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Confronting COVID-19

Coronavirus tips: 7 lessons we can learn from hockey

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Lessons learned from Canada's favourite game can offer some wisdom during the COVID-19 pandemic.

Queen's Gaels score against Ontario Tech
Canadians often see hockey as a metaphor for life.

Canadians often see hockey as a metaphor for life. Hockey’s cliché-littered locker room may offer some wisdom as we collectively deal with the COVID-19 pandemic in Canada. Let’s take a few of hockey’s time-worn aphorisms and apply them to our situation.

In Canada’s COVID-19 outbreak we are in the first period and it’s 2-0 for the SARS-CoV-2 virus. Team Canada faces an opponent that is big, strong and fast, and engenders fear. To ensure the game ends in favour of Team Canada, the first step is overcoming fear by building a sense of team.

1. There is no “I” in team

We will defeat COVID-19 as a team. As a cardiologist and head of medicine at Queen’s University, I am acutely aware of the importance of every member of the health-care team. But the team that’s required to defeat COVID-19 is even larger than that, and includes the whole community. It’s going to take all of us to get this done.

2. The best defence is a good offence

We are using social distancing and the cancellation of events, mass gatherings and even elective health-care services to ensure we don’t all get sick at the same time.

This flattening of the epidemic’s curve (see below) is designed to slow the spread of a virus, against which we have no natural immunity, so that the numbers of infected people will be distributed over a longer period.

This makes the care of those who become sick much more manageable. This is a good defensive strategy, and until we get an effective vaccine, it is the best defence we have.

Slow the spread: Flattening the curve distributes transmission over a longer period. (Esther Kim & Carl T. Bergstrom)CC BY

3. Move to where the puck will be

There’s a famous quote from Wayne Gretzky, of Edmonton Oilers fame, about not skating to where the puck is, but to where it is going to be. This advice can be applied to COVID-19. The question is not where we are now. You can see where the outbreak is today, and how it has progressed, using this online tool. The question is where we are going. What will the epidemic look like in the third period? How can we shape it to ensure we are victorious?

Skating to where the puck will be requires a dynamic partnership between health care and public health. Think of public health agencies as hockey scouts who track the epidemic and apply lessons learned from other provinces and countries. These scouting reports are helpful because they tell us the natural history of the pandemic and predict the spread of COVID-19, helping us deploy resources wisely.

We can take some comfort in knowing that we are prepared and that fewer than five per cent of cases will be life-threatening. For most (80 per cent) infected people, including almost all who are young and healthy, this will be a self-limited infection, managed by staying home and recovering with symptomatic care, good nutrition, fluids and over-the-counter medications.

In Ontario, we have planned for out-patient and in-patient screening for the virus. It has been a slow ramp up, however, due to a national shortage of the swabs required to acquire the specimens for the COVID-19 test.

I am encouraged by victories that have occurred internationally. After three very difficult months, things have stabilized in China; indeed cases peaked in February. Some countries, such as South Korea and Germany, are managing to avoid high mortality rates. We can learn from them.

4. Play your position

There is not a position on the team that trumps the others in terms of importance. Our victory will reflect the efforts of front-line nurses, doctors and trainees, and those in our lab and pharmacy, as well as support services, from housekeeping to our information technology team.

As a calm, well-informed member of the public you, too, are part of Team Canada. There will not be a three-star selection when we beat COVID-19; you will all be stars!

5. Thank your team members

A typical hockey interview given by the star player after a game almost always follows a standard, self-deprecating script: “I’d like to thank the coach. My goalie was amazing. The wingers were passing the puck tape to tape, and our fans were great!” It’s never self-congratulatory.

Listen to former Chicago Black Hawks star Marion Hossa give credit to everyone else — his teammates, and even the opposition.

In the hospital and beyond, a virtual pat on the back to a colleague or team member is always appreciated and goes a huge way to reassure them. Small acts of kindness to support each other are always appreciated. The bolstering effect of praise and acknowledgement is particularly felt as health-care workers struggle with daycare and school closures and worry about aging parents, all while caring for patients.

