Dear faculty colleagues,
Although we recognize the challenges faced by our transition to remote learning, we are optimistic that this situation provides each of us an opportunity to model creativity, ingenuity, and resiliency.
In this unprecedented situation both the learning experiences we offer and our approaches to teaching will need to be adapted. Although we recognize the desire to jump into logistical planning, our hope is that over the next week of preparation, we can approach this process holistically. We have articulated a theory of action (see graphic attached) to guide this process. This theory recognizes that our most effective and innovative approaches to this challenge will emerge at the intersection of your agency, identity, and course objectives with the most appropriate remote learning tools that elevate those unique contributions. We all are optimistic that this will allow us to work with each other and with students from the mindset of flexibility and fairness in the face of uncertainty.
To provide leadership during this time, our colleagues in the office of Academic Affairs have created a Strategic Academic Redesign Team (SART), comprised of the Dean of Faculty; divisional faculty liaisons; the faculty chair; and leadership from the library, Faculty Development Center (FDC), Center for Academic Support (CAS), and Student Office of Accessibility Resources (SOAR). The group meets daily and will provide all faculty with updates each afternoon in the form of an email digest. This is in addition to the ongoing daily meetings of the University Emergency Management team. Furman faculty are already adaptable, resilient, and student-centered – three traits that will help us to be successful in this process.
Key Information for Today
Course Continuity Planning and Scheduled Training
Information and resources for the remote learning transition will be posted and continually updated on the FDC website. A comprehensive list of course redesign and remote learning workshops is posted online here and a Faculty FAQ will be added shortly that will evolve daily based on your most pressing questions.
We encourage you to consider using the Course Continuity Planning Tool (available here) to think about course design questions that will guide the transition of your courses. We hope this can serve as a useful starting place to revise your courses and materials. Some important points to consider early in the process include revisions to your course syllabi and attendance policies, assignment adaptations, and your assessment policies. Keep in mind that, at this point, it is possible that students and faculty may return to campus before the end of the semester. We encourage you to collaborate with your colleagues to develop online materials and experiences for students.
Lines of Communication
In order to facilitate efficient and clear information sharing, Department Chairs will work with their department faculty to determine strategies and needs both in terms of training and any potential software and equipment needs to support remote learning.
The SART will respond, as best as possible, to questions of all kinds which should presently be directed through department chairs to divisional liaisons:
Additionally, Christopher Hutton, Faculty Chair has created an ad hoc committee that includes members of next year’s Faculty Council, to serve as a resource to faculty, staff, and administrators.
Again, we recognize that this transition may create some unease and uncertainty. We are encouraged by the energy, mobilization, and patience each of you has demonstrated thus far and we look forward to working with you to model resiliency for our students in the weeks to come.
Dear faculty colleagues,
This is the second of a series of Daily Digest messages to all faculty with important information regarding the COVID-19 outbreak. These messages are archived online here (scroll to bottom of page).
Message from the Provost:
We know that the pandemic and the pace of change that it has created is stressful for everyone, including faculty, and we are most grateful for the patience, kindness, flexibility, and dedication that you have shown over the past several weeks. In an effort to reduce density and increase social distance on campus, Furman is asking that you work remotely if at all possible. We know that you will make trips to your office to get things from time to time, and that you are taking part in training sessions in the library, which is fine. If you have obstacles which prevent you from working remotely, please discuss them with Dean Summers to see if we can help address them. Having traveled over spring break, I will continue to remain off campus for two weeks but will continue meetings via Zoom and teleconference. Aside from my failure to keep the cat off the computer, things have gone pretty well so far.
We are working quickly to adapt our dean of faculty search process to this new environment and will have an update for you soon about that. We are also working quickly to identify all aspects of academic operations that could be affected by the virus and the government and private sector responses to it. You will continue to hear updates from us on a regular basis.
I have always been struck by our colleagues’ ability to rise to the many challenges that we have faced over the years, and I am confident that we’ll do it again this time.
Important Resources Available: A Snapshot of Critical Support Resources
The Duke Library will be opened 9AM-5PM Monday, March 16-Friday, March 20.
The Libraries can:
Find more information at the Libraries COVID-19 response page.
If you’d like to consider using some of the remote instructional technology platforms already in use at Furman, check out the information here. This page includes information about Furman’s Course Management System (Moodle), our cloud storage system (Box), and potential synchronous and asynchronous technology like Zoom and Microsoft Teams.
As we approach our transition to remote learning, there are several things we can do to transition strategically and with focus. Special thanks to our colleague Cynthia King for many of these reminders:
This is the third of a series of Daily Digest messages to all faculty with important information regarding teaching during the COVID-19 outbreak. These messages are archived online here (scroll to bottom of page).
Message from the Provost
As you know by now, the university has had to make a number of decisions quickly that affect students, faculty, and staff. To the extent possible, we have consulted with the relevant faculty standing committees (e.g., CLP Committee, APC, and Faculty Status). There are times, however when it would be helpful to consult with a group of faculty whose responsibilities are more broadly defined.
With this in mind, Christopher Hutton (Faculty Chair), in coordination with the Policies and Procedures committee, has created an ad hoc Faculty Executive Committee. This committee will remain active for the duration of the COVID-19 crisis or until the new constitution takes effect on August 1. The membership of the Executive Committee will be those faculty who were selected by the Nominating Committee and elected by the faculty as a whole to represent the faculty on the 2020-21 Faculty Council: Christopher Hutton (Chair), Christy Allen, Shaniece Criss, Brandon Inabinet, Jason Jones, Akan Malici, and Alison Roark. Any member can receive questions/concerns to bring to the committee.
For the duration of the crisis, the Faculty Executive Committee will consult with the relevant faculty standing committees and act on decisions that would normally be made by the full faculty. They will also be involved in discussion of major issues regarding the academic program as they relate to the current crisis. We are all working under a compressed timeline, but where possible the committee will communicate with and solicit input from other faculty to maintain transparency.
In his role as Faculty Chair, Christopher has decided to defer as much faculty business as possible to the Fall, but major decisions that relate to the academic program will need to be made in the coming days. All actions of this committee will be temporary, for the duration of the crisis, until we can return to our normal governance structure. Some issues may require future action by the full faculty to address temporary decisions made by the Faculty Executive Committee during the crisis.
