{"id":16710,"date":"2021-05-13T14:31:13","date_gmt":"2021-05-13T18:31:13","guid":{"rendered":"https:\/\/www.transy.edu\/1780\/?p=16710"},"modified":"2021-05-20T09:37:09","modified_gmt":"2021-05-20T13:37:09","slug":"under-extreme-circumstances-snapshots-of-a-community-pulling-together-to-learn","status":"publish","type":"post","link":"https:\/\/www.transy.edu\/1780\/2021\/05\/under-extreme-circumstances-snapshots-of-a-community-pulling-together-to-learn\/","title":{"rendered":"Under extreme circumstances: Snapshots of a community pulling together to learn"},"content":{"rendered":"\n
\"\"<\/figure><\/div>\n\n\n\n

This article appears in the most recent issue of Transylvania’s Third & Broadway magazine<\/a>.<\/em><\/p>\n\n\n\n

Transy is hard enough under normal circumstances. Ask any Pioneer. Understanding the challenges facing Transy\u2019s academic community during COVID-19 \u2014 the emergency shift to online instruction last spring, the introduction of hybrid classes in the fall and the modular system that compresses the mighty demands of a 14-week semester into a compact seven \u2014 begins by recognizing the sheer tenacity, creativity and resolve of faculty, students and staff.<\/p>\n\n\n\n

Pursuing an academic life during COVID requires both sides of Broadway being perfectly aligned in keeping the community safe in order to be productive. In these extreme circumstances, political and pandemic, as 2021 unfurls and the vaccine makes its way from invention into our arms, the supportive, tight-knit community that is Transy finds even greater value in its ability to pull together, learn from each other, leap into action, persevere and evolve, as it has for nearly 250 years. In this issue of the magazine, we offer glimpses into campus life unfolding during the pandemic.<\/p>\n\n\n\n

Prepared to Pivot<\/strong>  <\/h2>\n\n\n\n
\"\"
Professor Jessie Brown<\/figcaption><\/figure><\/div>\n\n\n\n

In March 2020, when the world shut down and Transy\u2019s campus closed, faculty, staff and administrators came together almost overnight to devise ways for the learning to continue. Transy library staff created how-to videos for faculty to navigate online platforms. They helped match pedagogic goals with digital resources. And the Digital Liberal Arts initiative amped up its regular meetings and workshops, helping faculty to train in and troubleshoot technology issues. <\/p>\n\n\n\n

\u201cI really tried to keep the equity at the forefront of my mind,\u201d says chemistry professor Jessie Brown, as she quickly adapted her classes for online learning with the understanding that not everyone would have the same access to technology and broadband service. \u201cInstead of going for new digital learning tools and multiple innovative platforms, I wanted to keep it as simple as possible.\u201d <\/p>\n\n\n\n

As with the rest of her colleagues who were determining how best to be flexible in a world that was altering week to week, she divided her lectures into 15-minute intervals so that students, who might have difficulty logging in during the scheduled class, could access the content at any time. And, with a nod to classroom familiarity, she bought a whiteboard to write on in front of the camera mounted on her computer. <\/p>\n\n\n\n

An entire community working together has been making this continuity of learning possible. And in the midst of the extraordinary challenges have come unexpected moments of creative and pedagogical breakthroughs.<\/p>\n\n\n\n

\"\"
Professor Kerri Hauman<\/figcaption><\/figure><\/div>\n\n\n\n

Kerri Hauman, associate professor of writing, rhetoric, and communication, whose tenure as director of the First-Year Seminar and First-Year Research Seminar programs began in earnest during COVID, acknowledges some actual gains made during such difficult times. \u201cAs much as the experience of teaching remotely was very stressful and overwhelming in the moment,\u201d she says, \u201cand to some degree it continues to be so, I think that one of the benefits of this is that faculty have been able to really think about, \u2018What are my pedagogical goals here? How do I think creatively about how to help students meet those goals? What various platforms could I use? What various technologies can I use to allow students to engage with the work and each other, even if we\u2019re not there in real time, in person?\u2019\u201d<\/p>\n\n\n\n

Experiencing science in the moment<\/strong><\/h2>\n\n\n\n
\"\"
Professor Belinda Sly<\/figcaption><\/figure><\/div>\n\n\n\n

As May term approached and all international travel was canceled, classes meant to take students out of the familiar had to be reimagined, including Belinda Sly\u2019s ecology class, originally slated to take place in Belize. Sly paused to consider what might be most relevant and beneficial for her students, with more than half of them destined for the field of health care. Sly says she felt an ethical duty to get them thinking deeply about the pandemic<\/a>, so she made the class about the coronavirus. She then developed it further for a summer class.<\/p>\n\n\n\n

By pairing student curiosity with an immediate, unfolding biology-based challenge, Sly placed her students in the heart of the scientific process and at the center of the intellectual action of the class. Students learned about COVID in real time and about how science works, its dynamism and related complexities. They identified important resources for information and gained insight from guest speakers (virtually) whose work illuminates a variety of issues related to the pandemic. In addition to seeing the direct application of biological foundations, Sly notes, \u201con a daily basis, students could see the politics and the sociological issues come into play.\u201d<\/p>\n\n\n\n

Dealing with a subject in constant flux, Sly asked her students to play a central role in researching the literature, learning as the science came out and being flexible as it changed from week to week. \u201cDoing this was the epitome of being a scientist,\u201d she says.<\/p>\n\n\n\n

