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207
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SCSM 101-11: SPRINGFIELD COLLEGE SEMINAR CLASS (Fall 2020)
Description
An account of the resource
This classes thematic focus for the semester was: The Truth about Race in America.
Moving Image
A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation.
Dublin Core
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Title
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'how my senior year went wrong in every way humanly possible'
Creator
An entity primarily responsible for making the resource
Amalya Wright
Description
An account of the resource
A five minute video created by Amalya Wright titled "How my senior year went wrong in every way humanly possible."
Subject
The topic of the resource
Amalya Wright
Date Created
Date of creation of the resource.
October 23, 2020
Publisher
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Springfield College
Date
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October 23, 2020
Contributor
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Amalya Wright
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Video
Language
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English
Type
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MovingImage
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scsm-101-11-fall-2020-026
Distance Learning
First Year Experiences
Health and Safety
-
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PDF Text
Text
“Netiquette” (Proper Online Etiquette)1
The rules for online and classroom learning are virtually the same: You study, take notes, attend classes and participate.
Online learning happens in virtual classrooms, which means you should act appropriately just as if you were physically in
class. Here are 5 basic rules of netiquette that will help you be successfully:
1. Be respectful. While it is easier to say hurtful or disrespectful things without standing face-to-face with
someone, it is important to remember that your classmates and faculty are real people who are affected by the
words you say and write. It is essential to keep in mind the feelings and opinions of others, even if they differ
from your own. When you’re working online, you’re safe behind a screen, but that’s no excuse to be rude or say
things you would never say in public. If you wouldn’t say it to someone’s face, don’t say it online either.
2. Be forgiving. If you’re offended by something another student says online, keep in mind that you may have
misunderstood their intentions. Give them the benefit of the doubt and have a conversation with that person
before jumping to conclusions.
3. Respect others’ privacy. Don’t give out another student’s personal email address without permission; and
remember, if it’s on the internet, it’s everywhere. Don’t share personal information about yourself in a public
online forum, especially something that could put your safety or security at risk.
4. Yes, grammar and spelling matter. In texts or on social media, shorthand, abbreviations or emojis are
acceptable. But for online learning, please keep your written communication professional. For example, emails
should contain a header (Professor X,), body, and closing (Thank you, Student Name).
5. Cite your sources. Whenever you are sharing an idea that originated from someone else (even if it is not word
for word), it is good practice to cite that source. This applies to discussion forums too. If you read a great
thought in your text, share it, but be sure you let your audience know where you saw it first.
Zoom Etiquette and On-Camera Tips2
1. Be aware of your audio and video settings.
a. Light your face more brightly than the background to make it easier to see you.
b. Microphones pick up all ambient noise, so keep your mic muted until it's your time to speak.
2. Look into the camera when talking instead of looking at yourself.
a. Direct eye contact into the camera while speaking gives attendees the impression that you are looking
at them, which helps everyone feel engaged and present in the conversation.
b. If you can't use video, upload a nice profile image of your face to your Zoom Account.
3. People can see you! Be aware of the image you display.
a. This includes the clothing you wear and the activities you engage in during the Zoom meeting, like eating
or having a side conversation (even if your microphone is muted).
b. Is there anything behind you that you don’t want everyone else to see (like your family watching TV)?
4. Eliminate distractions and focus on the agenda.
a. Notifications from messaging applications, ringtones, and applications running on your desktop can be
distracting, which can make your attendees feel disrespected and undervalued.
5. Most important: Be yourself and work to learn. Together, we can make online learning a rewarding experience.
*Please also take a look at this handout for more Zoom meeting tips*
1. Adapted from the University of Texas at El Paso (https://www.utep.edu); and Achieve Virtual Education
(https://achievevirtual.org)
2. Adapted from: Humbolt state University (http://humbolt.edu); and ZoomBlog https://blog.zoom.us)
��Teaching Students to use Zoom3
● Accessing Zoom: Remind your students to visit the Springfield Zoom website, https://springfield.zoom.us, and
●
●
●
●
●
●
●
log in from there to download the Zoom app on their devices. Have them do this before the first class meeting.
Zoom Tour: Give your students a tour of Zoom during your first class session and teach them how to mute and
unmute themselves. See: Attendee Controls in a Meeting
WebCams: Determine if you will require students to have their computer or mobile device webcams on during
the whole class session, or if they can turn their video off. Set this as a class rule during your first Zoom meeting.
Choosing a Space: Remind your students to be aware of what is happening behind them when their webcams
are on, particularly when it comes to other people who might be in the background. For additional guidance
have them read: What spaces can I use Zoom in? and How can I set a virtual background in my Zoom video?
Raising a Hand: Let students know how you want them to get your attention in a Zoom meeting. In small
classes, some professors ask students to raise their hands on their web cameras. Others ask students to unmute
themselves and simply chime in. In larger classes, you may want to consider enabling Zoom’s built-in nonverbal
feedback icons. See: How do I review Zoom's additional settings? and Non-Verbal Feedback During Meetings
Eye Contact: Demonstrate to your students that to maintain eye contact in Zoom they should look at their
webcams when possible, not their screens. The attached student handout on Netiquette is a helpful resource for
setting expectations with your students.
Setting Ground Rules: Set some ground rules on how you want your students to use Zoom's chat feature, and
consider disabling the private chat setting, unless you want your students to be able to send one-to-one
messages to other students without you seeing them. See: How do I review Zoom's additional settings? and
Zoom (Webinar) Chat
Note Taking Show your students how to have the Zoom window and a notepad app open simultaneously. See:
How can I take notes when using Zoom?
Tips from the FBI and Zoom for preventing Zoombombing:
● Keep meetings and classrooms private. Consider the use of the "Waiting Room" feature to control who enters.
