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This paper aims to discuss the background, design and implementation of the new library instruction. When a new core curriculum for first-year students was adopted at the City College of New York in the fall of 2008, the City College Library took this opportunity to establish a new approach to teach library research to freshmen. Two library workshops were embedded into a six-credit combined content and writing course.

This paper documents the process by which the City College Library successfully transitioned to the new system and also reflects on the theory and practice of teaching information literacy in an academic setting.

Library workshops embedded within the new core curriculum have clear advantages over previous library instruction. By designing and implementing library workshops to blend with the new course, the Library has become a partner in an innovative first-year program.

This study will provide useful information on the teaching and assessment of embedded library instruction and stimulate further thought on the role of information instruction in furthering the mission of undergraduate education.

This paper presents opportunities to expand library instruction to the first-year seminar, the most commonly implemented curricular intervention designed for freshman students. By taking part in this important project, the Library becomes an integral participant in the initiative for retention and success for undergraduate education.

The future of management studies is invariably steering towards online and hybrid modes of course delivery. Therefore, assessing the effectiveness of online course delivery is exceptionally crucial. This study attempts to evaluate the effectiveness of online course delivery in management education involving the instructor, participant and technological component. This study contributes to the body of knowledge in three ways. First, the study proposes an approach to assess the effectiveness of online courses in management education. The study demonstrates this by taking a case study of a business school (B-school) in southern India. Second, the study identifies the shortcomings and areas that need improvement to enhance the overall effectiveness further. Third, the study outlines suggestive measures to improve the effectiveness of online course delivery by addressing technical, infrastructural, instructor and student behavioral components.

To accomplish the objectives, a case study approach has been adopted and fuzzy logic has been used as a methodology to assess the effectiveness of online course delivery in management education.

The findings suggest that instructors' use of cases and animation during online sessions, use of whiteboards, digital pens and other tools, attempts to draw participant's interest and the users' sense of belongingness in the online cohort, self-discipline and motivation from students' side, easy to use Learning Management System (LMS), audio-visual platforms, active electronic communication and training on the technical aspect of the online platform need to be improved to enhance the effectiveness of online course delivery further. The current effectiveness of online course delivery in the case of B-school was found to be “Fair,” which is average in relation to the effectiveness labels.

This study doesn't investigate the factors that moderate the effectiveness of online course delivery and how the factors influence each other. Future research endeavors can be extended in this direction to enrich the body of knowledge with new insights. Apart from this, the results outlined in this study are about the status quo of the case B-school and can't be generalized. However, the methodology and approach can be adopted by other B-schools or higher educational institutes to measure the schools' and institutes' current level of effectiveness in online teaching.

So far, only a few studies have paid attention to the empirical assessment of the effectiveness of online course delivery consisting of engagement from the technical, instructor and participants' dimensions. This study proposes a novel approach to measure the level of effectiveness and identifies the shortfalls that impede good effectiveness in online course delivery.

The recent COVID-19 pandemic underscores the need for educational innovation and digitalization during crises where many educational institutions were forced to shift to online and remote learning. This chapter is a discursive review of problems and solutions and key trends that have emerged because of crises. One of the key benefits of educational innovation and digitalization during crises is the ability to continue providing education and learning opportunities to students even when traditional face-to-face learning is not possible. Educational institutions need to invest in building resilient online learning ecosystems to ensure that education can continue uninterrupted even in the face of unforeseen disruptions. This ecosystem should include robust technological infrastructure, a diverse range of digital resources and tools, and training and support for educators. Ultimately, a resilient online learning ecosystem is not just a response to crises but a proactive investment in the future of education.