Sly loved the process. \u201cI think one of the things it\u2019s taught me is that by using an example that students are interested in and that they can go in and explore themselves \u2014 that\u2019s a very effective way of teaching very basic concepts in genetics.\u201d By fall term, she was applying some of these methods and resources to her Introduction to Molecular Biology. \u201cIn many ways,\u201d she says, \u201cthis was my best teaching experience at Transy, even though it was online.\u201d <\/p>\n\n\n\n

When nothing can replace face to face<\/strong><\/h2>\n\n\n\n
\"\"
Professor Eva Csuhai<\/figcaption><\/figure><\/div>\n\n\n\n

With each round of online teaching, faculty and administrators shared lessons they\u2019d learned, applying best practices to their next classes. But the ultimate goal continued to be a return to the classroom whenever practicable. By fall, armed with a better knowledge of the coronavirus and its transmission, and with extraordinary caution and exhaustive protocols for virus testing and quarantining, some on-campus, in-person learning was offered.<\/p>\n\n\n\n

This was a boon for subjects like chemistry, with its reliance on lab work to properly prepare students for graduation. \u201cAs scary as it looked in the spring,\u201d says chemistry professor Eva Csuhai, recalling the empty labs and unused PPE being donated to help meet Lexington\u2019s urgent medical needs, \u201cI think it\u2019s working pretty well.\u201d In fact, she reflects, \u201cI\u2019m really proud of the way we\u2019re doing it because it\u2019s state of the art.\u201d To all the people who have been asking her how it\u2019s even possible, Csuhai is delighted to proclaim, \u201cThere is live, in-person chemistry at Transy!\u201d <\/p>\n\n\n\n

With the help of Transy physics alumnus and lab coordinator Brandon Bailey \u201919, people have been organized into pods and their use of the labs well choreographed, including when and how to enter and exit the lab. Chemistry professor Robert Rosenberg took charge of modeling and building at-home experiments for students in general chemistry and junior chemistry majors, and instructor Thomas Russell handled online experiments for sophomores taking Organic Chemistry.<\/p>\n\n\n\n

\"\"
Brandon Bailey \u201919<\/figcaption><\/figure><\/div>\n\n\n\n

For biochemistry students participating in person, Bailey was the \u201chero of the story<\/a>,\u201d says Csuhai. Just as the renovated Brown Science Center and the lab fume hoods helped with enhanced air circulation (\u201cit\u2019s almost like being outside\u201d), Bailey, with his impressive logistics skills, kept the people circulating safely. \u201cHe came up with most of the practical tricks we needed so that everyone can have their own things in their own space and practice physical distancing while working with chemicals and equipment. He lined up the timeline of how we flow people from one lab to the other.\u201d<\/p>\n\n\n\n

Additionally, by investing in some virtual lab experiences, the department gained time for more theoretical work, as well as opportunities to explore experiments that could never happen in a classroom. \u201cYou can do some things virtually that would be too dangerous for a normal undergraduate lab,\u201d says Csuhai, after which students process the experimental findings. <\/p>\n\n\n\n

Long-term impact<\/strong><\/h2>\n\n\n\n

The challenges of the COVID period have helped to push into action ideas that professor Hauman and her colleagues had been formulating for one of Transy\u2019s signature critical thinking and writing programs. Although the traditional goals remain the same for the First-Year Seminar programs \u2014 e.g. helping students new to Transy join the academic conversation and prepare for a writing-intensive college career \u2014 the methods and platforms for developing close reading, analytical thinking and synthesis of ideas are expanding to meet the changing needs of students and their future lives as citizens.<\/p>\n\n\n\n

\u201cPreparing students for different types of texts \u2014 texts very broadly defined, not just alphabetical or textual or a traditional research paper,\u201d is part of that, says Hauman. \u201cThey\u2019re the types of skills that we need to be helping students learn,\u201d she adds, including the question, \u201cWhat does it mean to be literate in the 21st century? Technology is certainly a pretty big part of that.\u201d In the long run, some of the challenges faced during COVID, she adds, \u201ctroubleshooting different software, platforms and technologies, will be very useful.\u201d <\/p>\n\n\n\n

But Hauman also underscores the deeper meaning and broader relevance of this Transylvania education. Noting the many examples outside of academia in which people are unable to engage in constructive conversations on any platform, she reiterates the essential goal of graduating citizens capable of critical thinking who have the ability and willingness to listen and discuss.  <\/p>\n\n\n\n

\u201cWe\u2019re very mindful that we want them to build skills that are going to be really useful to them immediately outside the walls of Transy, long-term skills that they\u2019re going to use and build on throughout their whole life,\u201d she says. \u201cWe want them to read widely, to see people who disagree with each other, not to see it as a yes-or-no binary, good-and-bad kind of thing, but to understand that ideas are nuanced and complicated and complex, and a lot of times can be in tension with one another.<\/p>\n\n\n\n

\u201cI think those goals \u2014 of close reading, summary, analysis, synthesizing other people\u2019s ideas, really looking widely at what has been said about a particular question or topic, then thinking about how you enter into that \u2014 are so important for all of us and for students as we prepare them to do the things they\u2019re going to do at Transy and, more importantly, beyond Transy.\u201d<\/p>\n\n\n\n

Growing to meet these challenges during COVID is part of the continuum of learning and evolving that is Transylvania University.<\/p>\n","protected":false},"excerpt":{"rendered":"

Understanding the challenges facing Transy\u2019s academic community during COVID-19 begins by recognizing the sheer tenacity, creativity and resolve of faculty, students and 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