Key information for Today
A Snapshot of Critical Support Resources Available
If some of your students are receiving in-class accommodations (accessible media, transcription, captioning, testing accommodations) they will continue to need accommodations. Some students may have found your brick and mortar curriculum accessible but need an accommodation in the new online delivery format. While the Student Office for Accessibility Resources is reaching out to your students, please don’t hesitate to contact SOAR if you have any questions on how to provide accommodations in this new online format. In particular, SOAR has helpful remote learning resources for faculty and staff here and resources for students here.
Student Technology Access and Engagement
Not all of your students will have the familiarity or the access to certain types of digital technology. We strongly encourage you to communicate with your students in the next few days, if you haven’t already, about their digital readiness for remote instruction. A sample survey for this purpose is available here. Even as remote instruction begins, if you have a concern about a particular student, including a student’s understanding of or access to technology required for remote learning, please Raise an Academic Concern Flag in Success@Furman. The Assistant Academic Dean will alert campus resources to offer support as best as possible.
Digital Resource Access
As we can’t assume students have or will have access to their textbooks, you might consider using digital textbooks. The Duke Library offers many helpful services, including Scan and Deliver and resource digitization to support your remote learning practices. In addition, the library can support you in the digitization of textbook resources. For more about these services, click here. Once submitted, library staff are working with colleagues in SOAR to check if the resource is currently available in an accessible form. Additionally, many publishing and online distribution companies, like VitalSource, are making e-texts free in response to the national emergency. Please check with the publisher of your choice to consider this option.
In times of rapid transition to remote learning, flexibility goes a long way. Pedagogical flexibility allows us to get creative with assignment design, exam format, options for students such as choosing from a list of assignment options, interactivity formats, and various avenues for submission of work. At its core, teaching is a creative process. Consider the opportunity this transition provides for you to model that for your students.
This is today’s edition of a series of Daily Digest messages to all faculty with important information regarding teaching during the COVID-19 outbreak. Previous digests are archived online (scroll to bottom of page). We urge you to continue to check the University’s website with information about our response to the COVID-19 crisis and the Faculty Development Center’s list of frequently asked questions for faculty. If you are concerned you have been exposed to COVID-19, please follow these guidelines for health and safety.
While the library remains open (call 864-294-2264 for access) through Friday, March 20th for those faculty who are preparing to transition to remote learning, all employees who can work from home are required to do so. We recognize that this is not ideal, but we are trying to minimize people accessing buildings on campus except in exceptional circumstances. This is not just for your safety, but for the safety of those who support our critical infrastructure and campus security. More information will follow in the next few days regarding building access procedures for faculty in the weeks to come.
Yesterday, President Elizabeth Davis sent an important message to the entire University community. Several significant decisions to highlight include:
Important Faculty Support Updates
Snapshot of Critical Student Support & Learning Resources
New flags in Success@Furman
Administering & Planning for Exams
The Faculty Development Center is currently developing ongoing training opportunities to support this aspect of remote learning. Where possible, faculty are encouraged to consider alternative assessment measures to replace synchronous exam evaluations. Not only are synchronous exams challenging to administer remotely, they also may not best serve the revised learning objectives of your course. We encourage you to first consider the asynchronous exam format that is part of Furman’s learning management system, Moodle. Moodle has a quiz feature with built in capability to scramble answer and question order for added protection against academic dishonesty. ProctorU, a resource already in use at Furman, is a potential format to explore for synchronous exam management if that is critical for your course. If you’d like more information about ProctorU, contact Andrew Markovic.
Some schema for assessing student learning or participation may need adjustment in your remote learning environment. Think about how students can show they are staying engaged, preparing appropriately for synchronous or asynchronous sessions, understanding and applying the material, and meeting other learning goals like data analysis and critical thinking in ways that your original syllabus may not have captured. As you adapt your assessment processes, maintaining an emphasis on fair and equitable evaluation is essential.
The last several days have been incredibly challenging for everyone across our university community and beyond. Times like these call for music. So, without further ado (and with apologies to Gloria Gaynor), ladies and gentlemen I present Prof. Michael Bruening of Missouri University of Science and Technology…
Welcome to today’s edition of the Daily Digest, a message to all faculty with important information regarding teaching during the COVID-19 outbreak. Previous digests are archived online (scroll to bottom of page). We urge you to continue to check the University’s website with information about our response to the COVID-19 crisis and the Faculty Development Center’s list of frequently asked questions for faculty. If you are concerned you have been exposed to COVID-19, please follow these guidelines for health and safety.
Please know that we are aware of the multiple challenges each of you is facing as a result of our transition to remote learning and restricted access to campus. Your concerns are all valid and we are doing our best to provide as much flexibility as possible while also adhering to protocols that we believe best protect the health of our students, employees, and community. You will receive more instruction about campus access soon.
Message from the Faculty Chair
Christopher Hutton, Faculty Chair, has posted an important message about Faculty Governance in the Faculty Notices folder of Box. Please be sure to review this information.
Key Information for Today
Important Faculty Support Updates
Snapshot of Critical Student Support & Learning Resources
Preparing Your Students for Remote Instruction
On Monday, March 23, together we begin the new and unexpected chapter in our Furman University journey – the transition to remote learning in response to the COVID-19 situation. We are confident that our Paladin community will navigate this path with understanding, compassion, responsibility and even a little humor during this challenging time. As you share information with students prior to this transition to remote learning and as you resume your courses next week, we’ve prepared some information you might use to better prepare and support student success in this new remote learning environment.
It worth repeating that less is often more when it comes to remote instruction. While there are many forms of technology available for remote interaction, at least in the first week or so of resumed classes, try to avoid adopting too many forms of digital platforms with which you or your students have little familiarity or prior experience. As much as possible, stick with what you already know and consider using those resources with the shortest learning curve.
Dear faculty colleagues,
Congratulations on making it to the end of a difficult week! This is our TGIF edition of a series of Daily Digest messages to all faculty with important information regarding teaching during the COVID-19 outbreak. Previous digests are archived online (scroll to bottom of page). We urge you to continue to check the University’s website with information about our response to the COVID-19 crisis and the Faculty Development Center’s list of frequently asked questions for faculty. If you are concerned you have been exposed to COVID-19, please follow these guidelines for health and safety.
