From Grassroots to the Highly Orchestrated: Online Leaders Share Their Stories of the Evolving Online Landscape in Higher Education

Online educators have occupied a central role in higher education's changing landscape since the inception of online learning. This edited volume features contributions from 43 educators and academic leaders who have facilitated this change at institutions across the United States; in particular, the collection emphasizes the complex development and, in many cases, the significant growth of online courses, programs, and campuses. This collection of stories depicts the concurrent maturing of a field by highlighting key components of online education: engaged leadership, administrative functions, academic functions, and student onboarding and support, while also highlighting its continued innovation. The narratives that emerge offer a multi-faceted view of a growing and competitive field, critical success factors in onboarding and supporting online students, strategies for best-in-class online academics, and guidelines for online organizational leadership.


From Grassroots to the Highly Orchestrated invites readers to engage with narratives of success and struggle as they refine their own approaches to online learning facilitation and program management. Topics range from responding to the rapid changes that often impact online programming; navigating shared governance, managing high growth, and launching online programs; leading cross-functional teams to deploy new modalities in online learning environments; leveraging the rich data afforded through learning management systems; effectively working with or leaving online program managers (OPMs); and responding to shifts in student demographics and institutional priorities. This actionable roadmap provides an opportunity for readers to consider how to develop strategic, resilient frameworks for supporting students while navigating ongoing challenges posed by changing technologies, evolving student needs, and local and global barriers to education.

• Language: English
• Publisher: OLC Press
• Release date: Jan 31, 2023
• ISBN: 9781934505151

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Advanced Praise

JULIE URANIS, UPCEA

Bouchey, Gratz, and Kurland have done a masterful job curating this work, inclusive of recruiting many notable leaders in postsecondary education and Schroeder’s foreword sets the stage for this practical and insightful book. This work makes an important contribution to the field of online learning leadership and will surely be valued for many years.

CRISTI FORD, D2L

In their respective book chapters, these authors share both their love of and frustration with online learning, and thus demonstrate their passion for exploring questions that increase knowledge about an exciting yet often misunderstood field. Readers will find accurate depictions of all genres of institutions, which reminds us that when we look at the development of the online education field, it is far from a monolith. Readers will also find a call to action to meet the evolving needs of students in new and innovative ways that provide strategy-driven sustainability.

RICHARD GARRETT, ENCOURA

Affording precious academic continuity during the Covid-19 pandemic, online higher education is visible and expectant as never before. Gaining traction certainly over the past two decades, the modality has new relevance and confidence born in crisis. This collection of chapters, authored by online leaders from colleges and universities nationwide, illuminates lessons learned and visions of the future. [...] For both hard-won operational insights and strategic anchors of leadership, From Grassroots to Highly Orchestrated is a valuable addition to the online higher education literature.

LUKE DOWDEN, ALAMO COLLEGES DISTRICT

The topic and chapters are timely for online learning leaders with many years of experience or those emerging in the field. The editors, established online learning professionals in their own right, curated a set of relevant topics from varied contexts, organizational cultures, and representing new voices to some topics. I am most impressed by the inclusion of student onboarding and support services - areas often overlooked in publications for online learning leaders. There are demographic shifts in the new majority of online learners and still all online learners require a set of wrap-around services that inculcate the knowledge and skills each needs for being a successful learner in the virtual environment. As leaders, we must be attentive to changing needs of online learners to best help each achieve their learning goals and earn a credential.

Acknowledgements

The editors would like to thank the members of the Seed Grant Committee at National Louis University for their generous support of the study that inspired this book. The editors would also like to thank their respective institutions for their ongoing support during the creation of this important compendium. Each of the chapter authors thanks their institution for supporting the time they spent writing these important stories and for trusting in them as leaders and innovators.

Furthermore, the editors would like to acknowledge the rest of the research team that inspired this volume: Michael Reis, Monica Simonsen, and Maricel Lawrence. The editors and the underlying study’s full research team would like to thank the Online Learning Consortium for offering the program that was the genesis for this research collaborative and for accepting the proposal to work on this volume together. Lastly, thank you to UPCEA and the CHLOE researchers, a collaboration between EDUVENTURES, QualityMatters, and the Online Learning Consortium, for their partnership and advice during the planning and implementation of the preceding study looking into the evolving nature of online education units in the United States.