Here at Queen’s University, our medical students are offering a tangible example of support to our physicians during this difficult time. They are providing services such as child care, pickups, drop-offs, etc. You can probably envision how you can help a neighbour who must continue to work in an essential service field!

5. Keep your head up

In hockey, this admonition is a reminder to be aware of what is happening around you so you are not blindsided (run over by an opponent). In the COVID-19 pandemic we can keep our head up by paying attention to high quality, reliable information about your city, province and country.

There is lots of information that is dark and false on the internet, so follow the information feeds from trusted news outlets and reliable health agencies.

6. Envision success

Believing that you will succeed is a precondition for success, whether in hockey or medicine. In hockey you cannot let your mind go to that easily reached, dark place of defeat. When its 2-0 in the first period, all thoughts should be focused on turning the tide: stop further goals, score one goal, repeat as necessary!

In the case of COVID-19, we are doing much the same: slowing the spread through social distancing, hand hygiene and suspension of elective services, buttressed by ramping up COVID-19 testing in symptomatic people. I am envisioning success and a resumption of normal life!

7. Thank the fans

The impact of COVID-19 is being felt by students, families and people working in restaurants, retail outlets, utilities and more. We, your health-care professionals, stand with the people in our communities.

Doctors, we can “thank the fans” in this analogy, not only through the health care we provide but also by listening to and allaying their concerns, providing accurate information and providing role models for calm response.

Permit me a few final aphorisms.

  • Keep your stick on the ice (be prepared).
  • Skate to the paint (stay engaged with your friends and co-workers).
  • And finally, together we will put the puck in the net.The Conversation

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Stephen Archer is a professor at Queen's University and Head of the Department of Medicine.

This article is republished from The Conversation under a Creative Commons license. Read the original article.

A team effort to help protect healthcare workers

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Queen's students, medical residents, staff and faculty working with community partners to boost personal protection equipment supplies.

Queen's team for PPE
Students and faculty members from the School of Medicine are helping lead a drive to boost supplies of personal protection equipment (PPE) for local healthcare workers. From left: Megan Singh; Zuhaib Mir; Jeremy Babcock; Matthew Snow; and Cesia Quintero (Photo by Saif Elmaghraby)

A team of Queen’s and Kingston community partners are working together to help provide Personal Protection Equipment (PPE) for healthcare professionals working on the frontlines of the COVID-19 pandemic.

The team is a diverse group, bringing together Queen’s faculty members, medical students and medical residents, university students, and staff, as well as partners such as St. Lawrence College, Kingston Frontenac Public Library, and Kingston residents. All are donating their time and 3D printers to manufacture PPE, such as masks and face shields.

The equipment being manufactured is not intended to replace current masks and face shields but would act as a reserve in case supplies were to run out and there were no other options. The prototypes have been approved by KHSC for this purpose.

Hailey Hobbs, an assistant professor at Queen’s and critical care physician at Kingston Health Sciences Centre, initially put out a call on social media and quickly received a number of replies from people who were working on similar projects or ready to provide support.

The first to respond was Jeremy Babcock of the School of Medicine’s Clinical Simulation Centre who quickly got to work printing PPE prototypes from the designs Dr. Hobbs had found. He was then contacted by a group of students from the Queen’s School of Medicine – led by Cesia Quintero, Matt Snow and Megan Singh – who had the same idea and were ready to join the effort.

That was just the start.

“Honestly, I didn't really think that this would take off the way it has. I follow other critical care/intensive care doctors from around the world on Twitter, and with the COVID-19 outbreak I was checking it frequently to keep up to date on what was happening elsewhere in the world,” Dr. Hobbs says. “I found a tweet from Boston about a doc interested in making 3D printed PPE and I thought it was an interesting idea so I tweeted to the Queen’s community asking if there were any 3D printers on campus. I received several answers within 30 minutes and from there things have really snowballed.” 

The medical students and residents have been the feet on the ground helping get the word out about the project and picking up printers loaned out by groups such as the Kingston Frontenac Public Library. They are also leading the work to assemble the PPE. Volunteers to help with the assembly work are welcome.