Key Information for Today
Important Faculty Support Updates
As we near the start of remote learning on Monday, our faculty support services will remain fully functional throughout your instructional transition. This includes colleagues here to support your technical challenges, your pedagogical development, and your personal health and wellbeing. A Remote Academic Redesign Consultation Corps has been assembled to help you find the most appropriate point of contact for your important questions about the redesign and launch of our remote instruction. Other forms of support are also available to you. This includes:
Information about ongoing workshops and learning opportunities is available here for events next week. These include new opportunities to play in the Zoom sandbox, training on encouraging student interaction in remote settings, and several opportunities to support and engage collegially within our community.
Universities, schools, and many other businesses are all simultaneously moving to different kinds of remote platforms all at once. Although many of these organizations have been preparing for this scale-up for several weeks now, there is no way to know for sure whether a specific form of technology or digital connection will work as planned. Having a back-up plan should your preferred method of remote instruction not work as you had hoped is wise. Many forms of asynchronous assignments and activities reduce your dependence on a real-time virtual connection. Even simple strategies like building course email distribution lists in Outlook or creating a phone tree with students in your course might ensure you are ready should a disruption occur. You may appreciate this recent NPR article on preparing for remote learning which emphasizes Furman’s “less is more” approach to our transition to remote learning.
Finally, thank you for your heroic efforts to transform and adapt your courses to meet the demands of our current global circumstance over the past week. While we know there may be challenges and bumps in the road in the weeks ahead, I am confident we will emerge from this experience with new insight, skills, opportunities, and a renewed focus on the transformative power of education.
Dear faculty colleagues,
This is a special Sunday edition of a series of Daily Digest messages to all faculty with important information regarding teaching during the COVID-19 outbreak. Previous digests are archived online (scroll to bottom of page). As always, please continue to check the University’s website with information about our response to the COVID-19 crisis and the Faculty Development Center’s list of learning opportunities and frequently asked questions for faculty.
It’s tempting to rush into the week with anxiety and some measure of concern for how it will all work as we embark on the brave new world of remote teaching and learning. In short, many of us are feeling vulnerable right now, which may be unfamiliar for us in our identities as experts in our fields. “Vulnerability is the birthplace of innovation, creativity, and change” writes Brené Brown, and as educators, no group of professionals is better poised to help our students recognize and roll with vulnerability than we are. Please take the time to ruminate on this recent editorial which concludes with Pablo Neruda’s calming “Keeping Quiet.”
As you resume your courses tomorrow in a novel environment and navigate the next several weeks of remote instruction, we hope you’ll keep the following centering thoughts in mind:
1. Remote instruction does not all look the same: Specifically, remote instruction does not have to be synchronous instruction. Even if you are planning for some synchronous remote instruction, it’s a good idea to have a plan for students to review class meetings asynchronously, as not all students will be able to join you in live sessions.
2. It is OK not to do it all: In fact, it is not possible that you will be able to accomplish all of your original course learning goals at this point. Your students have a lot going on outside of your course. You have a lot going on outside of your course. Give yourself space to let go of your ideal outcome.
3. Keep it simple: Less is always more. The best remote instructional technology is the one you already have and know how to use. Don’t try to design the gold star online course overnight. Your students will appreciate simple, well-conceived engagement.
4. Maintain a focus on your course learning priorities: It’s the content, not the container or method of delivery that matters most. Focus less on the device or technology through which your remote instruction occurs and more on the actions and learning those devices enable.
5. Be intentional and transparent: Share with your students what your central learning priorities are and how those map onto your decisions about how to proceed in a remote environment. Invite them into your pedagogical decisions and solicit feedback and ideas about where to go next. Building shared ownership and decision-making may help your students feel less powerless in a situation that is beyond their control.
6. Anticipate and mitigate Matthew Effects: When it comes to remote learning, be aware that Matthew Effects may emerge – a situation where students who are already privileged in many ways are more likely to benefit first, and most, from engagement with new instructional technology. Access to reliable email, technology and hardware, and freedom from the distraction of caring for family members or a job will allow some students to engage more consistently and thoroughly. Be mindful of this as you design and carry out your remote instruction, but also as you evaluate and assess the participation and engagement of your students in that process.
7. It is OK not to be perfect: You likely understand that for your students to succeed in doing something difficult, they may first experience failure that leads to transformative learning. The same goes for you. Expect glitches in this new remote environment, and condition yourself and your students for flexibility.
8. Have empathy and be kind: Everyone within our University community is facing a world of rapid change, uncertainty and high intensity. Your students need your understanding and your empathy. It may not be ideal and it may not be perfect, but take a step back and marvel at the creativity and resourcefulness that are emerging in this moment.
9. You are not alone: Your professional communities, your department, your Furman faculty colleagues, and a host of support services are here to support you as you navigate the next few weeks. This includes colleagues that will help you navigate your technical challenges, your pedagogical development, and your personal health and wellbeing. Reach out for help. We are all in this together.
I express my deepest gratitude for our colleagues in the Faculty Development Center, the Center for Academic Success, the James B. Duke Library, Information Technology Services, and the Student Office of Accessibility Resources for their tireless dedication to prepare us to deliver remote education. Thanks also to our faculty SART liaisons who have worked diligently to find answers to your questions.
Many of our colleagues contribute to the Daily Digest content, but special thanks go to Diane Boyd, Ben Haywood and Christopher Hutton for making sure that it is informative and timely.
Thank you, Paladin family, for demonstrating, once again, that Furman is home to the best and brightest faculty and staff imaginable. I have full confidence we will maintain the delivery of a world-class education on this new journey.
This is today’s edition of a series of Daily Digest messages to all faculty with important information regarding teaching during the COVID-19 outbreak. Previous digests are archived online (scroll to bottom of page). As always, please continue to check the University’s website with information about our response to the COVID-19 pandemic and the Faculty Development Center’s list of learning opportunities and frequently asked questions for faculty.
Faculty Support Reminders and Updates
Student Support Reminders and Updates
A communication was issued to students this morning, and distributed to faculty, reminding students of available academic, advising, and support resources and how to connect to them. This communication can be reviewed here.
Non-Communicative or Missing Students
If students are not engaging in coursework remotely, the Center for Academic Success (CAS) is delighted to follow up with them. Please raise an Academic General Concern flag in Success@Furman, or email Tracy Carner directly. CAS will do their best to contact the student, but please be aware that they might have to communicate with parents earlier than they would typically. When students are not responsive on campus, they can be summoned, but we’ve lost that capability with the switch to remote instruction.
If students indicate they do not have access to necessary internet or technology needed to engage with your courses remotely, or if they are struggling to use new communication platforms or technology, please raise an Academic General Concern flag in Success@Furman. The CAS is delighted to reach out and offer support, but please know that the best approach to this problem is for you to develop asynchronous resources for any synchronous activity offered.