As in many things, it takes a village to spend time on work that is important, and we could not have done this without our online village. The editors of this book thank each of the contributors for their time, energy, and willingness to tell their stories. Without these online leaders, this book would not exist.

Foreword

Ray Schroeder

I have had the great fortune to have witnessed and participated in one of the most dramatic and impactful transformations in the history of higher education since the founding of the University of Bologna in 1088. That transformation has come in the past half century through the application of digital technologies and associated networking to the creation, dissemination, engagement, and interaction of higher learning in an online environment.

It has been my unique privilege to work alongside the vast array of teachers, researchers, scholars, engineers, and innovators who have collaborated to make online education possible. In doing so, they have enabled the digital transformation of our educational modes and methods for the noble cause of bringing learning to the learners, rather than requiring the learners to come to us. They have ushered in a revolution of access to higher education across the globe.

What is so remarkably well documented in this book is example after example of how this awesome transformation came about—and how it is still evolving. Through these readings, you will see the myriad of structures, strategies, insights, and innovations in online education, spanning colleges and universities, large and small, united in the purpose of bringing quality learning to people around the world.

What was perhaps most poignant to me as I read this volume is that when I began teaching in 1972 classrooms did not look all that different from centuries-old woodcut images of professors at lecterns reciting to groups of students in tightly spaced chairs, taking notes as if they were truly tabula rasa on the subject matter.

Fast-forward, my journey has led me to serve as a fellow of the Online Learning Consortium (OLC), and as professor emeritus and senior fellow for online learning at the University of Illinois Springfield. I am ever impressed with the digital transformation of higher education that has fostered unprecedented levels of student engagement and interaction. This transformation has led to the creation of meaningful virtual learning communities and deep learning experiences here and abroad, rather than the traditional one-way auditing of information. To me, online education has unlocked the campus from its geographic confines and opened endless possibilities for learning, collaboration, innovation, and a shared commitment to equity and access for all learners.

As you read this powerful compendium of stories from online leaders from across the United States leading the charge in the evolution of online education, I encourage you to find yourself, your students, faculty, and staff in their stories. Too, I implore you to write your own stories of transformation as you find new and inventive ways to serve online learners and faculty so we may continue to add to the body of literature that helps us all meet the needs of a contemporary digital society and global economy.

Ray Schroeder is senior fellow of UPCEA, OLC fellow, and professor emeritus and senior fellow at the University of Illinois Springfield. Ray’s leadership spans 50 years, and he has received many awards, such as the Mildred B. and Charles A. Wedemeyer Award from the American Journal of Distance Education and University of Wisconsin and election to the United States Distance Learning Association Hall of Fame. His scholarship includes the Guide to Administering Distance Learning, Leading the eLearning Transformation of Higher Education, and the Handbook of Distance Education.

Introduction

Educational leaders across the globe have been monitoring and responding to the growing need for online learning for the last 20 years. In fall 2020, in the United States alone, over 8.6 million students pursued their degree-granting studies entirely in an online learning environment (National Center for Education Statistics, 2021). Many institutions have been able to meet the call to serve this sizable and growing student population, while some have remained committed to their residential students. Even so, the COVID-19 pandemic thrust every institution of higher education into a virtual space, whether or not they had previously developed acumen in delivering online programming. As such, nearly every student pursuing a college credential has now experienced learning unrelated to geography or physical space.

Trends in higher education and other sectors of the United States economy show that it is becoming ever more important for colleges and universities to pay attention to the concept of experience liquidity (Thayer, 2021). There remains a need to better understand the affinities and preferences that students have developed during the forced shutdowns of 2020. Institutions of higher education have an opportunity to meet the needs of their more contemporary and experienced student bodies by adapting and adopting online education best practices that serve not only students remaining in an online learning environment but also those on campus that prefer to consume services virtually. The bottom line is that an online-first perspective serves all students.

Background of the Project

Established in 2018, the Collegiate Online Research Leaders (CORAL) collaborative is a group of online leaders, faculty, and practitioners dedicated to studying the evolving nature of online education in the United States and abroad. The eight original members of CORAL are alumni of the Online Learning Consortium’s (OLC) Institute of Emerging Leadership in Online Learning Class of 2018. The members bonded over their love and frustration with online learning, passion for research, and desire to contribute to a continuously growing field that is not always well understood.