“The medical school community, as well as the Kingston community at large, have come together in a very beautiful way,” Quintero says. “We started over the weekend with three printers and five people, and it’s quickly snowballed to over 50 printers from various institutions, including Queen’s University, St. Lawrence College, the Limestone District School Board, Kingston Frontenac Public Library, as well as many, many individuals across the province who own their own printers, and who have been donating their time and material. Currently there are more than 70 people involved in organizing, printing, assembling and collecting the products at this point, and these numbers are growing quickly.”

The project gained further momentum after connecting with SparQ Studios, a makerspace supported by Dunin-Deshpande Queen's Innovation Centre (DDQIC), that had five 3D printers and the know-how to manufacture the PPE. SparQ Studios has since become the production hub.

“I am proud with our community. Users of SparQ have volunteered their personal printers and the Alma Mater Society helped me reach more people,” says Connor Crowe, director of SparQ Studios.

There continues to be an open call for more 3D printers that can either be loaned or used at home. 

Overall, much has been accomplished in a short amount of time thanks to the dedication of all those involved.

“The response has been incredible – every day we receive emails from different groups interested in helping or learning from what we are doing to make PPE for their own hospitals,” says Dr. Hobbs. “It’s just been wonderful to know that so many different groups in the community are supportive and willing to help out in any way that they can. It really makes you realize how many great people there are in Kingston and how important it is to help each other in tough times.”

Anyone interested in loaning their 3D printers or printing PPE from home can email the group. Donations of filament and other supplies are also welcome.

Donations of surplus personal protective equipment and hand sanitizer to KGH and Kingston Community Clinics can be made via Anna Curry at PPEKingston@gmail.com.

For those looking to make a financial donation a GoFundMe page has been set up.

Academic adjustments in response to COVID-19

The advent of COVID-19 has led to momentous and complex shifts over the last week for our entire campus community. Students now find they must adapt to learning online or onto other remote platforms while dealing with concerns over social distancing and infection control. The university appreciates that this new environment has raised concerns for our students, with many wondering how they will complete their terms and how their marks will be assessed.

The university remains committed to ensuring students can succeed despite the challenges posed to our community by the current global pandemic. To that end, the university has made considered efforts to find fair, flexible, and equitable solutions that best serve the largest number of our students, and which allow for the recognition of academic grades required by some disciplines, while also considering the desire of others for a pass/fail approach. In so doing, staff consulted widely with our faculties and peer institutions.

The university has made available two new academic adjustment options for undergraduate students (only) to consider as they complete their Winter Term 2020 classes: Late drops, and the ability to request Pass/Fail grades. Students should seek advice and carefully consider the impacts of these options on government financial assistance and future academic requirements before choosing either or both of the options. 

The late-drop option is available effective March 26 through May 20, 2020. While the option to drop is available in advance of exams, students can expect to learn their final grades on May 11th, giving them the option to review their final grades before electing to drop courses. Dropped courses will not incur academic penalties or a ‘DR’ grade. Students are strongly encouraged to seek advice before exercising the late-drop option.

Students will be also able to request Pass/Fail grades for Winter Term 2020 and the winter half of Fall-Winter 2019-20 classes. Approval and administration of all Pass/Fail grading will rest with the appropriate Faculty/School, and just as with the drop option, students will be able to see their final grades before they request that a letter grade be changed to a Pass.

Instructors have also adjusted class syllabi, and the format of remaining tests and assignments may be modified. In doing so, every effort has been made to avoid negatively impacting students, including any students with a disability accommodated through QSAS, and to ensuring that the essential academic requirements of the course are maintained. The term will end on Friday, April 3 as originally planned.

Emails were sent directly to students on March 25, providing more detail specific to their individual programs. Student Service teams are ready to support students throughout this term and through the summer. 

Responding to the health crisis that COVID-19 represents is an unprecedented situation for all of us. Everyone continues to do their best, and Queen’s is committed to helping our students triumph through difficult times. Students who need support should consult Student Affairs for details on how to access the various available services remotely, as well as contacting their advisors in their Faculty/School offices.

