4 minute read
The Mountie Response To COVID
» MAC’s Successful Transition to Online Teaching
When the coronavirus pandemic forced businesses across the United States to close their doors in March 2020, higher education institutions were no exception. The decision to fully shut down colleges and universities was enacted quickly and with little warning. One day, it was business as usual on campus, and the next, students were headed home and faculty were tasked with transitioning their classes to online formats. While some online tools were already in place, the vast majority of classes were taught in-person at the College, so adjustments had to be made.
» Reworking the Class Structure
Many professors on campus were already using “flipped classroom” techniques and tools like Canvas, but the challenge was greater for “hands-on” majors such as the health sciences and nursing.
Dr. Nicole Custer, Nursing Department Chairperson, was in charge of the department’s transition into online teaching. Custer and her team had to get creative when it came to presenting certain aspects of their curriculum, particularly clinicals and simulations.
“Our adjunct faculty worked together in teams to come up with simulated learning activities for our students each week,” said Custer. “These activities had to be equivalent to a full day’s worth of clinical time, which ranges from six to eight hours. I am extremely impressed at the quality of the online clinical assignments that our faculty developed with such a short turnaround time.”
With this new normal of spending anywhere between six and fifteen hours or more in virtual classrooms, some students were forced to find ways to accommodate their home lives in addition to their education.
“Students could watch their lectures at any time of the day,” Custer said. “We really tried to take into consideration that many of our students have careers, some already in the healthcare field, and that some have children that may also be trying to utilize technology for learning.”
Custer and many other professors found themselves relying on a combination of live classes via video chatting platforms like Zoom and pre-recorded lectures, while also working with Canvas’ discussion board and live chat services through apps like Google Hangouts.
Dr. Sara Rutledge, Deptartment Chair for Education & ASL/EI, believes that her classes were successful, even without the in-person element. She transitioned three of her five classes into an online teaching format, and while she already used Canvas extensively in all her classes, she noticed a change in her students when classes were online.
“I had two students who were not as engaged in the large group classroom setting in class because they were a little shy, but when we switched to online instruction, they both came alive,” Rutledge said. “For some students, the online environment is less intimidating than the typical classroom setting.”
Students attend a pumpkin painting event on campus.
» The Biggest Challenges
Of course, while certain classes may have posed challenges when moved to an online format, one of the most pervasive problems faced almost universally by students and faculty was internet access. In response, the College opened up parking lots and some COVID-restricted, “connected” locations for students to complete their online studies.
Student engagement and mental health were also a major concern. “
I gave my students my personal cell phone number so that they could text or call me at any time if they were frustrated or just needed to talk,” Rutledge said. “I did little mental health check-ins with them. Students still need that personal connection, and they need to know that their professors care about them personally, in addition to educationally and professionally.”
“The beauty of a small college,” Rutledge said, “is that students do not get lost in the shuffle.”
A Mountie nursing student works in the simulation lab.
» Positive Outcomes
Despite—or, perhaps, in spite of—internet problems, it seems that the students still seemed to react and adapt positively to their transitioned classes, which may reflect more the tenacity and dedication of the Mount Aloysius community more than anything.
Students provide anonymous feedback for each class they take at Mount Aloysius via IDEA forms. These forms ask specific questions about their experiences in the classroom. Many of the IDEA forms received after the 2020/21 school year ended reflected an overall positive response to the transition to online teaching.
“Since this was an online class, it can be difficult sometimes if you have a question on what is happening or going on,” read one IDEA form. “But the faculty did an outstanding job making sure I stayed on track and understood everything!”
In fall 2020, with the implementation of these new tools and strategies and a highly detailed COVID response plan, Mount Aloysius professors were ready to move back into the classroom. Students made it clear to faculty, staff, and administration that they wanted to return to an in-person model, so two coronavirus task forces were formed with the goal of returning safely in mind.
Desks were moved six feet apart. Some classes moved into the larger spaces on campus to accommodate larger numbers of students. Bottles of hand sanitizer and sanitizing spray popped up in common areas. In the fall, classes moved outside as weather permitted, and every student received a Mount Aloysius face mask.
“We heard from students loud and clear that they wanted to attend in-person for fall of 2020,” said John McKeegan, the current president of Mount Aloysius who began his term during the College’s closure. “It was no small feat, but the College community pulled together to make that happen.”
Students attend class outside.