CORAL launched its first study in January 2019 with advisement from lead researchers from the Eduventures and Quality Matters’ Changing Landscape of Online Learning (CHLOE) reports and support from OLC, and the University Professional and Continuing Education Association (UPCEA). Conversations regarding the vast variation in organizational structures currently existing in higher education institutions’ online educational units inspired the study. It was a qualitative study with multiple semi-structured interviews of chief online officers at 31 institutions of higher education across the United States. The study revealed findings regarding the four dimensions of the online student lifecycle—student onboarding, academic functions, student support services, and administrative functions (Gratz, 2020). The breadth of the experiences collected in the interviews and the realization that there were so many more stories to tell served as the genesis for this edited volume, From Grassroots to the Highly Orchestrated: Online Leaders Share Their Stories of the Evolving Online Organizational Landscape in Higher Education.

Figure 1.1 depicts the four dimensions of online education and the operational responsibilities of each dimension: student onboarding, academic functions, student support services, and administration functions. The editors explain each dimension in the following section, Organization of the Book.

Figure 1.1 The Four Dimensions of Online Education

Organization of the Book

This book is a compendium of experiences in online education from different types of colleges and universities across the United States. The intention in collecting them was to offer the space for online leaders to find themselves in the stories, emulate their victories, and avoid their mistakes. Readers will have a unique view into real accounts of the journey toward online education maturity from nearly 20 institutions in the hopes that the higher education community may rise together to meet the needs of students in new and strategic ways. More specifically, readers will benefit from chapters that address critical success factors in the onboarding and support of online students, the structures and key strategies that institutions can deploy for best-in-class online academics, and roadmaps for online organizational leadership. This book serves as both a guide and an actionable set of steps that online leaders can emulate for similar, positive outcomes. Topics range from effectively working with or leaving online program managers (OPMs); responding to the rapid changes that often impact online programming; navigating shared governance, managing high growth, and launching online programs; leading cross-functional teams to deploy new modalities in the online learning environment; leveraging the rich data afforded through learning management systems; and, last but not least, responding to shifts in student demographics and institutional priorities.

This book is divided into five sections, covering leadership, the spectrum of an online student lifecycle (Gratz, 2020), and innovation:

Leadership. This section was added as a deviation from the original study after the receipt of chapter proposals that were not specific to the student lifecycle yet focused on the necessity of vibrant, engaged leadership for those on the forefront of online education. This includes chapters on the implications of leadership theory to practice, crisis leadership and management, as well as building divisions and bridges among organizational staff to achieve goals and visions.

Administrative Functions. The administrative functions dimension includes the functions at the institution that take place outside of the classroom experience, in which the students do not immediately interface. This section discusses OPMs, institutional research (e.g., IPEDS data, institutional and programmatic accreditation, state authorization, compliance, and enrollment data), information technology (e.g., network management, learning management system administration, and third-party application oversight and maintenance), finance (e.g., budgeting, and grant facilitation), and facilities.

Academic Functions. The academic functions dimension includes planning for, creating, and supporting learning environments. This section discusses curriculum (e.g., course and program-level curriculum design, course descriptions, syllabi, and learning outcomes), programmatic oversight (e.g., hiring faculty, onboarding, scheduling classes, compensation, and teaching policies), instructional design (e.g., course design processes, faculty/ID collaboration, course templates, creation of digital content/assessment, and course redesign processes), quality assessment (e.g., quality assessment instruments, quality assessment processes, faculty peer reviews, accessibility requirements, and redesign/refresh processes), and faculty professional development and support (e.g., online teaching certification, training for software/tools/design, learning management system helpdesk support, on-demand help resources, and tool and design recommendations).

Student Onboarding & Support Services. The student onboarding dimension includes the functions at the institution that lead up to the matriculation of a student. This section discusses marketing and lead acquisition (e.g., public relations, branding, lead generation, and recruitment), enrollment and admissions (e.g., pipeline management and admissions process management), financial aid (e.g., packaging, awards, administration of student lending/grants/scholarships, and financial aid counseling), evaluations (e.g., preliminary assessments and course transfer evaluation), and matriculation (which includes orientation, advising aspects of degree planning, and initial course registration). The student support services dimension includes the functions at the institution that take place outside of the classroom experience, in which the students are active participants. This section discusses retention services (e.g., orientation, advising, coaching, and course registration), student engagement (e.g., student activities, athletics, and student government), student well-being (e.g., student counseling, health services, and Title IX administration), and learning support (e.g., libraries, writing centers, tutoring, career services, and technology support).

