THE
VOLUME LXXX, ISSUE 18
INDEPENDENT
STUDENT
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T HE T UFTS DAILY
MEDFORD/SOMERVILLE, MASS.
tuftsdaily.com
Friday, October 9, 2020
Confusion surrounds residential cohorts, enforcement of system, residential advisors say by Sam Klugherz
that cohorts were assigned to all students as of Sept. 9. “For many suite and apartment style communities, the suite or apartment made a natural cohort,” Jordan wrote in an email to the Daily. “For traditional style halls, cohorts were created based on the floor plans of the community and the limits of students per cohort.” Jordan acknowledged that the establishment of the cohort system had slowed the finalization of student housing assignments. He noted that there have been no delays, however, in the formation of cohorts. “Cohorts have been overall a positive endeavor, but have caused some delay in completing continuing student housing assignments due to the housing reselection and cohort formation process that occurred in late July and August,” Jordan said. “There has not been a delay in the assignment of cohorts.” Avery, an RA who requested anonymity out of concern for their job security, said there was confusion surrounding cohort
Assistant News Editor
Editor’s note: The name of a source has been changed to protect their privacy. The source requested anonymity out of concern for their job security as a residential advisor. Residential advisors (RA) claim they have seen a lack of guidance from the university regarding the implementation and enforcement of the residential cohort system. The Office of Residential Life and Learning (ORLL) maintains they provided RAs with a variety of resources in an effort to help them navigate the new system. According to the fall 2020 guide released by the university in June, residential cohorts are small groups of students, consisting of about six to 12 people each. Students in a cohort can relax social distancing measures while interacting with each other, but they must wear masks at all times, except when eating. Tim Jordan, assistant director of residential education, explained
AIDAN CHANG / THE TUFTS DAILY
First-year dorm Miller Hall is pictured on Sept. 24. assignments at the beginning of the semester among RAs. “Ultimately, the reason that we found out what the cohorts were, are because of how the hall is designed, and we needed to
figure out who would be an RA for which section,” Avery said. Anna Ehrlich, an assistant residential life coordinator for Miller Hall and Houston Hall, offered possible reasons for the issues
some have experienced with the new system. “I think with a lot of moving pieces and instruments, also [stusee COHORTS, page 2
Streamlined support services for students after ARC, Student Accessibility Services merge
NICOLE GARAY / THE TUFTS DAILY
Dowling Hall is pictured on Feb. 12. by Alejandra Carrillo Executive News Editor
The Academic Resource Center (ARC) merged with the Student Accessibility Services office earlier this semester to form the StAAR Center. The new center provides writing sup-
port, academic coaching and is responsible for approving student accommodations and ensuring that barriers to student learning are reduced. Kirsten Behling, who previously served as the director of the Student Accessibility Services office and is the associate dean
of student accessibility and academic resources, works to ensure that staff in the StAAR Center have the necessary resources to launch new initiatives to support students. “I work closely with colleagues across campus both advocating on behalf of students’ academic
needs generally and the needs of students with disabilities more specifically while also gathering information from faculty and staff as to the current needs of students,” she wrote in an email to the Daily. Behling explained that the merger resulted from the offices’ shared goal of creating a more effective and efficient support structure for students. She said it ultimately allowed for the centralization of their work. “For students [the merger] equates to less run-around, referrals to other offices, the need for additional appointments, and trying to find the services that they need specifically,” she said. Behling added that staff in the new center are now cross-trained and can offer more creative and proactive programs to students. “[Students] have more options for engagement. They might try a study group, or seek a one-onone consultation with a writing tutor,” Behling said. “Students with disabilities will have easier access to these resources without cumbersome referrals.” However, Behling noted that ARC tutors are uniquely affected by the merge, as it relates to the
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FEATURES / page 3
NESCAC cancels winter conference play because of COVID-19 pandemic
Professor Jess Keiser discusses his new novel, scientific and literary intersections within ‘nervous fiction’
Tufts students get excited for Gideon campaign
mode in which tutoring is conducted. “We have shifted from a oneon-one subject tutoring model to a study group and small group tutoring,” she said. The StAAR Center has also added a series of subject-specific workshops to its programming based on conversations and observations with faculty from various academic departments, according to Behling. “Our workshop series for example … [is] designed to support students at that particular time in the semester,” she said. “We have a StAAR Center Canvas page that any Tufts student can join to access [workshop] materials whenever they like.” Katie Swimm, associate director for academic support at the StAAR Center, contributed to the development of a new Academic Coaching program, which supports the diverse academic needs of students and offers small group tutoring for certain courses, according to its website. Swimm explained that one of her goals is to promote the center to the larger Tufts community. see EXPANDS, page 2 NEWS
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