Academic Progress Survey
After much discussion, it has been decided not to use the customary progress survey this semester. There is concern that this could cause unproductive stress among students who are trying to adjust to a new learning environment. The CAS continues to depend on faculty to continue to register their concerns about students through Success@Furman. As a reminder, Kudos can also be given to students at any time. If you are worried about sharing concerns with a student about his or her academic progress, participation, or attendance, you may raise flags that do not communicate with students or email Tracy Carner or Jeremy Cass directly.
As your courses resume this week, be mindful that, just like you, your students are likely facing a number of uncertainties and discomforting challenges. Although there is value in trying to pick up where you left off and establish some normalcy in your courses, faculty who have already taught this week are sharing that students simply want to be with us and with each other to process this mighty disruption. Not only are you encouraged to consider how you might provide space for students to interpret the global pandemic within the filter of your course or discipline, but extending a sense of care and community to our students this week will go a long way.
Finding the Right Remote Instruction Mix
As you’ve likely discovered by now, it isn’t feasible for you to fully replicate all of your plans for face-to-face interaction in a remote format. You’ve been urged, instead, to utilized platforms like Zoom conservatively for purposeful, synchronous meetings as necessary, or for office hours, supplemented by asynchronous strategies like pre-recorded lecture and response prompts. In the short 48-hours since remote instruction began Furman faculty and students have reported that seeing each other—even simply to check-in or say hello—has been a comfort.
How else might you keep your students engaged in asynchronous assignments? Check out this resource for seven platforms with existing free access that allow you to build interactive components into asynchronous instruction. For tips on how to foster engagement in online discussions, click here and for more about finding ways to add “nodes of synchronicity” into your instruction, click here.
Dealing with Glitches in Zoom or Microsoft Teams
With such unprecedented demand on video conferencing platforms like Zoom and Microsoft Teams, glitches are bound to occur. If your students are having trouble accessing or joining a course meeting, please have them contact you immediately. There are options for you to (re)invite members directly into an active meeting (see here for Zoom and here for Teams). Both Zoom and Microsoft Teams have robust user tutorials available online that cover a number of typical usage questions. If you have a technical question about how to manage these platforms, please first consult these resources to see if an answer is already available. If you still can’t find a suitable answer or are having challenges operating one of these platforms, please contact firstname.lastname@example.org.
Celebrating Unique Methods and Approaches to Remote Instruction
Just like your face-to-face classroom, your remote instruction practice is unique to you – your identity, your scholarship, your discipline, and your course learning objectives. No two remote courses will look the same or utilize the same approaches, assessment structures, or interactive technology. There is no one right way to conduct your courses in a remote setting, and no expectation from Furman administrators that you utilize specific practices or tools. This is not a remote learning competition. We encourage you to focus on what is the most comfortable for you and your students to help them meet the learning objectives of your courses.
Please continue to raise the appropriate flags in Success@Furman if you are concerned about a student over the next several days. The Center for Academic Success is working diligently to contact students that are potentially in need of support. Additionally, please note that CAS may need to communicate with parents earlier than they would typically to check on a student. Your patience is appreciated during this process.
One of the hard truths about learning is that to succeed in doing something difficult, we may first experience failure. Perhaps your remote instruction isn’t going exactly as you had planned after the first couple of days? You might be interested in reading more about recent research out of Northwestern’s School of Management that found failure to be “an essential prerequisite” for success.
As is pointed out in the article, the research findings “cut against the traditional explanations for failure or success, such as luck or a person’s work habits. ‘What we’re showing here is that even in the absence of such differences, you can still have very different outcomes.’ What matters is how people fail, how they respond to failure and where those failures lead.”
Welcome to today’s edition of a series of Daily Digest messages to our community with important information regarding teaching and learning at Furman during the COVID-19 outbreak. Today marks our first day of distribution to the entire campus! Previous digests are archived online (scroll to bottom of page). As always, please continue to check the University’s website with information about our response to the COVID-19 pandemic and the Faculty Development Center’s list of learning opportunities and frequently asked questions.
Faculty/Staff Support Reminders and Updates
All of us in our Furman community know that our faculty and staff are a creative and adaptable bunch. Just as we appreciate you raising important questions and concerns about your transition to remote learning, we hope you will also share with us your great ideas, tips, hacks, and insights. We would love to crowd source these ideas and share those with others. Please consider taking a few minutes to post your creative tips on the FDC Commons Remote Learning Course Continuity Forum.
Many of you are working diligently to modify, adapt, and manage traditional course assessments like exams in a remote setting. Where possible, course instructors are encouraged to consider alternative assessment measures to replace synchronous exam evaluations because proctored, synchronous exams are logistically complex for you and your students. Give yourself permission to think outside the parameters of your original assessments and focus directly on how your students might demonstrate your central learning objectives in an alternative format.
We are half-way through our first week of remote instruction and each of you is investing considerable time in the redesign of your courses. We hope you also continue to take some time to pause and engage with your family, friends, and colleagues. Several opportunities to connect with our community are organized this week, including 30 Minutes of Mindfulness with Min-Ken Liao and Meghan Slining tomorrow at 7:30am and a Faculty-Staff Virtual Happy Hour on Friday to follow immediately after the Dean of Faculty virtual forum, at 4:45 p.m. For links to both of these events, click here.
As we settle into a schedule of remote engagement with our students and colleagues and observe interaction precautions you may be navigating feelings of isolation and distance. The Cothran Center for Vocational Exploration recently shared these reflective questions on social media to help us process our “new normal.” One way to safely sustain connection to others is digital volunteering with one of these “9 Places to Volunteer Online”. Smaller nonprofits in our area may not have formal virtual volunteer projects, but that doesn’t mean they can’t use your help with tasks like web design, bookkeeping, legal counsel, or program evaluation. In this time of social distancing, an internet connection is a useful avenue to support our local to global community.
While you may not have the voice of Patti Labelle or the charisma of the Muppets, this video reminds us that if Sesame Street can teach a million kids to read, surely we can make it through a month of remote instruction!
The SART Team and Suzy
Welcome to today’s edition of a series of Daily Digest messages to our community with important information regarding teaching and learning at Furman during the COVID-19 outbreak. Previous digests are archived online (scroll to bottom of page). As always, please continue to check the University’s website with information about our response to the COVID-19 pandemic and the Faculty Development Center’s list of learning opportunities and frequently asked questions.