Innovation. This section is also a deviation from the original study after the receipt of chapter proposals not specific to a student function but critical stories of creativity and ingenuity that benefit the online student lifecycle and online development at institutions.

As higher education leaders navigate the future of online learning and the evolution of higher education, we invite you to stay agile and alert for changes and remain vigilant regarding the ever-evolving nature of higher education and contemporary student’s needs. Whether you are growing from a grassroots organization or working toward a highly orchestrated online organization, listen, learn, and share widely—we will meet our goals only when we work together.

References

Gratz, E. (2020, March 2). Thinking about the dimensions of online education. CORAL Collaborative Blog. https://coralcollaborative.wordpress.com/2020/03/02/dimensions-online-education/

National Center for Education Statistics. (2021). Number and percentage distribution of students enrolled at Title IV institutions, by control of institution, student level, level of institution, distance education status of student, and distance education status of institution: United States, fall 2020. https://nces.ed.gov/ipeds/search/ViewTable?tableId=29450

Thayer, B. (2021). Planning for higher ed’s digital-first, hybrid future: A call to action for college and university cabinet leaders. Education Advisory Board. https://eab.com/research/strategy/whitepaper/plan-digital-first-hybrid-future-higher-ed/

I. Leadership

Stories of Leadership in Online Education

Leadership is a process of social influence, which maximizes the efforts of others, towards the achievement of a goal (Kruse, 2013, para. 17). Kruse’s definition of leadership focuses on people and not on things or tasks. Instead, Kruse defines management as things or tasks, such as planning, coordinating, and measuring, that a manager is responsible to do.

Interestingly, as the editors began curating these book chapters within the second year of the COVID-19 pandemic, there is an argument that the lessons shared would be dated. However, as COVID-19 is the first global pandemic that pushed many industries, including higher education, to pivot day-to-day operations to a virtual environment, the leadership lessons shared by the authors are enduring. Even though leadership is not one of the original study’s four dimensions (onboarding, academic, student support services, and administrative), it makes sense for this book to start by sharing leadership lessons with reflections and practices of esteemed leaders in online learning.

In Leadership Lessons from the Pandemic, Thomas (Tom) Cavanagh from University of Central Florida (UCF) reflects on key online education leadership lessons learned during the COVID-19 pandemic, especially during the unsettling early weeks of the crisis. Although UCF forged these lessons during the crucible of a worldwide pandemic, they remain relevant and applicable for online education leaders going forward, as well as for anyone working in higher education.

Next, in Leading in an Online Environment through the Lens of Servant Leadership, Conna Bral from American College of Education and Stephanie Hinshaw from Butler University discuss how to lead using servant leadership principles in a virtual setting and with a remote workforce. Using real-life examples, the authors tell the story of what servant leadership looks like in a fully online organization with research embedded to support the organization’s leadership tenets, policies, and practices.

Finally, in Promoting Innovation Through Collaborative Leadership: Points of Distinction in the Move to Remote and Online Learning During the Pandemic from the leaders of Academic Innovation at the University of Texas - San Antonio, Melissa Vito, Marcela Ramirez, and Claudia Arcolin outline emerging opportunities in online education and how to maintain momentum while re-envisioning organizational structure. They accomplish this re-envisioning through dynamic community pulse taking, collaborative networks, trust building, and nurturing individual team talents, bringing about a new model for higher education amid the disruptions created by the global pandemic.

References

Kruse, K. (2013, April 13). What is leadership? Forbes. https://www.forbes.com/sites/kevinkruse/2013/04/09/what-is-leadership

Chapter 1

Leadership Lessons from the Pandemic

Thomas B. Cavanagh

University of Central Florida

On the afternoon of March 11, 2020, I, as the vice provost for digital learning at the University of Central Florida (UCF), was in a campus ballroom participating in a Federal Bureau of Investigations (FBI) briefing with other UCF administrators and faculty. It was a long-scheduled informational session intended to provide advice about how to proactively prevent foreign espionage and other attacks on U.S. national interests. In the middle of the briefing, I received a series of questions by text message from the university’s provost, which I answered to the best of my ability. A few minutes later, I was asked to leave the briefing and join an in-progress meeting of the university’s Emergency Response Committee, which had been actively monitoring the progress of the COVID-19 pandemic for several weeks.