● Do not share invites to Zoom meetings on social media. Send the meeting password directly to attendees.
● Use a random meeting ID. According to Zoom's website, this is safer than using a "Personal Meeting ID."
● Change screensharing settings to "Only Host," and use the settings to mute participants as needed.
● Lock a Zoom session that has already begun by clicking "Participants" on the bottom bar, then "Lock Meeting."
● Permanently remove participants by hovering over their name in the Participants menu, and clicking "Remove."
● And this, from zoom itself: https://blog.zoom.us/wordpress/2020/03/20/keep-uninvited-guests-out-of-yourzoom-event/
3. Adapted from http://tuftsedtech.screenstepslive.com/s/19028/m/94934/l/1213457-how-can-i-teach-my-students-to-use-zoom
�
Dublin Core
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Title
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SC Honors Program
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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"Netiquette" Guidelines
Description
An account of the resource
The document provides guidelines and advice about how to be an online learner, how to use technologies like Zoom appropriately, and how to prevent "Zoombombing."
Creator
An entity primarily responsible for making the resource
Springfield College Center for Excellent in Teaching, Learning, and Scholarship
Date
A point or period of time associated with an event in the lifecycle of the resource
April 3, 2020
Format
The file format, physical medium, or dimensions of the resource
PDF/Text
Publisher
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Springfield College
Contributor
An entity responsible for making contributions to the resource
Ian Delahanty
Language
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English
Type
The nature or genre of the resource
Text
Identifier
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sc-honors-008
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
The document shows how the college attempted to provide resources to students to facilitate the transition to online learning. It also shows the technical challenges associated with the sudden transition to online learning and a national phenomenon, "Zoom
Distance Learning
SC Communications
-
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ffac20940e417eb56fff20b02f3efbf9
PDF Text
Text
“Stay Home, Stay Safe”
Molly Coates
HNRS 192
May 2021
“Save a life, wear a seatbelt”, “A text can wait”, “Lane Closed →”, “Testing, Testing”.
Often in our lives, we drive past electric road signs. Driving down the highway can often be
seemingly mindless, yet a shining bright sign has the ability to entertain us, even if it is for a
fleeting moment. Early on in the COVID-19 pandemic, I found myself driving down I-91 South
to my dad’s house. The sign that I passed that day said: “Stay Home, Stay Safe”.
March of 2020 found me blissfully ignorant halfway around the world. Fresh off my
landing at the University of Otago in Dunedin, New Zealand it was only a matter of time before
everything flipped upside down yet again. As emails warning of a spreading infectious disease
filled my Springfield College email, the Kiwi lifestyle remained “normal”. Numbers abroad
�grew, and it was not long after that we heard of the evacuation of Springfield College students
being evacuated from European nations such as Italy and Spain. Next came the seizure of various
study-abroad programs and friends and flatmates would vanish within a day's time. Eventually,
the national 48-hour Emergency Effect solidified the need for action. The seemingly simple road
sign of “Stay Home, Stay Safe” tore my conscious in two directions over nine thousand miles of
distance.
I would end up leaving New Zealand to return home. I would be accompanied by my
brother who had been evacuated from his position in the Peace Corps to return home to Norwich,
Vermont. Gradually, we both settled into the “new normal” of the COVID-19 pandemic. Days of
nothingness would fly by. The same activities, wake up, walk the dog, breakfast, and clean your
room for the fourth time that week. Occasionally, I may have picked up a book or completed a
puzzle. Yet it was not the abrupt stop of daily life and the consequential monotony that
characterized the COVID-19 pandemic. Instead, the moment of shock and absurdity could occur
at the simplest of moments. While enjoying your brainless TV or movie programming you may
ask yourself, for just an instant: “Why aren’t they wearing masks?”
In the Fall of 2020, I decided not to stay home. Going against the advice of the shining
road sign I packed up my belongings and traveled back to Springfield College. As the year
progressed I signed up for the course HNRS 192-26 World Diseases. Gradually the brain fog of
the past year began to lift. Time allowed a logical sequence of events to explain what happened
to the world. Yet, as a human race, we cannot simply wait for the recap of events if we hope to
survive. While I enjoy the study of the past, I must acknowledge that there will be no future
unless we look forward. The COVID-19 pandemic highlighted innumerable divisions and
disparities in our national and global society. If further collaboration and communication are not
demanded, this will not be the only pandemic in my lifetime. Let us all hope that we never
“return to normalcy” because if we do, we are merely doomed to fail yet again. Now is the time
to act. We may not know what tomorrow will bring, but repeating history is no longer an option.
*The photo was taken by Chris Evans at the Springfield College Testing Center, May 2021.
�
Dublin Core
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Title
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HNRS 192: Infectious Disease in the 21st Century
Subject
The topic of the resource
Infectious disease and Health
Description
An account of the resource
An honors colloquium class that focused on infectious disease in general and COVID-19 specifically. Sections of the class were held in both the Fall of 2020 and Spring of 2021.
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
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Title
A name given to the resource
"Stay Home, Stay Safe"
Creator
An entity primarily responsible for making the resource
Molly Coates
Date
A point or period of time associated with an event in the lifecycle of the resource
May 11, 2021
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
I submitted this story for numerous reasons. Firstly, it was my final for my World Disease course. Secondly, as a History major, I believe in the importance of records. For any future scholars looking to understand the world as it was in 2020, I hope this was somewhat beneficial! Lastly, I submitted this story because through understanding others' experiences, we as a society can grow.
Contributor
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Molly Coates
Format
The file format, physical medium, or dimensions of the resource
Image/PDF
Text/PDF
Language
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English
Type
The nature or genre of the resource
Image
Text
Identifier
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hrns192-class-005
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Dublin Core
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Title
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Spring 2020 Sociology classes
Description
An account of the resource
These are items created, collected and imagined by SOCI 240-21: Global Social Issues and SOCI 430-21: Sociology of Health and Health care.
