I realized today that I have been in crisis mode for four months. From dramatic exits, to traumatized students, families, faculty, and staff, to trying to carefully solve the puzzle that is the fall semester, the pace of my life has been ridiculous. I do not expect this to stop before September, and then only long enough to trouble shoot whatever we forgot to imagine for the fall semester and then pull reports and imagine what spring might look like.
It is not like the regular duties disappeared, either. The usual evaluations of promotion and tenure candidates took place. So did the reading and writing of annual reports, appointments of new directors of various university areas, review of accreditation reports, and evaluation of our efforts to improve retention and graduation rates. I am already planning for fall projects, prioritizing resources for a new academic success initiative, and producing the annual publication of faculty creative activity.
This morning was spent trying to complete a substantive change application to submit to our regional accreditor. Getting that done seems a bit too much right now, but nevertheless I will finish it this week. As I struggled to find the missing pieces and align my document with the needs of our accreditor, I thought the whole thing might just be impossible. Then I looked again and realized that this was a good opportunity for reflection.
Whenever I write about my university, I end up feeling proud. As tedious as an accreditation document can be, it always gives me the opportunity to step back and consider what we are doing well. In the day-to-day, that is not always possible. I am too busy solving problems, which can make it feel like there are nothing but problems to solve. Writing annual reports, reviewing strategic plans, and preparing for accreditors helps to reveal the good stuff, and even some of the results of all the problem solving.
Some of you just laughed. How could these tedious reports be anything but a chore? Too much? Not really. You see, when you have to gather evidence of doing something, you see the big picture. That big picture is pretty darn good.
For example, when WCSU moved online in March, we did not skip a beat in our path to developing online supports for our students. Tutoring, accessibility services, financial aid, advising, mental health and general health services all flipped to remote delivery immediately. That was good, but the better part is that we learned from it. We are now working toward consistency in training for online support, where appropriate. We are talking about developing good online advising practices. We are reviewing our protocols for online learning to be sure that we are meeting accessibility standards. We have moved beyond the abrupt flip in modalities to a focus on improving these services. Guess what…those improvements will matter long after COVID-19.
Then there was the bumpiness of moving all of our courses online. Ouch! It was hard and not all of it was as good as we would have liked. I will say that all of it was as good as we could manage in such a short time. Now we have a little time to prepare for online/hybrid and whatever else is ahead, and great conversations are going on. Never has our campus been so engaged in thinking about instructional design. The necessity of thinking about education in a new modality has invited us to think about instructional design more broadly. Faculty are participating in the workshops, but they are also helping each other by volunteering to be peer mentors. It is a big effort and folks are fully engaged. Guess what… this attention to the overall design of our courses will matter long after COVID-19. I hope the esprit de corps will transcend the emergency as well.
There has also been a great deal of earnest concern for the well-being of every member of our community. Faculty and staff and administration have been puzzling through the safety measures necessary for on-campus experiences. Each time we have these conversations (nearly every day), someone asks, but what about the students/faculty/staff who should not be here? How will we accommodate them? These are excellent questions. We are making plans for those needs. Every time we discuss online pedagogies, someone asks about students who are not well-suited to this environment. This is an excellent question (one that should be asked of on-ground instruction as well). We are making plans for those needs. Every time we consider being fully online, someone expresses concerns about the socio-economic issues that always impact our neediest students. Will they be able to access their education? This is an excellent concern, and we are working hard to address it. Guess what… this attention to differential needs of our community should matter long after COVID-19.
So, yes it has been a stressful time, full of long days, endless questions, and a learning curve unlike anything I have ever experienced. But I am pretty sure that my university will be better for it. This moment of crisis has brought out the true spirit of WCSU and it is one worth admiring. We have broken free of the usual silos and we are working together. We are listening to new ideas while remembering the good parts of our traditional approaches to education. We are trying to develop a plan that helps everyone succeed.
And absolutely no one seems content to just make do. We are striving for excellence and that makes me tremendously proud. As I think about all of this, that tedious report has become exciting after all.