Change in Transitioning back
by: Sofia Del Moral
There isn’t a single student or teacher who hasn’t felt the change that the COVID-19 pandemic has perpetuated amongst the “normalities” of the educational system. That change however has not looked the same for every individual. Protocols, materials, communication, and much more have taken a shift towards a distanced approach since COVID-19 has infiltrated the United States.
Specifically, at the University of Minnesota-Duluth (UMD) campus, there has been an overwhelming response to how these adjustments have affected the student-body and staff. To delve more into a deeper understanding of these responses, we must break down individually the viewpoints of not only the admitted students, but also the professors who consider this a workplace.
According to the Minnesota Department of Health, the amount of positive COVID-19 cases since school started back up this fall has more than doubled what the data showed for fall-time in 2020.
The varying responses conducted show that there is a clear conclusion that opinions are not unanimous. I interviewed professors here at UMD experiencing the changes and a student who took a gap year due to COVID-19.
Lawrance Bernabo, a professor at UMD, responded optimistically about the advances the campus is making in the pandemic. He highlighted that personally he feels that with the protocols put into place, it has allowed students to safely return to campus. In regard to the possibility of students being exposed to COVID-19, he feels comfortable if students are fully vaccinated and they should be able to continue coming to class if they aren’t showing symptoms.
I later on asked Bernabo if students who contract COVID-19 are going to be shown a prepared plan of action administered by professors. He replied stating “Not really, because there isn’t a hybrid option that allows some students to attend by Zoom. I don’t know how you could do powerpoint lectures in [his class] Media & Society on a computer AND have it be part of a Zoom meeting for students who are not there. If, for example, you put the power points online then nobody would ever need to come to class. Students who have covid-19 don’t come to class and it is not clear what they are doing to make up for that: checking out outlines of power points online? Getting notes from other students?”
Another Professor named Deborah Petersen-Perlman, showed an alternative viewpoint regarding COVID-19 protocols here at UMD. Deborah pointed out that “I have chosen to continue teaching synchronously online because I worry about possible exposure. I am over 65 and my husband has an underlying health condition. I also have grandchildren who are too young to be vaccinated just yet. I can’t afford to get sick.” As a staff member that has to worry about the effects work can have at home, she is not comfortable yet with going back in-person. Although does agree with Bernabo that adapting to students who test positive is challenging in the classroom, and giving aid to them is something face-to-face instructors are struggling with.
Lastly, I interviewed a student who decided to take a gap year in the midst of the challenges COVID-19 brought to students. I specifically asked if he had experienced any opposition to online learning concerning mental health. Hunter Remington stated that “Online school made my anxiety skyrocket. I was constantly falling behind and having really bad episodes of anxiety before I decided to withdraw from my classes.”
In conclusion, the variables that go into moving forward are different with each individual case. The University of Minnesota-Duluth has the capacity to generalize a plan in order to best fit all and is doing the best it can to return to what “normal” once was.
These interviews show that diversity in experiences, thoughts, and circumstances are our reality. Going forward it is crucial to outline that each and every moving part of UMD has experienced this pandemic together, and will one day survive it together.