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
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Title
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"The empty panick"
Description
An account of the resource
When my family and I go grocery shopping it's not even the back of our minds to not find a grocery item in the store. Out of stock, sure, in the back of the store, of course, but to walk in and see countless rows from food to clothes just magically gone, something hits you that you wouldn't dream of... panic.
Seeing people run up and down the aisle, having two to three carts full of groceries makes you think the world is going to end. But a quick naive though slipt into our minds seeing this and it was just that people were overreacting and panicking for no reason. I was wrong, my family was wrong, my small county town was wrong and all that kept growing was our fears of the future.
It was at this point that I began to realize that this was the beginning of how our world is put to a halt in a matter of weeks.
Subject
The topic of the resource
No one
Creator
An entity primarily responsible for making the resource
Maria Socarras and her family
Date
A point or period of time associated with an event in the lifecycle of the resource
March 2020
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
To show the effects this pandemic has had on consumers and societal needs
Publisher
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Springfield College
Contributor
An entity responsible for making contributions to the resource
Maria Socarras
Format
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Image/jjpg
Type
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Image
Identifier
An unambiguous reference to the resource within a given context
wALMART.jpg
Home Life
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PDF Text
Text
2020 Springfield College Baseball Schedule
Not Found
DATE
OPPONENT
NOTES
RESULT
STATUS
LINKS
MARCH
Wed. 4
Colby-Sawyer
W, 17-3
Final - 7 innings
Recap | Box Score
Sat. 7
Western New Eng.
W, 5-1
Final - 7 innings
Recap | Box Score
Western New Eng.
W, 4-0
Final - 7 innings
Recap | Box Score
Williams
W, 6-5
Final - 10 innings
Recap | Box Score
Williams
W, 4-3
Final - 7 innings
Recap | Box Score
Sun. 8
Sun. 15
vs. Wm. Paterson @ Spring Break
Cancelled
vs. Wm. Paterson @ Spring Break
Cancelled
Endicott
Cancelled
Live stats
Endicott
Cancelled
Live stats
vs. Keuka @ Auburndale, Fla.
Cancelled
vs. Keuka @ Auburndale, Fla.
Cancelled
Tue. 17
vs. Mass.-Boston @ Spring Break
Cancelled
Wed. 18
vs. Nichols @ Spring Break
Cancelled
Thu. 19
vs. Worcester St. @ Auburndale, Fla.
Cancelled
Sat. 21
Emerson *
Cancelled
Live stats
Emerson *
Cancelled
Live stats
Tue. 24
Wheaton (Mass.) *
Cancelled
Live stats
Wed. 25
at Dean
Cancelled
Sat. 28
at MIT *
Cancelled
at MIT *
Cancelled
Mon. 30
Becker
Cancelled
Live stats
Tue. 31
at Wheaton (Mass.) *
Cancelled
Live stats
Fri. 3
at Coast Guard *
Cancelled
Live stats
Sat. 4
Coast Guard *
Cancelled
Live stats
Coast Guard *
Cancelled
Live stats
Tue. 7
at Babson *
Cancelled
Wed. 8
at Brandeis
Cancelled
Live stats
Fri. 10
Clark University *
Cancelled
Live stats
Sat. 11
at Clark University *
Cancelled
Live stats
at Clark University *
Cancelled
Live stats
Mon. 16
APRIL
/
�DATE
OPPONENT
Mon. 13
STATUS
LINKS
at Westfield St.
Cancelled
Live stats
Tue. 14
Babson *
Cancelled
Fri. 17
WPI *
Cancelled
Sat. 18
at WPI *
Cancelled
at WPI *
Cancelled
Wed. 22
Amherst
Cancelled
Thu. 23
at Keene St.
Cancelled
Fri. 24
Elms
Cancelled
* Conference
iCalendar
NOTES
RESULT
Live stats
Live stats
Bold team: Home event
RSS Feed
/
�
Dublin Core
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Title
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History 106 Class
Description
An account of the resource
This collection includes items submitted by students in Prof. Ian Delahanty's class HIST 106: The Civil War to Modern America. The class was taught in the spring 2020 semester; three sections of the class totaling 66 students contributed to this collection. Students were given an assignment in which they were asked to identify, capture, and describe an item that could be used as a primary source by future historians and researchers to study the experiences of Springfield College during the COVID-19 pandemic.
Creator
An entity primarily responsible for making the resource
Springfield College Archives and Special Collections
Publisher
An entity responsible for making the resource available
Springfield College
Date
A point or period of time associated with an event in the lifecycle of the resource
March 24, 2020
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
"The Perfect Season"
Description
An account of the resource
Springfield College Baseball Schedule/Results 2020 Season
Creator
An entity primarily responsible for making the resource
Springfield College Athletics
Date
A point or period of time associated with an event in the lifecycle of the resource
March 1, 2020
Format
The file format, physical medium, or dimensions of the resource
Text/PDF
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
This document highlights spring sports across America. Dedication, hard work and sacrifice taken away in the blink of an eye. The life of an athlete at Springfield College came to a grinding halt due to COVID-19. All for the greater good of humanity.
Publisher
An entity responsible for making the resource available
Springfield College
Language
A language of the resource
English
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
2020 Springfield College Baseball Sched...ield College Athletics.pdf
Early Days
Student Athletes
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Dublin Core
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Title
A name given to the resource
History 106 Class
Description
An account of the resource
This collection includes items submitted by students in Prof. Ian Delahanty's class HIST 106: The Civil War to Modern America. The class was taught in the spring 2020 semester; three sections of the class totaling 66 students contributed to this collection. Students were given an assignment in which they were asked to identify, capture, and describe an item that could be used as a primary source by future historians and researchers to study the experiences of Springfield College during the COVID-19 pandemic.
