Tag Archive for Keep Wes Safe

Dollinger ’22: Pandemic Year in College Brings Pride, Purpose

Dollinger

An essay on campus life during the pandemic, written by Shayna Dollinger ’22, was recently published by J. The Jewish News of Northern California.

When religion major Shayna Dollinger ’22 imagined her college experience, it never involved mandatory quarantining, weekly virus testing, attending concerts—solo—in a 6-by-6-foot square space, and wearing masks at a socially distanced tashlich on Rosh Hashanah. But this was the true reality of her junior year at Wesleyan.

“But weirdly enough, I don’t miss what could have been. I am proud and grateful every day for the lengths my university has gone to keep its students safe and engaged during these turbulent times,” Dollinger wrote in an essay titled “My Pandemic Year in College Has Brought Pride and Purpose.” The essay, which was an assignment in her BIO 107: Global Change and Infectious Disease course, was later published in the Dec. 3 edition of J. The Jewish News of Northern California.

“There is a culture of mutual respect for the health of our peers,” Dollinger described. “We wear masks at all times, except when in our own residences, and we try to hold as many events outdoors as possible. We genuinely want to be here and stay here, and the only way that is possible is if we all agree to keep our campus safe and healthy. We are young people who care not only about our own health, but the health of our peers, the older members of our community, and the health of our country and world.”

Dollinger wonders what the outcome would be if the entire country were able to implement Wesleyan’s “Keep Wes Safe” strategy on a larger scale, as well as create a culture of joint responsibility. Perhaps, she writes, “this pandemic would ease its course and we might be able to prevent the next.”

“Until then, I will rock my Wesleyan University mask and find joy in my very own college experience.”

Read the full essay online at jweekly.com.

Campus Urged to Stay Vigilant; COVID-19 Testing Site Moved Indoors

covid testing

Wesleyan’s COVID-19 testing site moved to Beckham Hall for the winter season. (Photos by Simon Duan ’23)

With the holiday season approaching, Wesleyan’s Pandemic Planning Committee (PPC) reminds students, faculty, and staff to remain vigilant and safe.

“We have made it past the election and the Thanksgiving holiday is in sight,” wrote Wesleyan’s Medical Director and PCC member Dr. Tom McLarney in an email to the campus community on November 16. “As you are undoubtedly aware, the coronavirus pandemic has entered an alarming new phase, with cases rising sharply in most parts of the country and moderate increases in Connecticut. Despite the rigorous testing and safety protocols the University put in place, we are not immune from these trends, as we have also seen an increase in cases recently, though our positivity rate remains quite low.”

Earlier this month, Connecticut Governor Ned Lamont rolled the state back to “phase 2.1,” reinstating many restrictions on both indoor and outdoor gatherings. Wesleyan continues to follow state and federal guidance closely. Wesleyan’s own campus alert level is currently YELLOW, and students are advised against any unnecessary travel off campus. In addition, the Freeman Athletic Center remains closed.

To keep campus as safe as possible, Dr. McLarney urges everyone to continue to follow COVID safety guidelines, including wearing masks, maintaining social distance, and practicing careful hand washing. “The current evidence supports that face coverings—whether surgical masks or multilayered cloth masks—protect both the person wearing them along with those around them,” he wrote.

Makomenaw Focuses on Resilience Building, Prevention in Student Mental Health

Angie Makomenaw

Angie Makomenaw is the mental health education and prevention coordinator at CAPS.

Angie Makomenaw, mental health education and prevention coordinator, joined Wesleyan’s Counseling and Psychological Services (CAPS) in January 2020. She talks about her goals in this new position, the uniquely challenging circumstances affecting students’ mental health, and how CAPS is reaching and supporting students during the pandemic.

sleepYou are Wesleyan’s first mental health education and prevention coordinator. Please tell us about your role and what needs on campus you were hired to address.

This position was created out of an understanding of the importance of prevention in mental health. I am accountable for organizing initiatives for the Wes community in the areas of resilience building, holistic wellness, and suicide prevention. I am also responsible for program development, planning, and implementation, as well as assessing and evaluating the effectiveness of these programs.

Student mental health is always a need that Wesleyan takes seriously, but it seems the stakes are higher than ever this year. How would you describe the current climate and how it is affecting students?