With nearly a week of remote instruction while social distancing under your belt, you may be slowly establishing some routines and norms around your new work space and practice. For many of us, working from home, especially with other competing demands, can prove disorienting and difficult to focus. You might be interested in these eleven tips provided by the Boston Globe for those of us suddenly confined to home office workspace. Whatever your practice, we hope you are finding a rhythm of generative, productive, and calming space.
The SART and Suzy
Welcome to our Friday edition of a series of Daily Digest messages to our community with important information regarding teaching and learning at Furman during the COVID-19 outbreak. Congratulations on making it to the end of your first week of remote instruction! Previous digests are archived online (scroll to bottom of page). As always, please continue to check the University’s website with information about our response to the COVID-19 pandemic and the Faculty Development Center’s list of learning opportunities and frequently asked questions.
Faculty/Staff Updates & Reminders
Mays Imad, the coordinator of the Teaching & Learning Center at Pima Community College, reminds us in this InsideHigherEd editorial, that hope matters for learning. By sharing ten simple strategies we can use as educators to support our students through this period of global anxiety and uncertainty, Imad highlights that emotions are essential for learning, and that by connecting with our students in a way that addresses the whole student, we have a much greater chance at cultivating rich learning and growth through our educational interactions.
At the end of our first week of our remote instruction adventure we leave you with a short and simple quote:
“Teaching is a radical act of hope. It is an assertion of faith in a better future in an increasingly uncertain and fraught present. It is a commitment to that future even if we can’t clearly discern its shape.”
~ Kevin Gannon, Radical Hope: A Teaching Manifesto (forthcoming April 1 2020)
SART and Suzy
Welcome to today’s edition of a series of digest messages to our community with important information regarding teaching and learning at Furman during the COVID-19 outbreak. Beginning this week, our digests will be distributed on Monday, Wednesday, and Friday. Previous digests are archived online (scroll to bottom of page). As always, please continue to check the University’s website with information about our response to the COVID-19 pandemic and the Faculty Development Center’s list of learning opportunities and frequently asked questions.
Faculty/Staff Support Reminders & Updates
Student Support Reminders & Updates
In the first week of remote instruction, you were encouraged to invite your students into a conversation about norms of interaction and engagement in this new learning adventure, including a discussion of appropriate netiquette. In this set of tips for teachers in transition, Jeff Lisciandrello from Room to Discover recommends a practice of revisiting these norms in your courses weekly in recognition that they can evolve over time to suit the learning objectives of the course. More importantly, these tips are a useful reminder that you set the tone and expectations in your virtual learning environment by leading by example in your attire, energy, attitude, and communication practice.
Welcome to our first April edition of a series of digest messages to our community with important information regarding teaching and learning at Furman during the COVID-19 outbreak. As noted previously, our digests this week will be distributed just three days, including today and Friday. Previous digests are archived online (scroll to bottom of page). Please continue to check the University’s website with information about our response to the COVID-19 pandemic and the Faculty Development Center’s list of learning opportunities and frequently asked questions.
While we are all adapting to a physically distanced world of work, on this first (albeit chilly) day of April we hope you are also finding time to close your screen and enjoy the transition to spring in our area. In this light-hearted piece, Joshua Kim shares “fifteen ways you know that you are spending too much time in Zoom”. What about you – how can you tell when you are spending too much time in Zoom?
Welcome to today’s edition of a series of digest messages to our community with important information regarding teaching and learning at Furman during the COVID-19 outbreak. Previous digests are archived online (scroll to bottom of page). Please continue to check the University’s website with information about our response to the COVID-19 pandemic and the Faculty Development Center’s list of learning opportunities and frequently asked questions.
Key Updates for Today
Faculty/Staff Support Updates
Student Support Updates
As we plan ahead for our summer of online courses, we recognize that the sudden changes in course offerings, research opportunities, and extra-curricular activities has created challenging scheduling issues for many of our students. To help alleviate this issue, we encourage each of you to think creatively about what courses you might consider offering in the summer that might meet students’ scheduling needs. Our double major students may especially appreciate a chance to get ahead with sought-after GERs (for example WC, HA, UQ, TA) or interdisciplinary major or minor courses, or students may benefit from taking a course that hasn’t been taught in a while (WGSS Women in Science, for example).
At the end of our second week of remote instruction, we present to you this Ode to Zoom!
Temporary Adjustments to Health Notifications: As we continue supporting remote learning and student development experiences, it has become a bit more difficult to document and verify student health issues in a timely manner. To address this concern, the Office of the Academic Deans has created a mechanism where students can report their current health needs so that you can be notified. While this information may be less urgent for asynchronous instruction, students have been instructed to maintain open and timely communication with their professors about specific requests for flexibility regardless of instructional design. You should be aware of the following:
If you have any questions about this process please email Tracy Carner or Jeremy Cass.
Although highlighted in Friday’s digest, it is worth repeating: our sudden shift to remote instruction underscores the need for additional safeguards with regard to ensuring student privacy and compliance with federal laws, particularly the Family Educational Rights and Privacy Act (FERPA). As you utilize the many valuable technologies available to engage your students through video interaction and endeavor to include all students in that process, please adhere to these best practices to protect both your privacy and that of your students.
Welcome to today’s edition of a series of digest messages to our community with important information regarding teaching and learning at Furman during the COVID-19 outbreak. Because Friday is a holiday, this will be the last digest you will receive this week. Previous digests are archived online (scroll to bottom of page). Please continue to check the University’s website with information about our response to the COVID-19 pandemic and the Faculty Development Center’s list of learning opportunities and frequently asked questions, which includes a new Summer 2020 section.
In our current circumstances, flexibility goes a long way as you work with your students to finish the next few weeks of classes. We’ve witnessed many of you demonstrate pedagogical flexibility that allows creativity with exam format, options for students to choose from various assignment designs, and new avenues for the submission of work. At its core, teaching is a creative process. Especially now, exercising such creativity with both empathy and compassion is the best way for us to practice community together.
Welcome to today’s edition of a series of digest messages to our community with important information regarding teaching and learning at Furman during the COVID-19 outbreak. Previous digests are archived online (scroll to bottom of page). Please continue to check the University’s website with information about our response to the COVID-19 pandemic and the Faculty Development Center’s list of learning opportunities and frequently asked questions, which includes a new Summer 2020 section.