I serve as the institution’s chief online learning officer. During the previous days, I had been consulting with the Emergency Response Committee on scenario planning in case the university was compelled to move all instruction to remote delivery. Before the emergency committee meeting ended on the afternoon of March 11, 2020, the Florida Board of Governors made the decision that all 12 public universities in the state would transition to remote instruction. Suddenly, UCF was faced with a threat far more imminent and wide-ranging than anything the FBI had been discussing.

Context

When the COVID-19 pandemic swept across higher education in the spring of 2020, it thrust new and unforeseen challenges onto campuses, dramatically impacting students, faculty, and administration. Colleges and universities were charged to respond in original and creative ways, pushing them out of their collective comfort zones and requiring previously unconsidered solutions. Forced suddenly into the spotlight, online learning functions had to quickly scale to support faculty and students at a level never seen before. This placed enormous pressure on the professional staff who support online learning operations at all levels of the postsecondary ecosystem.

While these online learning professionals were working to keep the instructional missions of their institutions operational, they were subject to the same concerns, fears, and stressors about health, safety, finances, and job loss as the rest of society. Chief online learning officers (and their equivalents) had to lead critical workers through those turbulent times with empathy and compassion while keeping the institution’s instructional mission at their organizational core.

This chapter examines several key leadership lessons learned through the process of navigating the many challenges of the pandemic, with an emphasis on those that remain relevant even in a less unprecedented context. The chapter will describe each lesson in more detail below. However, first, it may be useful to share the context in which the organization applied them. At the time of the pandemic, UCF’s Division of Digital Learning (DDL) had approximately 180 staff in both full- and part-time positions, supporting a campus community of over 70,000 students and more than 1,900 faculty. In early March 2020, the division was supporting just over 200,000 credit hours completely online. Within a few days, that number had increased to over 700,000, and at the same time, all staff transitioned to a fully remote working environment.

Leadership Lessons

Although everyone in a leadership position during the pandemic can likely list any number of lessons they learned through the experience, the following seven topics proved to be particularly resonant at UCF’s DDL.

Communicate

Be Flexible

Know Your Non-Negotiables

Triage and Prioritize

Lead by Example

Capitalize on New Opportunities

Be Human

Communicate

According to Adams (2020), [p]erhaps the most essential element of crisis leadership is clear and trustworthy communication (p. 42). During the COVID-19 pandemic, staff were worried about their own health and safety and concerned whether their jobs were at risk. They were transitioning to a new remote work environment in a highly collaborative context and asked to support an unprecedented scale of online and remote learning. It was only natural that anxieties were running extremely high.

A lack of information exacerbates feelings of anxiety. In such a highly charged context, when people do not know what is happening, they will often assume the worst even if the reality is not as bad as they imagine. Leaders often have information that their team does not have. It is incumbent on the leader to communicate information proactively and regularly to their team. Although this is universally true, it is especially critical during a crisis. In fact, it is almost impossible to over-communicate.

There may be situations where the leader cannot share everything they know, but that should not prevent them from sharing what they can. At the same time, it is perfectly acceptable for a leader to be honest with the team and tell them when they do not know something. Discuss what is known and commit to finding out the answers for what is not known, if possible.

It is also important not to assume that just because the leader communicates information once, it is universally understood. The more critical the message, the more necessary it is to repeat it in different formats and media. Leaders should consider a vital message a campaign as opposed to a transactional event.

For the first three-and-a-half months of the pandemic, when everyone was suddenly working remotely and anxious about institutional developments and their individual statuses, a personal commitment was made to send a daily email update to all staff. In this message, new information was shared, key announcements were underscored, and the need to manage self-care was reinforced—this included sharing information on resources such as the institution’s employee assistance program. To add some levity to these announcements and ease some of the overarching tension the staff was feeling, the emails included a daily song that was often (but not always) thematically tied to the contents of the message. These daily messages continued and took on even greater importance during the heightened political awareness in the aftermath of the George Floyd killing as the uncertainty of the public health crisis still raged.

Feedback from staff about these daily messages was overwhelmingly positive. The daily song was particularly popular and often resulted in unsolicited playlist suggestions. In general, however, the principle that it is impossible to over-communicate held true throughout this time. A commitment to transparency helped to reassure staff that they were well informed, and ignorance of important institutional developments was one less topic for them to worry about during an already stressful period.

