’ The Four C s Classroom, Co-op, Community, and COVID-19: A Resilient Community in Action
By Sophie Malon and James Lippincott A shroud of uncertainty gripped the world as the winter 2020 quarter was concluding in February. Each day brought new information and recommendations regarding the 2019 novel coronavirus (as COVID-19 was then widely known). Antioch College moved swiftly to assemble a task force to assess the situation and provide recommendations. In-person gatherings and events were cancelled, new working arrangements were adopted, and a slew of new safety protocols and guidelines were established. Concluding coursework and exams for winter were quickly transitioned to online formats. And students on campus and on Co-op were advised to return to their home communities as soon as possible. As many decisions were made, many other questions remained, not the least of which: when would we all be back on campus?
THE TRANSITION TO REMOTE LEARNING
The decision to move classes online for spring came on March 11. The campus community was scattered across the country—and the campus effectively mothballed—as plans were laid for an entirely remote quarter. All employees who could conduct their work remotely were asked to do so. As difficult as it was, students, faculty, and staff found new and creative ways to realize the College’s “three C’s” of Classroom, Co-op, and Community remotely under the inflicted “fourth C” of COVID-19. Academic Affairs and Information Technology and Media Services 24 THE ANTIOCHIAN WINTER 2020
Virtual meetings became a necessity, and soon the norm.
(ITAMS) worked quickly to assess students’ needs and to provide the necessary resources so that they would be able conduct their courses remotely. DJ Riley ’23 Co-oped with ITAMS during spring quarter. Working with the ITAMS staff and mentored by April Wolford ’92—who has three decades of experience in education technology— DJ created a suite of tools, training, and support systems to assist faculty in successfully delivering the curriculum remotely. He was also available by email and via video appointments to answer technical questions and to develop solutions to specific needs. “The transition was a bit tough at first,” says Téofilo Espada-Brignoni, visiting assistant professor of Psychology. “I think the biggest problem was figuring out ways of delivering our stu-
dents the best possible learning experience while dealing with the uncertainty of an unprecedented public health crisis. However, being able to see the students through the screen and continue the challenging yet meaningful journey of a college education has been rewarding. It is something that would not have been possible a couple of decades ago. In a way, we are privileged to have a technological infrastructure that allows us to stay connected and continue our in-depth exploration of our world. It’s not a perfect infrastructure, and many individuals have limited access to the internet or the necessary or adequate devices. But the College has done a good job figuring out how to support students who didn’t have access to technology.” Like many students, Maria Ramirez
’22 found the shift to remote learning to be difficult. “Everything is starting to feel like a really long episode of the Twilight Zone,” she said at the time. All students were faced with adjusting to “going to college” while in their homes where a family member could interrupt a class at any time. “It is harder to read body language to know when someone wants to say more, but as we get more familiar with the tech, like muting and unmuting, it’s getting better,” instructor and Farm manager Kat Christen reported two months into remote teaching. “The chat function is helpful to take questions and get feedback in real-time on student interest. We wouldn’t be able to do that in person—it would be disruptive to class discussions.” Espada-Brignoni explained that his classes mostly went well considering the distance and limitation. In May he reported, “Students are working hard, and in the Antioch Seminar, students have been incredibly creative. I’m proud of my students. They are resilient, and I’m honored to be part of their education.”
EXPERIENTIAL LEARNING AT A DISTANCE
While many students rearranged their Co-op terms due to the pandemic, some were able to continue with their plans. Some students, like DJ, found work directly related to addressing the different times and its challenges. McKenzie Smith ’23 Co-oped at the Tecumseh Land Trust experiencing remote work in support of protecting farmlands in southwest Ohio. “The current pandemic limited my Co-op in a few ways, but I feel I am still doing something huge,” she says. “This experience has been full of learning and
