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            <text>&lt;blockquote class="twitter-tweet" data-partner="tweetdeck"&gt;&#13;
&lt;p lang="en" dir="ltr"&gt;What we’re doing for next 6 weeks is NOT online teaching - it’s hastily-prepped emergency online DELIVERY of the last 1/2 of traditional courses, many by faculty w/minimal training or experience&lt;br /&gt;&lt;br /&gt;In the midst of a pandemic. &lt;br /&gt;&lt;br /&gt;This is a TERRIBLE time to measure student learning &lt;a href="https://t.co/zNWzIl4KOk"&gt;https://t.co/zNWzIl4KOk&lt;/a&gt;&lt;/p&gt;&#13;
— Aaron Cowan (@aaronbcowan) &lt;a href="https://twitter.com/aaronbcowan/status/1241540798547660800?ref_src=twsrc%5Etfw"&gt;March 22, 2020&lt;/a&gt;&lt;/blockquote&gt;&#13;
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              <text>Tweet by SRU professor about shift to online teaching</text>
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              <text>COVID-19 came in the midst of a longer debate about the place of online delivery in higher education. I tweeted this in response to an editorial in &lt;em&gt;The Chronicle of Higher Education&lt;/em&gt; that asserted the COVID-19 crisis was the "perfect opportunity" to see if online education works. &lt;br /&gt;I was very annoyed that anyone would consider this chaotic shift to online delivery to be "perfect" conditions for measuring learning and assessing teaching. Given the unexpected response this tweet got, it seems a lot of faculty agreed.</text>
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