Additional information concerning these academic adjustments is available on the Provost’s website.

Making all the right moves

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Queen’s University researcher Robert Ross encourages us to stay active during trying times.

A person walks along a path in a park
A key to staying healthy while working remotely is to reduce time in front of the screen and being physically active, while practicing proper social distancing. (Unsplash / Arek Adeoye)

Self-isolation comes with its own unique set of challenges including staying fit and healthy when normal routines have been disrupted. Queen’s University researcher Robert Ross has several ideas on how to stay active during this challenging time.

“These are somber, uncertain times and, unfortunately, we have little control over what is happening,” says Dr. Ross, professor in the School of Kinesiology and Health Studies  “The one thing we do have control over is how we take care of ourselves and this is empowering news. You have control over your own behaviours, including staying physically active.”

Dr. Ross runs the Lifestyle and Cardiometabolic Research Unit at Queen’s. His research is focused on obesity in adults. The lab has conducted a number of randomized trials to determine the effectiveness of lifestyle-based interventions on improving overall health.

One key area Dr. Ross says everyone should keep in mind is reducing the amount of time you are sitting, including time spent in front of screens while working from home.

“Just getting up and moving around is huge. During commercials, online meetings, finishing emails or breaks between shows, walk around the house, stand up and stretch, take a break outside. Make it a fun family activity.”

He added people also need to remember they should still go outside and get some fresh air and exercise – while practicing proper social distancing with anyone not in their household.

“I’m asking people to go for walks – any kind of walk will do. You can walk fast, or you can walk slow. Move at your own pace. I’m not telling people to run five kilometres, do whatever is comfortable for you and it will still improve your health and wellbeing.”

These simple tricks will also help people sleep better during this time of increased anxiety and stress and also ensure proper weight is maintained while our lives are disrupted. Exercise has also been shown to help maintain the immune system.

“We aren’t certain about what lies ahead but we can empower ourselves by committing to maintaining a healthy lifestyle.”

Twenty-Four Hour Movement Guidelines for Children and Physical Activity Guidelines for Adults are available for free at https://csepguidelines.ca/.

Tips for staying productive and motivated while working remotely

Queen’s Human Resources offers advice for staying productive and motivated while working remotely.

Here are a few tips and strategies for those working from home.

Tip # 1: Create or Continue your Routines

Establish morning routines to be at your home work station for a certain time, take time away from your computer for lunch or snack breaks, and establish a shut-down routine at the end of the day to close out your work.

Set goals and objectives for your day that are reasonable and achievable while maintaining productivity throughout the workday.

Tip # 2: Create a Positive Workspace 

If you have space in your home, set up a space that is just for work. Select an area that provides you with a suitable workspace and access to natural light, avoiding the bedroom or high traffic areas if possible. 

Tip # 3: Dress for Success

Get dressed for work. Business attire not required, but simply changing out of your PJs can help to keep to your normal work routines and put you in ‘work mode’ so you are ready to take on the day!

Tip # 4: Get up and Move

Schedule work breaks throughout the day. Good short energy breaks consist of getting up and moving around physically…not just switching your screen to funny YouTube videos.  Longer breaks would include getting lunch or getting outside for a walk (while maintaining healthy social distancing!). Our brain tends to perform better when we have concentrated focus time, followed by healthy active breaks. 

Tip # 5: Eating and Hydration

Maintain healthy eating patterns and drink plenty of water. Avoid high sugar snacks and beverages to avoid swings in mood and energy levels.

Tip # 6: Stay Visually Connected…With People 

Maintain communication with your colleagues throughout the day. If you have meetings with work colleagues, connect via a video platform like Microsoft Teams. This will help you to stay engaged during the meeting and provides positive social connections that may be otherwise hard to get during this time.