Creator
An entity primarily responsible for making the resource
Springfield College Archives and Special Collections
Publisher
An entity responsible for making the resource available
Springfield College
Date
A point or period of time associated with an event in the lifecycle of the resource
March 24, 2020
Email
A resource containing textual messages and binary attachments sent electronically from one person to another or one person to many people.
Dublin Core
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Title
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“Just so I NEVER forget” Facebook Post
Description
An account of the resource
This source is a Facebook post by a Springfield College student that lists the different aspects of life that have been changed by this pandemic. It ends with some inspiring words of encouragement and a reminder not to take things for granted, to be thankful, and to support one another.
Subject
The topic of the resource
Represents the general United States population
Creator
An entity primarily responsible for making the resource
Springfield College student
Date
A point or period of time associated with an event in the lifecycle of the resource
April 8, 2020
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
I chose this social media post because it shows how this crisis has impacted every aspect of life, not just for the Springfield College student, but the population in general. It is important to preserve this piece as it mentions social, political, and economic changes, and serves as an encouraging reminder to be grateful and support one another. So much is happening in the world right now with news and information being released everyday, but I found this to be a good quick summary of everything happening at the point in time. It shows the severity of the crisis in a very straightforward way that also gets across the panic and fear that people are living through. This post resonated with me because it suggests that although everyday life has changed so much, it is a struggle everyone can relate to, and it is important to stay connected as a community and check in on each other to bring about positive change in the world. This is the first time most college students are experiencing a global crisis in their lifetime. Despite that, this post shows the leadership and reflection that Springfield College students can provide relating to the bigger picture through a sense of community and connection on social media.
Social Media
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8096d788debd8b2d3b390bdfe3429975
Dublin Core
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Title
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SCSM 101-18: SPRINGFIELD COLLEGE SEMINAR CLASS (Fall 2021)
Subject
The topic of the resource
This is freshman seminar course that all first years at the school have to take.
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
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Title
A name given to the resource
A Four Month Difference
Description
An account of the resource
The first image is a photo from the day of prom where myself and two of my best friends are smiling while we pose in front of the background full of trees. The second photo is from when my NSO group went to do community service work at a women’s house in Springfield and we posed with her in front of her house.
Subject
The topic of the resource
The names of the people in the first photo are Anna, Brooke, and Krista whereas the names of the people in the second photo are Natasha, Chantel, Ramon, Mimi, Carter, Karen, Cam, and Brooke.
Creator
An entity primarily responsible for making the resource
The photographer was the women’s friend who also lived at the house
Date
A point or period of time associated with an event in the lifecycle of the resource
May 21, 2021 and September 4,2021
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
I chose these two photos because I thought it captured the celebratory moments of the end of high school and the start to a new beginning at college. My prom was very exciting because we didn’t have it junior year so it felt like the final time that my friends and I would get all dressed up to go out and dance and celebrate the end of high school together. Whereas the photo taken at the house shows the excitement for freshmen year as we were on one of the final days of NSO so that meant classes started very soon and so did freshmen year. And even though it’s hard to tell, everyone is smiling in the second photo under their mask just like in the first photo, full of happiness and eagerness to start a new adventure. Furthermore, I made many friends from my NSO group and so the comparison to four months ago where I only had two friends helps to depict the progression of growing up and going to college with no one else I knew, all on my own to having a group of friends. Therefore, the smile on my face was pure bliss that just like in high school I will find my friend group and be alright. It’s very hard to see my growth over the months but I believe these two photos help to show that my progression from teenager to adult is starting to bloom even during the unfortunate circumstances of COVID that I believe halted some of the progression from lack of being able to go out and experience life.
Publisher
An entity responsible for making the resource available
Springfield College
Contributor
An entity responsible for making contributions to the resource
Brooke Hooper
Format
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Image/jpg
Type
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Image
Identifier
An unambiguous reference to the resource within a given context
scsm-101-18-fall-2021-006
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PDF Text
Text
A Freshmen Student Athlete in the Coronavirus Pandemic
Living in the time of the Coronavirus Pandemic has been very odd to say the least. After
being told I was not going back to college last March, it seemed crazy, and it finally felt like
“wow this is very serious”. Not going to school meant no field hockey for me, and I did not
know how to feel about that. Living at home meant waking up, logging on to my 8:00 AM Bio
lecture every Monday and Tuesday, and debating whether or not to fall back asleep. When I was
at school, it was easier, because I was forced to get up and take notes, now it was all just too
weird. I would log on one class session just to wait ten minutes to log onto the next, without even
having to leave my bedroom. There was no “real” interaction and it didn’t even seem like normal
college. Also, having to stay on Zoom with my Bio Lab professor for three hours once a week
was not exactly something I’d describe as “fun.”
Before, when we attended class in person, my roommate and I would dread heading to
class, but hey at least you get to move around and actually look at real stuff with real people
around you. Instead, we watched videos of dissections -- Woohoo!
The gyms in New York where I live were closed, so I made the most out of my basement
exercise area. I would do workouts, and did my best to stay pretty consistent. I am typically one
to stay motivated on my own when it comes to exercising and personal health, but it was so
different without a team to do it with. Obviously, I couldn’t do as much as I did at
school either, not having a full gym, and only a few dumbbells to work with. It got to be a bit
boring, but as it got warmer outside, I started going to a field to practice field hockey- but
obviously I had to play it alone. My high school turf field was closed from March through
September. I had to drive an extra 15 minutes to be able play on a different field that was open.
