April 1, 2020
 
Student Success in a Season of Disruption
 
It would be an understatement to say that these past few weeks have been anything but normal. I’m sure that your inbox, like mine, has been full of examples of anxiety, challenge, worry, confusion, and a deep knot in the stomach for what tomorrow will bring. Yet, mine, and hopefully yours, has also been filled with examples of selflessness, perseverance, a can-do spirit, and simply put, Will.Power. The topic that has consumed me the most has been the shift to distance teaching. A month ago, WP Online was the primary focus of new efforts, following a methodical planning and execution strategy. Two weeks ago, the focus became the entire campus and distance education  right now . Somehow in that short 14 days, 252 faculty received formal Blackboard training and untold others sought help from online tutorials and colleagues. Today, at least 842 faculty across 1,630 course sections are using Blackboard, and everyone is teaching remotely using Blackboard or other tools.
 
Through that transition period, the student learning experience had been at the forefront of my mind, and continues to be. Here are a few sample emails that capture the season of disruption we find ourselves in:
“Stress is at an all-time high for us. Some of us are parents. Some of us cannot return to work. Campus is literally an escape for many who come from broken and abusive homes. With the possibility of not returning until September, would it be possible if students receive a passing grade in courses this semester?” – Student

“Some students are ‘freaking out’ because several professors have been just putting lots of assignments, quizzes, etc. on Blackboard and are not actually using Blackboard Ultra/Zoom to teach the material first.” 
– Faculty member
 
“Some students may have limited connectivity and/or are sharing their computers with other family members working or studying from home and ask for flexibility on that front regarding exam timing.” – Associate dean

“I’m not suggesting that you ‘dumb down’ your instruction. I am suggesting that you decide on clear objectives for yourself and for your students. What do they really, really need to learn to succeed in their next course or career? Focus on the learning outcomes set for the class.”
– Dean to a faculty member
When classes started this past Wednesday, I held my breath. Could we pull this off? Was it even fair to believe we could? As I prepared to go to bed that night, exhausted from the day’s multitasking, I received the following email from a faculty member, sent to her from a student in her class. Shortly thereafter, I received others like it.
“I know many of us experienced a lot of anxiety and confusion throughout this unprecedented event. Initially, I, too, was very confused because this is stressful for all of us. I was worried how our classes were going to be held, as well as if we would be able obtain the same learning experience from online classes. However, with a bit of doubt in my mind, I still believed that our professors were capable of making this work, and I was right.
 
Today's experience went beyond my expectation. We didn't run into any technical issues or any problems in general. I was able to follow the professor throughout the lecture. The professor gave us sufficient time to work on our assignments, which weren't too difficult. I liked how the professor was completely available to answer any questions we had and guide us throughout the entire process. I want to say that my learning experience was great! I'm so proud that we are making this work even with the lack of physical contact. I just want to thank all the staffs and professors who are trying very hard to give us the best learning experiences!” – Student
I’ve had some pretty powerful emotive experiences, most recently on the summit of Kilimanjaro and in the majesty of the high Himalaya, but this one was up there too. The spirit of Will.Power. was manifesting! Recognizing that this is a journey, and not an endpoint, and challenges lay ahead, I offer five suggestions for enabling student success in this season of disruption:


  • Practice empathic listening. In times of high anxiety, be a good listener. Empathic listening “seeks to understand before being understood.” Among its benefits are (1) building trust and respect; (2) releasing emotion; (3) reducing tension; (4) encouraging the surfacing of information; and (5) creating a safe environment for problem solving.* Students look to us for help and reassurance. Offer it first through empathic listening and reflecting of feeling, imagining yourself in their shoes. (*Link to source)


  • Be patient. Remote instruction will be bumpy. For those teaching synchronously, screen freezes, slow responses to questions, and a sense that time is being used inefficiently will be common. For those teaching asynchronously, seemingly great discussion questions will fall flat at times and you will wonder why some students are highly engaged and other less so. Perfection is not expected. With time, you will develop a repertoire of tricks for improved student learning, some that will come from students themselves, and others from your colleagues, if you ask them. Share what you learn with the CTE staff so they can share with others.

  • Think ahead, as you can. If you are an advisor, it is critical to connect with your advisees. The Remote Advising Strategies website has great information on scheduling students remotely, preparing their readiness for a virtual meeting, and much more. If you are a student support professional, signal being open for business through creative social media posts, short video messages on your website, or other clever ideas from the Internet. In addition, think how you can help later as final projects and exams draw near. If you’re a faculty instructor, and have a non-responsive student, seek help by triggering the new Starfish alert flag titled, “Student is Not Checking into Remote Class” or via this webform. Both alert staff in Academic Success Services who have other ways to reach the student.
  • Know that you are not alone and be inspired by what this moment is stimulating. While we are not physically proximate, we are for sure bonded in ways tighter than ever. Lean on your colleagues for ideas and moral support. We are a social species, confronting a requisite new way it must occur. My daughter in Florida made my day by sharing this video (for those Dear Evan Hansen fans out there). Be inspired by what’s happening around us, stories that are emerging involving the WP family engaging in selfless acts. Share stories that capture the spirit of Will.Power. either in or outside of the classroom involving or impacting students through this weblink.
Join me in embracing our Will.Power. moment.

Josh Powers
Provost and Senior Vice President for Academic Affairs
Academic News
The wheels of academic planning and execution continue despite remote work. Matters such as the summer and fall schedules, curricular processes, Middle States accreditation, assessment, academic reorganization, WP Online, and OER Resources, among others, continue. More detail will come in the April message. Of particular note, though, is that our two searches continue for the deans of the Costsakos College of Business and the College of the Arts and Communication. An announcement on the CCOB dean finalists for a virtual interview will be coming shortly. The COAC finalist announcement moment will be later in April. 


Fact & Figures
From the Student Technology Access Survey recently deployed by Academic Success Services: 
 
  • 88 percent and 20 percent – Percentage of WP students who have their own computer they don’t normally share, and the percentage who need to share with a sibling also working remotely.

  • 91 percent – Percentage of WP students who have internet access at home. 

  • 20 percent – Among those reporting concern about remote access, percentage of WP students who say a smart phone is their primary device.

  • 44 – Number of free computer loan requests to the University as of March 25. All requests are being met. 

If you know of any student with connectivity needs, or who needs a loaner computer, URGE them to visit this website where the computer loan link
can also be found. They can also submit an IT Helpdesk Ticket or call
973.720.4357.  



The Provost’s Office is Meg, Lissette, Claudia T., Claudia C., Jonathan, Sandy, and Josh. You can reach us at 973.720.2122 • provost@wpunj.edu
We may be working remotely, but we are accessible to you! 
Office of the Provost | 973.720.2122 | provost@wpunj.edu