Tip # 7: Mental Health and Wellness

If you start feeling overwhelmed or isolated, engage with your personal and professional support networks. Take mental health breaks, avoid watching or reading pandemic headlines and social media posts during your free time, take care of your body, stretch and exercise, practice mindfulness and ensure you are getting plenty of rest and sleep.
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In times of emotional distress, our Employee Family and Assistance Program (EFAP) is here to help, with staff from Homewood Health prepared to take your call 24 hours a day 7 days a week. Help is always available. To learn more, call the Homewood Health line (1.800.663.1142 or 1.866.398.9505 (Numéro sans frais - en français)) or visit the following link: http://www.queensu.ca/humanresources/wellness-accessibility/employee-and-family-assistanceprogram

Principal’s message to the Queen’s community

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'This is a time to demonstrate the values without which our university could not succeed, even in the best of times: compassion, understanding, trust and selflessness.’

Dear Queen’s Community,

Just one week ago I wrote to all of you that we were entering an entirely new reality, one that would test us in ways we never imagined.  I asked you to work differently and to prepare for a new way of delivering higher education. After a week’s hiatus during which faculty and staff have worked assiduously and creatively to find alternatives to face-to-face learning, Queen’s students are resuming their studies. Absorbed as we have been in addressing our local challenges, it is easy to overlook the momentous shift that has occurred over the last seven days as over a million university students across Canada have moved their learning online or onto other remote platforms. I have remarked to a few people that had we planned to do the same thing outside of the context of a public health emergency, we would have been hard pressed to manage it in less than a decade!

That we have done so here at Queen’s is testimony to the dedication and resolve of our university community. Of course, such rapid change comes at a price. For the remainder of the academic year our students have lost aspects of their Queen’s experience that are very important, in particular that sense of physical community which has always defined the institution. The university remains determined, however, that they should have every opportunity to complete their courses, and despite altered methods of assessment, to do so to the normal standard expected. Flexibility, innovative thinking and extraordinary efforts on the part of faculty and staff are prerequisites for that outcome, and I am grateful to colleagues across the university for their single-minded and unreserved commitment to the good of our students at all levels.

The challenges with regard to our research mission are also extremely complex and sometimes intractable. The need for social distancing and the shift towards working from home pose particular problems for research laboratories, and for many scholars the closing of the library to physical access is a serious impediment to their continuing research. While we may be forced to close our doors for a time, we will reopen and what we need now is patience, creativity and trust from everyone.

The paradox of our situation right now is that we are doing everything we can to keep ourselves, our institution and its mission together — even while the health crisis is driving all of those things apart. Public Health officials remind us daily that at times like these the public good trumps the needs and desires of the individual. I am grateful to all the individuals within the Queen’s community who have worked to support and advance the university mission despite the unprecedented challenges we are facing, and I am optimistic that we will emerge from this crisis with vitality, determination, and a renewed sense of purpose.

I wrote in my open letter last fall that we need to be ambitious for ourselves, that we need to be self-excelling, our eyes fixed on ways in which we can serve the greater human good. Unexpectedly we find ourselves confronted in our daily lives with an almost unimaginable threat to that good, and we must not fail to address it in our teaching, learning, and research. We must also confound it in the ways we relate to our community outside the university and in society at large. The university has been asked by health authorities and public leaders to offer its facilities and the talents of its members to support the people of Kingston and the surrounding region during this time of crisis. We will naturally work to do so. This is a time to demonstrate the values without which our university could not succeed, even in the best of times: compassion, understanding, trust and selflessness. 

A week ago I expressed the hope that we would together face the challenges that lie ahead, and that in our unity we would prevail. Over this last week, I feel more confident than ever that our university will come through this crisis.  I am proud of what we have accomplished thus far and how we have rallied to support our institution and its members and I am humbled to be your principal.

Patrick Deane

Principal and Vice-Chancellor

Supporting academic success from a distance

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Queen’s has academic support for students as they transition to remote learning.

Photo of student working on a laptop
Students looking for academic support as they learn remotely can turn to Student Academic Success Services. (Unsplash / Thought Catalog)

As students are in the process of learning how their courses are going to change with the transition to remote learning, they may be wondering how best to learn when they are no longer in physical classrooms. But being away from Queen's campus doesn’t mean that they are cut off from the academic support resources that are usually available to them. Student Academic Success Services (SASS), a unit in Student Affairs, is still providing help to students through online resources and one-on-one writing and academic skills appointments.