�This did not stop me though, anything to get out of the house after being stuck in it for months
was okay by me.
By June, my boss called me back to work! I was so excited. I used to dread going to
work, and did not like being with all the kids. I work at a daycare and have done so since 10th
grade in high school. I always thought it was terrible. But, once I realized I could go back, I was
so happy to be able to get out of the house for even work and the interactions.
Being in quarantine in the summer was not as bad as the March-May period, because it
was warmer outside and just a better atmosphere in general. March, April, May, and the
beginning of June kind of really stunk. Once I got to work in June though, and the sun was out, I
was feeling much better. All I did was wake up, go to the basement to workout, came home, and
sat outside. I always thought “Oh I’ll be in shape for preseason, the gym will open soon!” But no, the gym never opened, and preseason never happened.
I was excited for the beginning of August, because my field hockey preseason would be
starting at my new school (college). Transferring was scary, and kind of weird during this time
but I was still excited to meet everyone. As the preseason date approached, we sadly found out
we’d have no season. Therefore, moving in was delayed and we would ultimately arrive on
campus with everyone else at the end of August. As the weeks went on my local gym never
opened either; Governor Cuomo hadn’t opened them until I left for school.
When I finally got to school, it was weird because everyone I met had a mask on -- how
would I know what all these new people really looked like? How would I remember everyone’s
name? My roommate introduced me to a bunch of people, and she was a returning sophomore,
but it was still very weird, and definitely not a normal feeling to me. I met the rest of the
sophomores on the field hockey team through my roommate though, and that helped make it
�easier to get to know and remember all these new girls. Socializing on weekends though, note –
it just doesn’t happen. It feels weird and not exactly like college and remains very different from
my freshman experience last year.
So far field hockey practices and lift-days are alright. We are grouped into small “pods”
of teammates and cannot scrimmage on a full field yet. During lifts we are all spaced out and can
only use certain weights assigned to us. Other than that, I am glad to be able to practice with a
team, even if we cannot play.
Overall, the Coronavirus Pandemic has been a very strange time, and everyone adapts
differently. I think without it though, I would not be the person I am today. I wouldn’t wish such
a difficult world event or situation to occur at any time-period of period, but if there is a bright
side, it did allow me and others that I am close with, to learn and grow from such a challenging
event. Even though it is weird, I think it can be helpful if we all do our best to relax, accept the
situation which we cannot control, and in the end all we can do is make the most out of it.
�
Dublin Core
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Title
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SCSM 101-11: SPRINGFIELD COLLEGE SEMINAR CLASS (Fall 2020)
Description
An account of the resource
This classes thematic focus for the semester was: The Truth about Race in America.
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Dublin Core
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Title
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A Freshmen Student Athlete in the Coronavirus Pandemic
Description
An account of the resource
A three page document titled "A Freshmen Student Athlete in the Coronavirus Pandemic" written by Maddy Dunne.
Creator
An entity primarily responsible for making the resource
Maddy Dunne
Date
A point or period of time associated with an event in the lifecycle of the resource
October 8, 2020
Publisher
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Springfield College
Contributor
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Maddy Dunne
Format
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Text/PDF
Language
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English
Type
The nature or genre of the resource
Text
Identifier
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scsm-101-11-fall-2020-018
Campus Life
First Year Experiences
Home Life
Student Athletes
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I am a current student at Springfield College in Springfield, Massachusetts. Not being
able to return to finish the second half of the Spring semester has been a rough time. Not only am
I confined to my house to continue my education, my family is also. My mother is a first-grade
teacher and hasn't been able to return to her job either. My stepfather has been working every
other day at a local college here, Vassar College, but I don't know how long that'll be, since he
will be furloughed soon.
The tensions between all of us have been high at some points, whether it's doing family
projects at home like building our almost completed patio, not communicating well, or just
seeing each other after a long day of each of our own work. It feels like my house is divided at
certain points, not being able to agree on many different topics and all of us having low patience,
itching to leave and get out of the house.
My personal experience of online learning and finishing the semester has been horrible. I
haven't been able to learn much from sitting behind a computer and trying to watch my
professors as they struggle with technology all throughout the semester and even through finals. I
also experienced this period where my professors completely changed their habits of emailing us
for every class. One professor that stopped emailing every class thought I dropped the class since
I was endlessly waiting for an email that never came. Other professors even changed how many
times they were going to teach in a week. At the beginning of online learning, I enjoyed that I
didn't have to wake up every day for class since they weren't going to be teaching, but it hurt my
whole learning experience.
Now that all my finals are done and over with, I am completely happy to not have to sit in
front of this computer every day. With that being said, I feel sorry for my parents for them still
having to work through a computer, teaching, or not being able to work at all.
This pandemic has been impacting everyone in every possible way and I feel like I'm
lucky to even have a home and a computer to continue an education. I'll finish this story with a
quote from my grandfather in lightheartedness: "If you realize it, 'pandemic' is 'dem' surrounded
by 'panic.' Seems pretty accurate."
�
Dublin Core
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Title
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Spring 2020 Ethics and Philosophy Class
Description
An account of the resource
This collection contains materials created, collected, and imagined for Prof. Meeghan Ziolkowski's Ethics (PHIL 106-22) Class for the Spring 2020 semester.
