What to do with academia this fall has been a hotly debated topic. Each institution combats the situation with its own unique solution. On July 15, DU announced its finalized plans for the fall. DU intends to offer online classes, in-person classes and hybrid/hyflex ones as a mixture of the previous two. The format of classes is decided by the individual structure of each course. Daily symptom checks, masks, social distancing, half-capacity rooms and extensive cleaning will be required. On-campus housing is only guaranteed for freshmen, with many acquiring a single.
This is the best possible trajectory for the fall session. Other universities should reference this plan, as online learning will not suffice.
When looking at the fiscal impact of online learning, it is evident that colleges cannot sustain themselves under this framework. From spring quarter alone, DU lost approximately $21 million in revenue. If the university were to continue with that format, housing and meal plan income would vanish again and with it the need for workers in those facilities. Already, DU is operating at a $45 million budget gap for the 2020-21 fiscal year.
But, more important than the monetary loss, there are mental health side effects of online learning. When students are on campus and engaged with one another in person, everyone is in the same environment and given equal access to resources. Some students may not have households to return to. They may have to share a computer with their siblings. They might not have their own space to work in. They might have to take care of family members. That doesn’t even begin to address the students who have learning disabilities and require tutoring or guided assistance. If students were to remain home, the variability of everyone’s situation cannot be accounted for.
Last spring quarter, there were many students that returned to unhealthy households where distractions were high and productivity was low. One student returned to a home stuffed with her three siblings. There, she had no bedroom or workspace. An international student had to relocate to her relatives’ place in the States, bringing only what she could fit on a plane.
Let’s not forget about the ease of access to external resources such as Chegg when completing schoolwork. It becomes nearly impossible to absorb as much information as would be consumed in person.
That doesn’t even address the networking opportunities students would miss, too. It is much easier to be engaged in a community when you are actually living within it.
DU tried their best to normalize online learning. Yet, mental fatigue quickly became overwhelming after spending hours upon hours on Zoom. I found myself combating headaches and straining to remain engaged in class discussions. Yes, there were virtual events. But after spending six hours on the computer for classes and another three for homework, the last thing people wanted to do was stare at a screen again.
Understandably, educators are concerned about students’ health. We are living through fluid times where nothing is certain, but we cannot live in fear and isolation. Staying home would mitigate the risk of COVID-19, but it would facilitate long-term issues with students’ well-being. We must take the necessary precautions for conducting classes in person and make the best of a bad situation.
Most importantly, we must acknowledge that for some, campus is home.