“Students are being asked to make a sudden change in the way they take their classes, and that can be a stressful situation. At SASS, we want Queen’s students to know that we are still here for them, and that we have resources available that might make this big adjustment to remote learning a little easier,” says Susan Korba, Director of SASS.

Remote consultations and online resources

Students who are new to remote learning may be especially interested in reading the guide for distance students on the SASS website. Through sections on topics such as being an active participant, taking responsibility, and getting organized, the guide gives students an overview of how to adjust to learning outside a physical classroom. Having a sense of helpful academic strategies and approaches can give students a greater sense of control and autonomy in an unfamiliar and potentially stressful situation.

SASS is also continuing to offer its one-on-one consultation program. Students can book appointments for personalized assistance with writing, academic skills, and English as an additional language. While these sessions are usually in person, they will now be held only online to protect the health and safety of the Queen’s community.

Graduate students can continue to take advantage of SASS resources, as well. They can book online appointments for writing, academic English, and learning strategies to work on anything from a section of their dissertation to presentation skills to procrastination and motivation.

“As all Queen’s courses quickly transition to remote learning for the end of the term, instructors will likely be using a wide variety of methods to finish teaching their courses. But no matter what new form classes will take, SASS has resources for students that will help them finish the semester with confidence,” says Korba.

Exploring support options

For more information about the resources SASS is offering during COVID-19, see their website.

To learn more about all the different resources that the Division of Student Affairs is still providing to students, visit the Student Affairs COVID-19 website.

Getting your rest during trying times

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Queen’s sleep expert Judith Davidson outlines the best way to get the rest we need as we deal with the COVID-19 pandemic.

Woman sleeping in a brown bed
Queen’s University researcher Judith Davidson, one of Canada’s leading sleep experts, says it is normal to have some degree of sleep difficulty in times of uncertainty and when our daily routines have been suddenly altered. (Unsplash / Gregory Pappas)

With the ongoing COVID-19 pandemic outbreak, more and more people are finding themselves confined to their homes for most of the day. Queen’s University researcher Judith Davidson is one of Canada’s leading sleep experts and says it is normal to have some degree of sleep difficulty in times of uncertainty and when our daily routines have been suddenly altered.

“People may be experiencing some trouble getting to sleep or staying asleep, associated with the uncertainty about the pandemic, processing the fast-changing global news about it, and making sense of what it all means for them, and their family and friends,” Dr. Davidson, a faculty member in the Department of Psychology, says.

Dr. Davidson has worked in sleep research since 1981 and her work now focuses on insomnia and its treatment. She is currently looking at the best ways to make effective, non-drug treatment more available to people with insomnia. She says there four things people can do to help improve their sleep, without resorting to medication:

  • Know that it’s completely normal to have some anxiety, uneasiness, and perhaps some temporary sleep difficulty at this time.
  • Keep your routines in place. If you are off work or working from home, have structure in your day. Get up at the same time each day, get dressed, and start your day. Keep your regular meal and exercise times and stick to your regular bedtime. Avoid drifting to later bedtimes and sleeping in. On the other hand, avoid going to bed earlier than usual.
  • Don’t try to sleep. If you’re in bed and it feels like you’ve been awake for more than about 15 minutes, get out of bed, go to another room and do something until you are sleepy. Return to bed when you feel sleepy. Same thing applies to waking up during the night.
  • Give your brain a break from the news and thinking about what’s happening in the world, especially in the hour before bedtime. Read a book, watch a movie, work on a jigsaw puzzle or a crossword.

Dr. Davidson explains temporary sleep difficulty can lead to irritability and low mood, and if the issue turns into chronic insomnia (trouble falling or staying asleep that persists for at least three months and that interferes with daytime functioning), there is an increased likelihood of depression, cardiovascular problems, and Type 2 diabetes.