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Text
Any textual data included in the document
I am a current student at Springfield College in Springfield, Massachusetts. Not being able to return to finish the second half of the Spring semester has been a rough time. Not only am I confined to my house to continue my education, my family is also. My mother is a first-grade teacher and hasn't been able to return to her job either. My step-father has been working every other day at a local college here, Vassar College, but I don't know how long that'll be, since he will be furloughed soon. The tensions between all of us have been high at some points, whether it's doing family projects at home like building our almost completed patio, not communicating well, or just seeing each other after a long day of each of our own work. It feels like my house is divided at certain points, not being able to agree on many different topics and all of us having low patience, itching to leave and get out of the house. My personal experience of online learning and finishing the semester has been horrible. I haven't been able to learn much from sitting behind a computer and trying to watch my professors as they struggle with technology all throughout the semester and even through finals. I also experienced this period where my professors completely changed their habits of emailing us for every class. One professor that stopped emailing every class thought I dropped the class since I was endlessly waiting for an email that never came. Other professors even changed how many times they were going to teach in a week. At the beginning of online learning, I enjoyed that I didn't have to wake up every day for class since they weren't going to be teaching, but it hurt my whole learning experience. Now that all of my finals are done and over with, I am completely happy to not have to sit in front of this computer every day. With that being said, I feel sorry for my parents for them still having to work through a computer, teaching, or not being able to work at all. This pandemic has been impacting everyone in every possible way and I feel like I'm lucky to even have a home and a computer to continue an education. I'll finish this story with a quote from my grandfather in lightheartedness: "If you realize it, 'pandemic' is 'dem' surrounded by 'panic.' Seems pretty accurate."
Dublin Core
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Title
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A House Divided
Creator
An entity primarily responsible for making the resource
Brendan McGann
Date
A point or period of time associated with an event in the lifecycle of the resource
May 11, 2020
Publisher
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Springfield College
Contributor
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Brendan McGann
Format
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Text/PDF
Language
A language of the resource
English
Type
The nature or genre of the resource
Text
Distance Learning
Home Life
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ihgirA mailliW
rotceriD margorP gnitirW & cirotehR & noitisopmoC fo rosseforP tnatsissA
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,evoL
!suoegaruoc eB ”.srehto ot tnemtimmoc si evol ,raef fo ton ,egaruoc fo
tca na si evol esuaceB“ ,etorw eH .rehtona eno rof gnirac ylurt no ,snoitome namuh eniuneg no degnih ,noitarebil morf elbacirtxeni
saw erierF rof hcihw ,gnihcaeT ”.evol fo ygogadep a“ dellac neeb sah tahw rof detacovda ,erierF oloaP ,rotacude tnaillirb A
.erahs nac uoy tahw reffo dna deen yeht tahw meht ksA .ylimaf egelloC dleifgnirpS ruoy no kcehC .kcab emoc
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.yako era yeht fi ksA .setammaet ruoy ,setammoor ruoy ,sdneirf ruoy no kcehC .egreme ot nugeb evah taht skrowten lautriv
lufituaeb eht fo egatnavda ekat ot uoy egru ew ,ytinummoc egelloC dleifgnirpS eht fo srebmem sA ?ereh morf og ew od erehw oS
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gnibrutsid a sah retupmoc yM .enod evah sdik ym sgniward dna ,yrtnuoc eht ssorca sesupmac ruo no dna dleifgnirpS ni ereh
htob ,margorp gnitirW egelloC ruo rof hcaet ohw ytlucaf eht gnitroppus no seton ,gnittes enilno ylluf a ot sessalc ym gnitrevnoc no
seton–srepap yb dednuorrus elihw elbat moor gninid ym morf rettel siht gnitirw m’I ,seugaelloc ytlucaf ym fo lareves fo flaheb nO
,stnedutS raeD
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dima ytlucaf egelloC dleifgnirpS morf rettel A
�rotceriD margorP sronoH & hsilgnE fo rosseforP
eugitraL accebeR
yparehT lacisyhP fo rosseforP
namfuaK anigeR
secneicS laicoS dna seitinamuH fo tnemtrapeD eht rof riahC & rosseforP etaicossA
leoJ nasuS
hsilgnE fo rosseforP etaicossA
dnomyD enitsuJ
yparehT lacisyhP fo tnemtrapeD eht fo riahC & yparehT lacisyhP fo rosseforP
navehC ailuJ
�
Dublin Core
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Title
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SC Honors Program
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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A letter from Springfield College faculty amid switch to virtual learning (op/ed)
Description
An account of the resource
A group of Springfield College faculty wrote an open letter to Springfield College students in the early days of Spring Break after students had left campus, and after the announcement that the remainder of the spring 2020 semester would be taught on-line. published by SC MEDIA (online) in THE STUDENT (newspaper) March 20, 2020
Creator
An entity primarily responsible for making the resource
Anne Wheeler; William Arighi; Julia Chevan; Justine Dymond; Susan Joel; Regina Kaufman; Rebecca Lartigue
Date
A point or period of time associated with an event in the lifecycle of the resource
March 20, 2020
Format
The file format, physical medium, or dimensions of the resource
PDF/Text
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
This document expressed the sense of loss but determination felt by many faculty and students in the early days of the pandemic's impact on campus.
Publisher
An entity responsible for making the resource available
SC Media (The Student)
Contributor
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Rebecca Lartigue
Language
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English
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
sc-honors-008
Early Days
SC Communications
-
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PDF Text
Text
I still remember when Covid-19 began to hit the United States. My international relations
class had been discussing the possible ramifications of a global pandemic and what it would look
like in the US, blind to the fact that it would only be a matter of time before we too were
quarantined. When cases began to pop up across the country, I refused to believe that my small
town of Suffield Connecticut would ever be in danger from the virus, but I was mistaken.
Surrounding towns began to see surges in cases, especially among the older demographic.
Nursery homes and retirement centers were the first to feel the impact of the virus, next schools,
then everywhere seemed to have cases. The deaths of several turned to the deaths of hundreds
across the state and before I could fully understand what was happening, my life would be put on
hold.