​The combined impacts of the global pandemic, nationwide racist violence, and a contentious presidential election have resulted in unprecedented levels of anxiety and stress among students. This is why we are collaborating with our campus partners—WesWell, the Office of Support, Healing, Activism, and Prevention Education (SHAPE), and the Office of Religious and Spiritual Life (ORSL)—to provide virtual drop-in spaces. In recognition that our BIPOC students are being particularly affected by national and global events, we are offering two spaces per week specifically for these student communities so they can come together to provide and receive support. Only staff of color will facilitate these spaces. Two spaces per week are designated for student allies, and students attending these sessions will be able to receive support for themselves as well as talk more about how to be effective allies for BIPOC students. Two spaces per week will be offered as general drop-in sessions for all members of the Wesleyan community to come together. One of these sessions will involve structured mindfulness/mediation, and the other will be unstructured general support.

What is your advice for students—or anyone reading this—about coping with stress?

Stress is a natural reaction to an overwhelming situation. Just like taking care of our bodies by sleeping and eating well and exercising, it is important to take care of our minds. There are many ways this can be done: journaling, art, talking, taking recharging breaks. The CAPS team has put out videos with great advice on managing stress; see “Staying Well in the Midst of Social Distancing – Mental Health and Self-Care Routines with Dr. Visalli,” “Stress Management with Elena Cela,” and “Resilient Wellness with Dr. Kidkarndee, Tamanna Rahman, Sri Harathi, and Priya Senecal.”

Working at Wes during a Pandemic: Hurteau Helps Science Library Adapt to New Social Distancing Guidelines

The COVID-19 pandemic drastically affected the way faculty teach, students learn, and staff work to help the University. In this article, we spotlight Linda Hurteau, Science Library assistant, who has helped make the library a safe environment for patrons and staff alike.

The once busy and bustling Science Library, which stays open until 2 a.m. to accommodate those who study late into the night, is open for service this fall semester. However, the pandemic has drastically changed the way students interact with and use the library. And no one knows this better than Science Library Assistant Linda Hurteau, a 16-year veteran of Wesleyan Libraries.

“Most people are aware that Sci Li has always been the ‘noisy library’ because, from the basement to the second floor, the building is basically designed for students to be more social and group-study-friendly,” Hurteau said. “Without the ability to study in groups during this semester, we have less student traffic, and it feels very different and much quieter.”

Prior to the pandemic, Hurteau would come to campus prepared for a busy day of dealing with the remnants of the day before: searching for requested books, fixing jammed printers, maintaining copiers, working with fines and fees, putting furniture back where it belongs, and dealing with various building issues.

“I’d deal with so many students every day, and as any student who used the Science Library knows, we are a science library and supply store in one. We had always had available for any student pencils, pens, markers, staplers, scissors, folders, envelopes, and just about any other office supply they needed for their classwork. Obviously, lots of unseen projects are always happening, with library materials coming in and out and back on the shelf.”

But nowadays, Hurteau has altered her daily routine to emphasize keeping her library community safe.

Although students continue to frequent Sci Li to use public computers and printers, or to study or relax, the facility’s capacity may not exceed 50 percent. All library-goers and library staff wear masks at all times and practice social distancing.

Like students who first arrived on campus, the books also go through a quarantine period (of four days) before being recirculated. “We have the book stacks closed or off-limits at this time, and I think many students actually prefer it this way,” Hurteau said. “They request their books online, and we have them ready for students to grab and go in the lobby.”

The circulation desk is now lined with a clear, plexiglass wall to provide the staff and student workers with separation from the public. And the library’s lobby was reconfigured, by Hurteau, to allow for a safe and redirected traffic flow. You simply follow the oversized arrows.

“I have designed and constructed many parade floats on land and water for various holidays or other reasons. Anybody who works with large-scale temporary mediums knows we use lots of duct tape, cardboard, and zip ties,” she said. “I must have 50 different colors of duct tape. Using a couple carpet runners and those under-your-desk-chair carpet protectors, and making bright neon arrows out of duct tape on them, gets attention. It works very well for us.”

Hurteau credits the operating successes of the Science Library and Olin Library during the pandemic to early planning. Library staff began COVID-19 discussions as early as February and developed hypothetical scenarios and talked out various solutions to potential problems.

“Despite what some people may think, library people are very adaptable,” Hurteau said. “We knew we needed to successfully finish the semester.”

Hurteau recalls discussing how faculty could have all their course content available online; how the libraries could accommodate students’ needs in their pursuit to finish the academic year and earn their degree; how to deal with late books and waiving fines; how the campus community would retrieve their library materials; and who would and could work remotely.