“It doesn’t mean everyone with chronic insomnia gets these things, it means that the likelihood is somewhat higher compared to people without chronic insomnia,” she explains. “Fortunately, there is a very effective treatment for chronic insomnia called cognitive behavioural therapy for insomnia. This is the first-line treatment, above medications. So, even if you develop chronic insomnia, it can be reversed.”

For more information, visit Dr. Davidson’s website.

Adjusting to remote teaching

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Vice-Provost (Teaching and Learning) John Pierce offers guidance to instructors.

Photo of John Pierce, Vice-Provost (Teaching and Learning)
Vice-Provost (Teaching and Learning) John Pierce speaking at the Teaching Awards Reception in January 2020.

As Queen’s prepares to move to remote learning, many instructors may be looking for advice and resources on how to adapt quickly to this new situation. The Gazette connected with John Pierce, Vice-Provost (Teaching and Learning) to find out what guidance he has for instructors as they take on this challenge.

Q: Many instructors at Queen’s may not have experience teaching classes remotely. What resources are now available to those looking to enhance these skills?

John Pierce: One thing I want everyone to understand is that instructors should use a technology that they are most comfortable with. Now is not the time for experimentation. The challenge of introducing new technology is that it may bring with it unforeseen difficulties for both instructors and students. Indeed, new technology may also introduce the need for new sets of accommodations for students, and our timeline for assessing and meeting these needs. I’m encouraging instructors to rely on technology that they feel confident using – even if it’s only email communication with your students.

For instructors looking for help adjusting to this situation, there are two main resources available for them: the Centre for Teaching and Learning and their faculty or school.

The Centre for Teaching and Learning has developed a website that directs people to resources for teaching classes remotely.

And I know that each of the faculties and schools is reaching out to their instructors with support. This support is coming in many different forms, including webpages with helpful resources and online tutorials about remote teaching and the use of technology. If anyone feels like they needed help navigating this situation, they should start by reaching out to their faculty or school and also check their websites.

Q: What kinds of adjustments do you think instructors will have to make as they move to teaching remotely?

Dr. Pierce: I want to respect the variations in course content, teaching styles and assessment practices each instructor has developed, but I do have some general thoughts in this area. In putting these forward, I am thinking of the specific challenges we all face in this constantly changing environment. During this week, all instructors have the chance to review their courses to determine the adjustments they want to make. The main goal of making adjustments should be to ensure that the essential academic requirements will be met.

Many instructors might find that they need to adjust the way they evaluate their students. The first question they need to ask is if they are able to award a final grade based on the work that their students have done to date. If not, they should see if they can do without a formal exam and substitute other kinds of assignments. And if they do need to retain some form of an exam, they should do so within the scheduled exam period.

Since there are only two weeks left in the term, I also think that instructors might focus on summarizing the academic year for their students instead of bringing in new material. They could therefore put their effort into conveying the overall learning objectives and outcomes for the course to their students.

Q: What is the most important piece of advice you think that Queen’s instructors should keep in mind as they finish up this unprecedented semester?

Dr. Pierce: The most important thing for instructors to keep in mind right now is that this is an unprecedented and extraordinarily stressful time for them, for their students, and for all the staff who support the educational mission of the university. Our adjustments should always keep this context in mind.

Instructors do not need to ensure that they cover all the material originally intended for the course. We will not be able to maintain the coverage that we would have been possible under normal circumstances. And our assessments probably can’t be as thorough as they would have been. As instructors make decisions about how to approach remote learning, I advise that they keep these aspects of our situation in mind.

 

To find all the resources on remote learning offered by the Centre for Teaching and Learning, visit their website. Students who are looking for academic assistance can find resources that are available to them on the Student Academic Success Services website as well as through their faculties, schools, departments, and programs.

Queen’s offering free parking to support hospital staff

As part of the university’s growing response to the COVID-19 pandemic, Queen’s is now offering free parking on two of its largest lots to heath care staff who work at the nearby Kingston Health Sciences Centre.

Parking will be now be available at the Tindall Parking Lot, located at Albert and Union streets, and the former site of St. Mary’s of the Lake Hospital, on Union Street, without permits from March 18 through April 5, 2020. 

 

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