Be Flexible

A crisis, especially one as dramatic as the COVID-19 pandemic, puts normal processes and policies to the test. The instant urgency to place all instruction online combined with the massive disruption of suddenly working in a fully remote context meant that institutions simply could not follow many normal procedures. Adhering to rigid policies and procedures during such abnormal circumstances would only result in a failure to serve the institutional mission.

Instead, to invoke a cliché, the solution was to bend without breaking. In Florida, where hurricanes are a regular event, palm trees rely upon their flexible trunks to bend in the strong storm winds and remain resilient—as opposed to the sturdier oaks that inevitably blow over because of their lack of flexibility.

During normal circumstances, certain requests or actions might fall outside of standard processes, and leadership must refuse them or route them into more proper channels. However, during a crisis, it is vital to assume an orientation of affirmation. Leaders must actively look for a way to say yes as the inevitable exceptions begin pouring in.

In practice, in the context of an online learning unit, flexibility manifested in several ways at UCF. For example, UCF has a long-established taxonomy for defining instructional modalities. Courses taught more than 80% online assess a distance learning fee. However, during the pandemic, when so many face-to-face courses had to migrate to emergency remote instruction, UCF needed a way to code a fully remote course for student information and internal data tracking that did not assess the distance learning fee. The rationale for not assessing the fee was that the design of these courses was face-to-face, and students’ only choice was a remote modality, so assessing a fee was an excessive burden during already financially challenging times for so many students.

UCF’s solution was to create an alternative version of its video-based online modality (coded as V) called video prime (coded as V1). It contained the same expectations as the traditional video modality but did not assess the distance learning fee. The DDL worked with Information Technology, Student Accounts, and Institutional Research to quickly establish the temporary modality. Rather than rigidly adhere to preexisting modality and fee policies, leadership bent the rules and found a way to say yes.

Another example relates to faculty development. UCF has historically required rigorous faculty development to credential instructors to design and deliver online or blended courses (blended courses teach a portion of the course online and a portion face-to-face). The flagship program, called IDL6543, is a 10-week graduate-style training course offered three times a year (fall, spring, and summer) in a blended format with a maximum cohort of 40. However, in the summer of 2020, the DDL received over 300 requests for the next offering.

It was clear that the current design of IDL6543 would not meet the crisis-driven demand. As a result, led by the instructional design team, the division quickly developed an alternative training program called Essentials of Online Teaching (EOT). It was 100% online, delivered in just three weeks (later adjusted to five weeks), and required fewer resources to manage. The EOT program proved to be extremely effective in addressing the problem and allowed the division flexibility in providing faculty development without unnecessarily holding to existing processes and procedures.

Know Your Non-Negotiables

While it is important to be flexible and look for ways to say yes during a crisis, it is just as important to know what cannot be compromised. Over-focusing on the expedient is an ever-present risk when assuming an orientation of affirmation during a crisis. Many leaders are predisposed to be helpful and to solve problems—especially when confronted with unique or previously unencountered challenges.

Yet, by being too flexible, it is possible to jeopardize the core mission of the university. For example, in their haste to be responsive, a leader could authorize a workaround for a procedure and inadvertently violate an accreditation standard. Faculty new to online learning, through well-intended naivete, might implement practices that are not consistent with federal expectations for regular and substantive interaction (Kerensky, 2021).

The University of Central Florida’s DDL prioritized quality as the foundation for considering unprecedented choices during the earliest days of the pandemic. As the DDL team navigated the uncharted path of daily crisis decision-making, they were as flexible and accommodating as they could be, as long as changes would not compromise quality. The concept of quality included not just course design and delivery but also student support services, faculty experience teaching online, and staff interactions.

In practice, this meant that while UCF revised its faculty development processes, it did not waive its faculty training requirements. The university also continually surveyed its stakeholders and assessed its actions to adjust accordingly in an iterative fashion. This emphasis on quality allowed leaders to remain flexible in meeting the unpredictable needs of the moment while still establishing the limits of that flexibility in the overall interests of the university.

Triage and Prioritize

One might assume that a major crisis would generate its own sense of urgency. However, crisis-induced urgency can accompany anxiety, panic, and