While you might recognize a sense of fatigue and disillusionment in your students at this point in our remote learning adventure, acknowledging those same feelings in ourselves is also important. Aisha S. Ahmad, an assistant professor of political science at the University of Toronto, shares these reflections on what she has learned about remaining productive and happy in times of crisis. We remain hopeful you will find that, as Dr. Ahmed writes, “it is entirely possible to be peaceful, productive, and even happy under sustained disaster conditions.”
Because of your commitment to our student body, we are fortunate to offer nearly twice as many summer courses this year! Special thanks to each of you for stepping up to create more learning opportunities within our community. As you prepare for summer courses, please keep in mind:
Faculty Support Updates
In lieu of the Learning Exchange originally planned for this year, the FDC and the 2019-2020 Reflection Fellows cohort invite you to take part in a “Reflect to Reframe Breakfast” similar to Fall 2019’s Study Day event. Join us Wednesday, April 29th from 9-10:30 AM for a “bring your own breakfast” interactive conversation about the lessons we’ve learned this semester while transitioning our work, research, courses, and student interactions online. To register, visit this link. We look forward to connecting with you on the 29th!
Today’s Tip: Promoting an Ethic of Care
Our community, in the face of significant constraints, has demonstrated great resiliency over the past several weeks. As some constraints grow for students, who may be dealing with mounting pressures at home, they may find it even more difficult to meet course deadlines and expectations. Recognizing the unprecedented nature of this situation, higher education institutions have wrestled with the best way to assess and assign grades, with some institutions opting to suspend the dispensation of letter grades altogether, some developing special transcript notations for the semester, and many others, like Furman, adapting institutional policies so that students have more flexibility in determining what is best for their unique situation.
Of central concern in this discussion is how to equitably encourage, support, and document student learning during a period in which students have highly disparate access to resources, educational support, and a flexible schedule. Recognizing these unequally distributed issues of access and opportunities to engage in the learning process this semester, we ask that you maintain Furman’s strong ethic of care, particularly as you work with students to assess and evaluate final course activities and grades. Maintaining an emphasis on equity and integrity upholds the best interests of our students.
Although we recognize that your online persona has likely changed many times as you continue your remote learning adventure, we do wonder, as this student does, what type of online Professor are you???
For those preparing for summer courses ahead, please don’t forget the following:
The Writing and Media Lab’s Jean Schwab has developed this short instructional video to walk your students through the process of presenting, recording, and sharing course presentation assignments using Microsoft Teams, a free application for all Furman students. As your students prepare final presentation material this semester, this simple option might prove effective.
Conference Canceled or Postponed?
Thanks to the Center for Engaged Learning’s leadership our students will have an opportunity to present their research during a virtual Furman Engaged! Day. Those of you whose conferences have been canceled or postponed may also want your chance to shine at “Zoom University”. To register, follow this link.
Today’s Tip: Synchronous and Asynchronous Summer Course Instruction
Unlike this past semester, when our community had to quickly transition courses designed for face-to-face interaction to a remote instruction environment, our decision to offer all summer courses online allows us the opportunity to design these courses specifically for the online environment. Decisions about the use of asynchronous and/or synchronous activities in your course should include careful consideration of (1) your course learning objectives, (2) the students who may enroll in those courses, and (3) the online instructional tools you are most comfortable with. Both synchronous and asynchronous activities can be effectively matched with your pedagogical aims to provide robust and rigorous instruction.
Structuring your course around intentional “nodes of synchronicity” is a simple strategy that won’t overwhelm you or your students and maintains the critical personal connections treasured in our liberal arts community. You might use Zoom or Microsoft Teams conservatively for purposeful, synchronous meetings in the form of (1) scheduled office hours (rather than class times), (2) individual consultations with students akin to advising appointments, or (3) recorded meetings with smaller groups of students. These nodes of synchronicity add value to the student experience when they are used in conjunction with robust asynchronous strategies like interactive faculty-led discussion forums, collaborative group activities, short video lecture or lab simulations, or student study sessions.
Welcome to today’s edition of a series of digest messages to our community with important information regarding teaching and learning at Furman during the COVID-19 outbreak. Previous digests are archived online (scroll to bottom of page). Please continue to check the University’s website with information about our response to the COVID-19 pandemic and the Faculty Development Center’s list of learning opportunities and frequently asked questions, which includes a new Summer 2020 section. We’ve also added a new section today that includes pertinent information from the Faculty and Administrators Liaison Committee (FALC).
Final Exams for Spring Term: To ensure that students are not asked to be in two places at once, if you plan to give a synchronous final exam this term, you need to do so on the day and time posted in the course listing. For those electing to give asynchronous final exams or culminating projects, students should submit those by the end of the scheduled final exam period for the class (e.g., by 2:30 PM on May 2 for a TR 1:00 PM class). Students with academic accommodations are responsible for setting up final exam accommodations through the SOAR office just as they would during in-person instruction.
FALC Q&A: Answering Your Questions
1. Is there any update to share from Enrollment Services on the status of Admissions?
Given rapidly changing global economic and health circumstances, the University cannot make predictions with confidence about the size or economic impact of the fall 2020 class or about retention. While we have faith and confidence in The Furman Advantage and our brand, information gleaned from national surveys suggests we would be prudent to plan for any number of contingencies over the next few months to years. Enrollment Services is closely monitoring national and institutional trends and will share information as it becomes available. Given this environment, the Office of Admissions and Financial Aid has created a suite of virtual opportunities, enabling admitted and/or prospective students to learn more about the Furman University student experience. Please help us share information about these events and encourage participation!
2. What types of plans are being discussed about fall classes?
With you, the administration is working with as much thoughtfulness and foresight as possible, under constantly changing and uncertain circumstances, to anticipate all possible contingencies for the fall: 1) in-person classes for the whole semester; 2) online instruction for the whole semester; 3) in-person for part and remote for part. We are also looking at potential adjustments to the academic calendar. As we continue monitoring the circumstances in the region and state, we will work with the appropriate faculty and administrative bodies to prepare for whichever contingency materializes and communicate decisions as quickly as possible with the understanding that flexibility is paramount in our current environment.
We are fortunate to live in an age where information is widely available and more accessible than ever. “Breaking news” headlines, however, seem to dominate our newsfeeds these days. As each day is filled with this constant stream of immediate and seemingly urgent information, you may find yourself feeling uneasy and upset. If this barrage of information is creating more frustration than benefit, you might consider these simple tips recently offered in Counseling Today for managing the current culture of breaking news.