It was Thursday when the news first broke that Connecticut would be looking to
implement a quarantine. I tried to consider what would change in my daily life. The end of my
senior season with my swim team was fast approaching. My team had trained the whole week
and was preparing for the Connecticut Interscholastic Athletic Conference (CIAC) states meet.
Three months of training every day for two hours had been building to this point, but we would
never be able to compete one last time. Hearing that CIAC was shutting down all athletic events
indefinitely seemed like a fantasy to me. I didn’t want to believe that my 4 year tenure with my
team would end like this. My senior swim season, the season that should’ve been the most
memorable in my early career was tarnished.
Anger was the first emotion that I experienced. I was frustrated that the students
participating in these events didn’t have any say in the decision to close down athletics, upset
that CIAC couldn’t have let the last two weeks of the season play out and deal with Covid-19
afterward. At one point, several petitions were created in hopes of sending a message to the
�director of CIAC that we wanted to compete, us seniors needed closure. Despite thousands of
signatures on these petitions, the ruling was definite. All that was left to me now were the classes
I shared and enjoyed with my friends.
Not a week went by before the announcement was made school would be closing down
until Spring break with a possibility of complete online education being implemented for the rest
of the year. I had only just come to terms with not racing one last time, but now I was being told
I may not see hundreds of people I had spent the last eleven years of my life around ever again.
We were left with one week to enjoy a normal life before saying goodbye. My friends and I
agreed to stay in contact through text, facetime, Snapchat, whatever necessary to remain sane
during our quarantine, but nothing could combat the feeling of isolation that was soon to come.
March 20th was the beginning of quarantine for our community and most of Connecticut.
The governor had enacted several guidelines and regulations to ensure as little exposure from the
public was necessary. Stores reduced their hours or closed down, gyms closed, schools closed
their facilities, masks were required when indoors, etc. This created a massive change in how my
family and myself conducted our daily lives. We had to conserve what we could to limit our trips
to public places like grocery stores. We had to be cognizant of how much we were consuming
because the masses were stockpiling things like toilet paper and hand sanitizer. Personally,
altered my health habits because gyms and many facilities were closed. I began to run and track
calories to hold off the quarantine fifteen so many were seeing. My place of employment had to
change how we did business. These changes become permanent from the end of March to the
beginning of June for our little community.
The end of May came with an email from my board of education saying graduation
would take place on June 6th. It would not be the graduation ceremony I wanted, but it would
�suffice given the circumstances. The parking lot would be transformed so that each family could
have a spot and park their car. Each student would individually walk up to the front stand and
receive their diploma. Receiving my diploma lifted a weight off my shoulders. It felt like I didn’t
have to think about being a senior anymore, I could just look towards the future rather than what
I missed in the past few months.
Shortly after graduating the state coincidentally began to reopen businesses with social
distancing and mask-wearing still in place. This allowed my friends and family to finally step
outside and enjoy each other’s company. For the remainder of the summer, I continued my
healthy living and began to partake in some instances of normal living. I was able to see my
close friends several times and take many, many hikes through nature. Life seemed to be
somewhat normal for some time.
With summer coming to a close and the beginning of college fast approaching, the
normalcy of life began to dissipate once more. Soon I would have to re-enter the habit of wearing
a mask almost everywhere, online classes, and limited time with friends. While it seems like a
drastic change from where we were just months ago, it all is beginning to feel like a new normal.
It’s now become a strange sight to see someone without a mask or not socially distancing
themselves from others. Now, I’m waiting to see if this becomes a semi-permanent normal, or
just how life will be for the next few months.
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
SCSM 101-11: SPRINGFIELD COLLEGE SEMINAR CLASS (Fall 2020)
Description
An account of the resource
This classes thematic focus for the semester was: The Truth about Race in America.
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
A Local Pandemic Experience
Description
An account of the resource
A three page document titled "A Local Pandemic Experience" written by Andrew Martin-Ryan.
Creator
An entity primarily responsible for making the resource
Andrew Martin-Ryan
Date
A point or period of time associated with an event in the lifecycle of the resource
October 20, 2020
Publisher
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Springfield College
Contributor
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Andrew Martin-Ryan
Format
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Text/PDF
Language
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English
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
scsm-101-11-fall-2020-011
Date Created
Date of creation of the resource.
October 20, 2020
First Year Experiences
Home Life
Student Athletes
-
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72e19dc19164147fc7a6601e95eaf076
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
SCSM 101-18: SPRINGFIELD COLLEGE SEMINAR CLASS (Fall 2021)
Subject
The topic of the resource
This is freshman seminar course that all first years at the school have to take.
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Dublin Core
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Title
A name given to the resource
A Long Wait
Description
An account of the resource
Picture of a parking lot located in front of a Urgent Care in Springfield, Massachusetts.
Subject
The topic of the resource
Randoms
Creator
An entity primarily responsible for making the resource
Google Street View
Date
A point or period of time associated with an event in the lifecycle of the resource
September 3, 2021
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Why did I choose this photo: The reason I chose this image is because it is the location where I had to sit for approximately four hours, now let me tell you why. Due to COVID-19, to attend Springfield College, all students must have had their second vaccination dose two weeks before arriving on campus. For me that was not the case, I received my second dose about a week before arriving on campus. It had been a few days before move-in day. Springfield had sent an email out about students that had not been vaccinated for a full two weeks where required to show up on campus with a negative test result. I had been pretty excited about moving in and assumed that I had completed everything I needed, so I really didn’t pay much attention to that email. I had arrived on campus to the testing station and they explained to me that I needed a rapid COVID-19 test. They gave me a location that did rapid tests. Well it wasn't so “rapid”. My mother and I arrived at Urgent Care and they explained to us that there is a three hour wait because of how many other people were there for tests. I could imagine students from surrounding schools had the same issue which is why the wait was so long. Nevertheless, my mother and I waited three plus hours in the parking lot. I ended up missing the first day of the New Student Orientation due to the long wait for a rapid test and moving my things into my dorm room.