“It was very obvious from the start that most of the circulation and reserve staff would still need to come to campus and work in the buildings. Once everything settled down from the spring 2020 semester, the digital requests for fall 2020 started coming in. Tons of scanning is still being done to upload for faculty course requests and reserves.”

Hurteau worked from home full-time for only two weeks and continued to manage 40 student workers through emails and Zoom meetings. “Once it was decided that the Science Library could offer many of the services we previously had through contactless means, it was (almost) business as usual,” she said.

In addition to working at the Science Library, Hurteau volunteers as a team captain for Wesleyan’s Campus Community Emergency Response Team (C-CERT).

“CERT members and Physical Plant staff have been . . . unsung heroes to many during this time,” she said. “Since the beginning of the pandemic and up until two days ago, it was mostly CERT members who would deliver breakfast, lunch, and dinner to students in quarantine on- and off-campus and be responsible for all the PPE kits on campus, from ordering and filling the bags, to distributing them to students, staff, and faculty. CERT members also would be the people on campus at 6 a.m., setting up the COVID testing tent, and in the evenings they would be the ones to pack it up for the day.”

Face Coverings become a Form of Student Expression


Three weeks into the fall semester, Wesleyan students are adapting to the “new normal” during the COVID-19 pandemic. Face coverings or masks are required in all public spaces to help reduce the spread of the virus. Some students find the masks also can serve as a fashion accessory or statement piece. (Photos by Olivia Drake MALS ’08)

campus during COVID-19

Classes Held in Socially-Distanced Indoor and Outdoor Classrooms

This fall, Wesleyan is holding in-person classes on campus in both indoor and outdoor classroom settings. More than 180 classrooms have been revised in order to achieve a minimum six-foot distance between occupants. Updated floor plans and maximum room capacity are clearly posted in each classroom.

Faculty and students are required to wear face coverings in classrooms at all times. In addition, break times have been expanded to 30 minutes or more to allow for custodians to disinfect all touchable surfaces in each classroom between classes.

(Photos by Olivia Drake)

outdoor classroom

Mary Alice Haddad, the John E. Andrus Professor of Government and chair of the College of East Asian Studies, teaches her GOVT 296: Japanese Politics course in the Hogwarts classroom, located between the Davison Health Center and the Davison Art Center. The outdoor classroom will safely accommodate up to 40 students.

Cooperation, Careful Planning Drive Successful Reactivation Efforts

covid testing

Following a mandatory two-week quarantine, students continue to be tested for COVID-19 twice a week on campus. (Photo by Olivia Drake)

Following a carefully coordinated return to campus and an initial period of remote learning during Connecticut’s mandated two-week quarantine, just two students and three employees at Wesleyan have tested positive for COVID-19 to date this fall. The low positivity rate, well under 0.1% of the entire campus population and tracked regularly on Wesleyan’s COVID-19 dashboard, reflects the care and planning that have gone into preparing the campus for the fall semester, as well as commendable adherence to safety protocols by the Wesleyan campus community. More than 15,000 tests have already been conducted.

Students are required to wear masks in all public spaces.

Students and Wesleyan employees are required to wear masks in all public spaces.

“Our positivity rate on campus is lower than in Connecticut and we’re very pleased about that,” said Rick Culliton, associate vice president and dean of students, during a virtual All-Staff Convocation on Sept. 10. “We know that’s because of the hard work of our students, and of our testing to be able to isolate . . .  watching all of the students wear masks, having physical distance between each other, and adhering to what we’re asking them to do has really been a very positive thing to see.”

Mike Whaley, vice president for student affairs, noted in a Sept. 6 message that the community’s care and diligence in following quarantine and safety protocols helped the University maintain positivity rates “well below the levels predicted by modeling.” This allowed Wesleyan to move forward into its first week of in-person classes, which saw the University maintain its low case count throughout the week. Wesleyan was recently among schools highlighted for “seemingly crack(ing) the code” in effectively navigating an in-person opening.

Culliton and President Michael Roth ’78 cited Wesleyan’s Reactivating Campus plan as a crucial part of these efforts, specifically the Community Agreement, which suggests that all members of the Wesleyan community “must act in a manner that demonstrates respect and consideration for the health and safety of others and are prohibited from creating a health or safety hazard.” Students, faculty, and staff must undergo regular COVID-19 testing, adhere to social distancing standards, and wear face coverings in classrooms and outside private spaces. They must exercise precautionary sanitization practices including regular hand washing, limiting gatherings on campus to a maximum of 25 individuals, suspending University-sponsored travel, and not permitting campus visitors. In addition, all students were required to participate in a 14-day quarantine upon arriving on campus.