Speaking of breaking news, you may be pleased to know that even the smallest among us are practicing appropriate public health safety protocols!
The SART & Suzy
Welcome to this Earth Day edition of a series of digest messages to our community with important information regarding teaching and learning at Furman during the COVID-19 outbreak. Previous digests are archived online (scroll to bottom of page). Please continue to check the University’s website with information about our response to the COVID-19 pandemic and the Faculty Development Center’s frequently asked questions, which includes a new Summer 2020 section.
As we continue with advising, Fall registration, and the conclusion of the Spring semester, we encourage you to continue to let the Center for Academic Success know of any concerns you have about student progress by raising flags or emailing directly. Please also be aware that for students with limited access to internet, a phone call or text may be a faster or more reliable way to be in touch if needed. Student cell phone numbers can be found in Success@Furman.
Especially during uncertain times, the natural world can give us a sense of comfort, renewal, and connection. On this 50th anniversary of the first Earth Day, we hope you take some extra time to celebrate spring in the Upstate by enjoying time outdoors safely. Travel and Leisure magazine offers these nine activities to celebrate Earth Day from home this year!
Welcome to today’s edition of a series of digest messages to our community with important information regarding teaching and learning at Furman during the COVID-19 outbreak. Previous digests are archived online (scroll to bottom of page). Please continue to check the University’s website with information about our response to the COVID-19 pandemic and the Faculty Development Center’s frequently asked questions, which includes a new Summer 2020 section.
Key Updates for Today from FALC:
1) President Davis released this video today to respond to some of your questions about the COVID-19 pandemic and its impact on our community.
2) When will restricted funds, such as research funds, be unfrozen? An inability to spend one’s research funds significantly hinders both teaching and research outcomes, not only short-term but also long-term.
You can expect that research funds in restricted accounts will be among the first to be unfrozen. Our revenue has declined and is expected to decline further, but our expenses have remained largely where they were several months ago. This puts pressure on our cash on hand, which is why we moved to reduce spending so quickly. The situation will be less severe if a) revenues rise, b) costs fall, or c) we have additional credit that would allow us to meet our cash demands for a longer period of time.
3) The President recently announced that there will be no merit raises for faculty, staff, and administration. First, does this mean there will be a cost of living increase? Second, can the Administration commit to giving a catch-up raise once our financial situation stabilizes, akin to what was done after the recession?
The administration remains committed to ensuring that Furman salaries remain competitive. However, until we determine the effects of the recession and the COVID-19 pandemic on our revenue streams, we must remain fiscally conservative and freeze spending. The United States and the world are experiencing an unprecedented drop in GDP. The market value of our endowment has declined by over $100 million. (You will recall that we spend approximately 5% of the endowment value annually, so this decline in endowment value translates into about $5 million less in annual spending.) Nationally, higher education scholars and pundits have speculated that the retention of current students might decline, and the number of accepted first-year students who elect to take a gap year might rise to proportions we haven’t seen before. With this level of uncertainty, we can’t currently make a commitment to future “catch-up” adjustments, and there will be no cost of living adjustment.
You’ve made it through the last full week of remote instruction and will soon close out what has been an immensely challenging semester for us all. Before the week comes to a close, we hope you might take just a few moments to reflect on one thing that has given you hope over the past few weeks. Better yet, take a few moments to look through these 30 images of solidarity.
Tuesday, April 28
Welcome to the LDoC edition of a series of digest messages to our community with important information regarding teaching and learning at Furman during the COVID-19 outbreak. Previous digests are archived online (scroll to bottom of page). Please continue to check the University’s website with information about our response to the COVID-19 pandemic and the Faculty Development Center’s frequently asked questions.
Key Updates for Today:
FALC Questions and Answers:
I have a question about teaching summer school remotely. This spring, the suddenness and dramatic nature of the switch from regular classroom sessions to remote learning encouraged us to relax some academic regulations such as withdrawal deadlines, pass-fail options, etc. Will those more lenient rules still be in place during the summer?
The decisions made regarding academic policies this semester were due to the sudden switch from in-person to remote learning midway through the semester. The summer differs in that the courses will be online for the duration and the decision to teach or take classes is optional. The withdrawal deadline and pass-fail option for the summer will not be relaxed.
In President Davis’s email regarding COVID-19’s economic impact on Furman, she mentioned that the University would not provide merit raises for the coming fiscal year. What implications might this have on faculty promotions in Spring 2021? Will faculty eligible for promotion from assistant to associate or from associate to full professor still be able to apply for promotions?
If eligible, faculty will be able to apply for tenure and/or promotion during the 2020-2021 academic year.
A big thank you for your support of our students through our fall advising process. We particularly appreciated your help raising General Advising Concern flags in Success@Furman for students who were difficult to track down for advising or who indicated that they were considering not returning in the fall. The Center for Academic Success has been working expeditiously to follow up with any student identified in this process.
Over the coming weeks, months, and years, we will have many opportunities to reflect on what this unprecedented semester has taught us and what it means for our community and the broader world of higher education. Despite the challenges our rapid transition brought, we’ve also heard powerful stories about what we’ve gained during this period. You might be interested in this post where Caroline Levander and Peter Decherney suggest that our foray into remote instruction has provided an opportunity to become “more human”. We are especially grateful for how, throughout this challenge, our community has come together around our shared humanity. Today, at the end of the LDoC, that shared sense of care for one another, along with a shared belief in the power of learning and development, will guide us through any challenges ahead to a brighter—and perhaps more empathically human—future.
Welcome to May and to today’s edition of a series of digest messages to our community with important information regarding teaching and learning at Furman during the COVID-19 outbreak. Previous digests are archived online (scroll to bottom of page). Please continue to check the University’s website with information about our response to the COVID-19 pandemic and the Faculty Development Center’s frequently asked questions.
Message from the former Interim Dean of Faculty:
As of today our new Dean of Faculty, Jeremy Cass, assumes his role. Congratulations Jeremy! I would like to express my deepest gratitude to those who agreed in early March to become part of this team. The dedication by SART to help faculty successfully transition from in-person to remote learning has been unwavering and, I believe, successful. SART has used the Digest as a way to help keep the Furman community informed, and I have been heartened by the positive responses. The valuable members of the SART team include Judy Bagley, Diane Boyd, Tracy Carner, Jenny Colvin, Susan Dunnavant, Ben Haywood, Christopher Hutton, Mary Alice Kirkpatrick, Mac McArthur, Caroline Mills, Vicky Turgeon and Mike Winiski. I would like to extend special thanks to Diane Boyd, Ben Haywood and Mary Alice Kirkpatrick. The Digest would not exist without them. Being a part of this team has been extremely rewarding and I am grateful to you all.
