patient case is provided to the first- and second-year students. Throughout the week, they explore the case through the various medical learning activities they are enrolled in (e.g., the anatomy of the patient, the pathology of the disease, the biological aspects of the symptoms). This fall, Heritage College will also pilot a software-based active learning room technology to control the learning activity, the material delivered to students, and more. One of the instructors who has experience with the system said the technology felt like it "reduces the feeling of physical distancing we've been experiencing so far" since the pandemic started.

In addition to the active learning room technology, instructors will use channels as breakout groups within the video conferencing system to enable the team-based and active learning aspects of their teaching methodology. When students finish the team-based learning segments of the class, the instructor brings everyone back to the main call and can "call" on teams to present their work to the rest of the class. Heritage College's experiments with technology do not end there. The institution has also been trying out Microsoft HoloLens for potential use with their gross anatomy course, which would enable the instructor to wear the HoloLens and virtually walk students through a dissection.

Heritage College at Ohio University has shown they can make active learning work for remote students, moving from simple lectures and recordings to full team-based and active learning in their courses. The director of technology at Heritage College, Jodie Penrod, sees this move from PowerPoint recorded lectures to using technology to make virtual classes more engaging as "an exciting thing, and that's where I see higher ed in general going [...,] fulfilling all the needs of the classroom experience for students in higher ed."

As we move toward more online and remote delivery of courses and services, some important lessons can be learned from institutions that have been built to work online. Harvard Business School Online has been integrating a new virtual networking tool to help students connect with each other. HBS Online has also been using video conferencing to enable other co-curricular virtual events to enhance the student experience, and the institution set up a Resource Roundup page that features tips and lessons to help users navigate the coronavirus crisis.

Entering an entirely online program makes the concept of networking with peers and mentors a little more abstract and difficult to accomplish. This issue is elevated even more when considering a business program, where networking may be key to future success. HBS Online uses Congregate, an online events platform developed by Harvard College graduates, to facilitate informal mingling and networking conversations for students in the Harvard Business Analytics Program (HBAP). The platform allows users to simulate coffee-table networking that they might find in person or at an event. Students and faculty can see table names indicating topics of discussion or general. Tables accommodate two to eight users, and attendees can drop in or out of tables at their discretion, with the option for video or text chat (see figure 6). The platform can be used for other purposes as well, such as office hours, career fairs, classes and breakout groups, or club events.

In addition to using Congregate for some of their informal networking, HBS Online has been using video conferencing to enable more of its formal virtual co-curricular activities for the HBAP. HBS Online has used the web conferencing application to host engaging social events such as speed mentoring, faculty coffee breaks, and a virtual business pitch competition. These activities benefit students and faculty alike by providing a more active community-building experience. Attendees are able to exchange ideas and are exposed to more perspectives from other learners and mentors in their virtual community.

As HBS Online prepares for fall and the new normal, it has worked to enable faculty and students to socially and academically engage with each other in easy and meaningful ways. The institution continues to use new technologies to adapt and improve the learning experiences and co-curricular activities students can engage in throughout the program, all while working to build their learning model around the key characteristics of an active, case-based, and social environment.