Classes Begin Online during Quarantine Period

Due to the COVID-19 pandemic, the university community was under a quarantine period from Aug. 24 to Sept. 6. Students were asked to take a COVID-19 test prior to leaving home, were tested again upon arrival, and will be tested twice a week as the semester gets underway.

Through multiple platforms, including Zoom and Moodle, faculty taught all classes remotely during the first week. Following the quarantine period, faculty have the option to teach courses entirely online, in-person, or through a hybrid system through the Thanksgiving break, after which all faculty are prepared to return to distance learning.

Katja Kolcio, associate professor of dance and director of the Allbritton Center for the Study of Public Life, taught her first DANC 216: Dancing During Pandemic course online during the quarantine, but she'll move to in-person classes for the rest of the fall semester. "While the world is telling us to be remote, it's important, more than ever, to be together in a physical way," she said. The pandemic is changing how we relate, stand with each other, talk and communicate, and make meaning in groups ... so one of the most important ways to find our way forward is to explore: What does it mean to be in this new world? How do we orient ourselves in new conditions? How can we feel, how can we relate to one another in our physical selves?"

Katja Kolcio, associate professor of dance and director of the Allbritton Center for the Study of Public Life, taught her first DANC 216: Dancing During Pandemic class online during the quarantine, but she’ll move to in-person classes for the rest of the fall semester. “While the world is telling us to be remote, it’s important, more than ever, to be together in a physical way,” she said. “The pandemic is changing how we relate, stand with each other, talk and communicate, and make meaning in groups … so one of the most important ways to find our way forward is to explore: What does it mean to be in this new world? How do we orient ourselves in new conditions? How can we feel, how can we relate to one another in our physical selves?”

Damien Sheehan-Connor, associate professor of economics, is teaching ECON 222: Public Economics through Zoom.

Damien Sheehan-Connor, associate professor of economics, draws a “Utility Possibilities Frontier” figure on an iPad during his remote ECON 222: Public Economics course. This fall, Sheehan-Connor is teaching his class exclusively through Zoom. “So far it seems to be going relatively well, though it is early,” he said. “I give lectures using some mix of slides and drawing on the ‘board’ while posing questions to the class and welcoming questions that the students have.” Although he teaches in a similar way online to how he taught in-person, the most drastic change has been in how he assesses the students. He’s reduced the number of exams and added a research paper to the course requirements. “The remaining exams will also be ‘open book.’ This is not a big change since my exams tend to emphasize problem-solving and demonstrating understanding rather than testing knowledge of facts,” he said.

remote teaching

Sasha Rudensky ’01, associate professor of art, is teaching ARST 253: Digital Photography I through a hybrid system, however she’s teaching Photo I in-person only.

Johan (Joop) Varekamp, Harold T. Stearns Professor of Earth Science, is teaching ENVS 361: Living in a Polluted World. This course treats the occurrences and origins, natural pathways, toxicologies, and histories of the major environmental contaminants.

Johan (Joop) Varekamp, Harold T. Stearns Professor of Earth Science, is teaching ENVS 361: Living in a Polluted World. This course treats the occurrences and origins, natural pathways, toxicologies, and histories of the major environmental contaminants.

varekamp class

“My goal is that you learn something in this class,” Varekamp said during a remote class on Sept. 3. “I’ll do anything to make that happen.”

 

Wesleyan Offering Wealth of Resources for Remote Teaching, Learning

moodle

Bonnie Solivan, academic technologist for Information Technology Services, led a Moodle training for faculty and instructional staff who are teaching remotely. A recording of the workshop, and several others, is available on Information Technology Services’s website.

Starting last March, Information Technology Services and the Center for Pedagogical Learning began offering a number of workshops to assist faculty in the transition to remote teaching. Wesleyan is using Zoom, a cloud-based video and online chat platform ideal for distance education, and Moodle, an open-source learning management system for the majority of online teachings.

Workshop topics include how to schedule and start a Zoom meeting, meeting controls, sharing a Zoom recording, managing Zoom breakout rooms, and using Moodle. The training workshop videos are online here.

In addition, this fall 30 faculty are participating in the newly established Remote Teaching Cohorts. There are currently nine groups of two to four faculty each.