I look forward to returning to the classroom in the fall, although this has been an exciting year in ways that I could never have expected! Having had the opportunity to work with our Academic Affairs team demonstrated to me that Furman could not have better leadership.
Finally, thank you all for your support and patience over the past year. It was a privilege to be the interim dean of such an impressive, dedicated and adaptable faculty.
I wish you a summer of rejuvenation and good health.
Key Updates & Reminders for Today:
Faculty/Staff Support Updates:
Student Support Updates:
I have an idea that the administration might ponder as it considers Furman’s immediate future. The idea is simple: shift the start of the 20/21 academic year to January 2021. Run fall term in spring 2021, spring term in summer 2021 and then resume the normal Furman schedule with the fall 2021 term. (I don’t think there would be time for May X.) As I see it, there will be a tremendous amount of uncertainty surrounding the fall 2020 start date. Students and parents will have to make decisions soon about where to go to school, whether they should take a gap year, etc. All the uncertainty will depress yield. And don’t even ask me what I think about starting next term with online courses if that is a possibility! Removing the uncertainty, promising first-year students that they will start with their class–in person–in January, and opening the probability that all (but the class of 2021) will graduate on time will be very attractive to students and parents. We avoid disruption if a second or third wave of the virus comes through SC forcing us to send students home. And we give a vaccine time to inoculate the herd (so to speak). We also avoid having to tell some students they can’t come back to school because their state or country is now a hotspot for virus, nor do we put our own community at risk by bringing a bunch of college students from all over the world back to Greenville. As for this fall, we would teach a kind of second summer school for students and faculty who don’t mind an online environment. None of this would be easy. There would be no guarantee it would work any better than the alternatives. It would certainly break with our peer institutions (I know, liberal arts colleges are generally unwilling to break ranks with the herd!). But it just might lead the way to a less disruptive future. Thoughts?
Although we are focusing our efforts on opening the campus in the fall, the uncertainty we face necessitates consideration of alternative contingency plans. These alternatives will address the method of delivery as well as the timing of classes in the fall. The Emergency Management and Operations Teams are actively considering such questions as they work to provide a full spectrum of contingency plans for the fall 2020 semester.
In previous communication, students were requested to report COVID-19 infections to Student Life. Are these reports considered mandatory? Now that students have not been around one another and current infections would not require notification of roommates, etc., we are in a different situation than when the communication first came out. I have not had students report infections to me, but several have told me about family members infected, so I anticipate students telling me when they become infected. If they are expecting me to hold something in confidence, I would like to be able to encourage them to talk with Student Life, Academic Deans office, etc., but as of now, I am assuming that I have no obligation to report such infections to the university myself.
Reports of positive Covid-19 test results for students are no longer mandatory for those students who:
(1) are not on campus;
(2) have not returned to campus within 48 hours of exhibiting symptoms of Covid-19;
(3) have not come into close contact with other students or university employees within 48 hours of exhibiting symptoms of Covid-19.
Reports of positive Covid-19 test results are still mandatory for those students who continue to reside in campus housing.
Students were recently notified of this updated reporting protocol.
We are mindful of the importance of respecting students’ privacy, however in the interests of maintaining the health and safety of the entire Furman community, it is crucially important that positive Covid-19 test results for those students who are on or have been on campus or have been in close contact with individuals who are on or have been to campus be reported in a timely manner. Such students should email StudentLife@furman.edu.
To Cap Off Your Week
If you like your Beatles with a humorous side dose of current reality, you might enjoy this video, produced by a Furman colleague’s sister’s choir in Chiang Mai, Thailand!
Finally, a Word of Thanks
The Strategic Academic Redesign Team was catalyzed by interim Dean of Faculty Dr. Suzy Summers. As she has throughout her leadership, Dean Summers assembled this group because she knew that careful coordination, regular interaction and communication, and a steadfast dedication to our core mission of providing transformative educational experiences for our students would be central to the remote transition of our teaching, learning, and student support services. She has provided unwavering commitment to this goal. As she transitions out of the interim Dean of Faculty role today, we want to acknowledge her inspiring leadership of our academic community and thank her for her vision, leadership, and service.
With gratitude for her leadership,
The SART and Jeremy
Welcome to today’s edition of a series of digest messages to our community with important information regarding teaching and learning at Furman during the COVID-19 outbreak. Previous digests are archived online (scroll to bottom of page). Please continue to check the University’s website with information about our response to the COVID-19 pandemic and the Faculty Development Center’s frequently asked questions.
The Office of Human Resources maintains up-to-date information about employee policies and support services during the COVID-19 pandemic on their website. We encourage you to visit this page regularly for any questions about our employee resources or institutional expectations.
As the adrenaline from our sudden remote transition and final exams subsides, your students may need reminding that The Furman Counseling Center has assembled a number of resources for anyone in need of mental health support. Students are encouraged to communicate directly with a member of the Counseling Services team for personalized support. Detailed information about mental health support services can be found on Furman’s COVID-19 response page here.
As we all do our part to ensure the health of our communities, our annual celebrations and events take on a different, less social flavor. But that doesn’t have to stop us from commemorating important events and traditions. On this Cinco de Mayo, instead of large gatherings with live music, the Los Angeles Times offers these five suggestions for celebrating Mexican culture and heritage from home.
Welcome to the final day of the semester edition of a series of digest messages to our community with important information regarding teaching and learning at Furman during the COVID-19 outbreak. Previous digests are archived online (scroll to bottom of page). Please continue to check the University’s website with information about our response to the COVID-19 pandemic and the Faculty Development Center’s frequently asked questions.
Key Updates and Reminders for Today
Faculty/Staff Support Updates
Several software programs remain free through the summer, including SPSS, which can be loaded on a student account at no charge, and Adobe Creative Cloud. If you are interested in either of these programs, please contact Susan Dunnavant.
Student Support Updates
Although our inability to gather in person tomorrow to celebrate the graduation of our senior class is disappointing, there are ways you can commemorate the occasion and celebrate our students. Don’t forget that:
Best wishes to all,
The SART and Jeremy