Michigan’s guide encourages students to organize what they need to do for each course, make a schedule, and avoid multitasking. “Your study habits may need to change,” it emphasizes near the top. Students might consider the sort of environment in which they usually prefer to study — the library, say, or a coffee shop — and “see if you can recreate that at home. Maybe it’s studying in a chair, rather than on your bed or couch, or moving to a new spot when you change tasks. If you feel you need background noise, consider a white noise app.”
The guide also offers suggestions for staying in touch with professors, classmates, and friends and family during what could be an isolating time.
Other guides, like this one from St. Joseph’s College, in New York, and this one from Virginia Commonwealth University, emphasize the tools available to help students work remotely — and what to do if accessing them is a challenge. Virginia Commonwealth’s guide describes how students can purchase or check out a laptop. It also makes a point of directing students to other campus resources, including their academic adviser and counseling services. It reminds students that there’s lots of misinformation about Covid-19 floating around, and encourages them to get their news on the topic from the university’s website.
Supporting students, of course, is about more than mechanics. The tone of these kinds of messages matters a lot. Virginia Commonwealth emphasizes that it “aims to approach all aspects of academic continuity with flexibility, care, compassion, kindness, creativity, and positivity.”
Michigan ends its guide with a reminder that the situation won’t last forever. “If Covid has disrupted your travel plans, ended a lab experiment you were excited about, or for any reason feels like it came at the worst possible time, remember: this is temporary. You’ll find your way when it settles down. You’ll get back on track, and things will get back to normal. We don’t know when, but it will happen. Until then, take a deep breath, do your best, get some rest, and wash your hands.”
Are you conducting or preparing for emergency online teaching? What kinds of questions and concerns have you heard from students, and how are you responding? Let me know, at beckie.supiano@chronicle.com, and your example may be included in a future newsletter.
Support for Instructors
By this point, professors who’ve been called upon to shift quickly to remote instruction may feel awash in suggestions — and outright sales pitches from ed-tech vendors.
For anyone looking for a place to start, I’d suggest this Chronicle advice piece from Kevin Gannon, a professor of history at Grand View University and director of its Center for Excellence in Teaching and Learning. Gannon works through a response to this pressing question: “How do we ‘pivot online’ and — to put it bluntly — not have it suck?”
Not Alone
For many of us, this week has been an adjustment, with reduced human contact and disrupted routines. In times like these, there can be some comfort in witnessing examples of the triumph of the human spirit. Or, perhaps, the penguin spirit.
Mary Wessel Walker, an executive assistant in the Jean & Samuel Frankel Center for Judaic Studies at the University of Michigan at Ann Arbor — and my lifelong friend — shared a couple of videos that have been going around about how folks are making the most of life in quarantine. Enjoy.
Thanks for reading Teaching. If you have suggestions or ideas, please feel free to email us: dan.berrett@chronicle.com, beckie.supiano@chronicle.com, or beth.mcmurtrie@chronicle.com.