Publisher
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Google Street View
Contributor
An entity responsible for making contributions to the resource
Giovanni Henrickson
Format
The file format, physical medium, or dimensions of the resource
Image/jpg
Type
The nature or genre of the resource
Image
Identifier
An unambiguous reference to the resource within a given context
scsm-101-18-fall-2021-009
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4d8abeb85502a1b749880b60fd8bfd89
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
History 106 Class
Description
An account of the resource
This collection includes items submitted by students in Prof. Ian Delahanty's class HIST 106: The Civil War to Modern America. The class was taught in the spring 2020 semester; three sections of the class totaling 66 students contributed to this collection. Students were given an assignment in which they were asked to identify, capture, and describe an item that could be used as a primary source by future historians and researchers to study the experiences of Springfield College during the COVID-19 pandemic.
Creator
An entity primarily responsible for making the resource
Springfield College Archives and Special Collections
Publisher
An entity responsible for making the resource available
Springfield College
Date
A point or period of time associated with an event in the lifecycle of the resource
March 24, 2020
Email
A resource containing textual messages and binary attachments sent electronically from one person to another or one person to many people.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
A Message from the President - Commencement Ceremonies
Description
An account of the resource
Due to the COVID-19 pandemic, Springfield College was forced to postpone its much anticipated Commencement ceremonies. The source, written by Springfield College President Mary-Beth A. Cooper, discusses graduating students survey results which asked about the students preference for rescheduling Commencement dates.
Subject
The topic of the resource
Graduating students, Class of 2020
Creator
An entity primarily responsible for making the resource
Springfield College President Mary-Beth A. Cooper
Date
A point or period of time associated with an event in the lifecycle of the resource
Wednesday, April 8 2020, 8:43 AM
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
As a senior at Springfield College during the midst of the COVID-19 pandemic, this email was very important to receive. Something that the class of 2020 had been looking forward to for the past four years had suddenly and unexpectedly been taken away from us. With this email, the senior population gained renewed hope and relief. Hope in looking forward to the rescheduled Commencement dates, and relief in knowing that our dedication and strenuous work we put in did not go unrecognized.
Publisher
An entity responsible for making the resource available
Springfield College
Contributor
An entity responsible for making contributions to the resource
Taylor Keiderling
Format
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Text/jpg
Language
A language of the resource
English
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
OfficeOfThePresidentLetter-CommencementCeremony.jpg
SC Communications
Senior Experiences
-
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8b2191ba8a6dde4bc4e890336969b415
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Springfield College Seminar 2H
Description
An account of the resource
This collection contains items that were created by students in the Fall 2020 SSCSM 101-2H Springfield College Seminar course.
Date
A point or period of time associated with an event in the lifecycle of the resource
Fall 2020
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
A New Classroom
Description
An account of the resource
We live in scary times. People are forced to isolate themselves from their loved ones. You can only see people's eyes and their smiles remain hidden under the masks. Education has totally changed. The bed has become our classroom and zoom are main learning tool.
Creator
An entity primarily responsible for making the resource
Alejandra Ladines
Date
A point or period of time associated with an event in the lifecycle of the resource
September 1, 2019
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Has the pandemic affected the quality of education we receive?, is a question I often ask myself. As someone who loves to learn I am afraid that the quality of education I receive is not as good as how it was before Covid. How can the college ensure the students that they are being equipped in the best way through these strange times to become future professionals?
Publisher
An entity responsible for making the resource available
Springfield College
Contributor
An entity responsible for making contributions to the resource
Alejandra Ladines
Format
The file format, physical medium, or dimensions of the resource
Image/jpg
Type
The nature or genre of the resource
Image
Identifier
An unambiguous reference to the resource within a given context
HP.jpg
Distance Learning
Home Life
-
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2b637a9480b91075b639222505061702
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
SC Community Contributions
Description
An account of the resource
These are items that are donated by members of the Springfield College community that are not connected with classes, departments, clubs, and/or a special project.
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
A new information desk!
Description
An account of the resource
A photograph of the preparations taken to protect patrons and staff at the information desk for Library Services in the Learning Commons at SC. Plexiglas barriers were placed before the desk before the return of the students. On the staff side of the desk is a box of tissues. You might be able to just get some if you are a patron...
Subject
The topic of the resource
Library Services
Learning Commons
Creator
An entity primarily responsible for making the resource
Frank Henry
Date
A point or period of time associated with an event in the lifecycle of the resource
July 17, 2020
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Shows how drastically our physical world changed due to the Pandemic. The hands-on closeness that defines customer service in most libraries suddenly become much different. Zoom, chat, telephones, and talks behind glass...
Publisher
An entity responsible for making the resource available
Springfield College
Contributor
An entity responsible for making contributions to the resource
Jeffrey Monseau
Format
The file format, physical medium, or dimensions of the resource
Image/jpg
Language
A language of the resource
English
Type
The nature or genre of the resource
Image
Identifier
An unambiguous reference to the resource within a given context
unnamed
Faculty/Staff Experiences
Health and Safety
Springfield Campus
-
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144177d062b4416d39a1c073a395be19
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
History 106 Class
Description
An account of the resource
This collection includes items submitted by students in Prof. Ian Delahanty's class HIST 106: The Civil War to Modern America. The class was taught in the spring 2020 semester; three sections of the class totaling 66 students contributed to this collection. Students were given an assignment in which they were asked to identify, capture, and describe an item that could be used as a primary source by future historians and researchers to study the experiences of Springfield College during the COVID-19 pandemic.
Creator
An entity primarily responsible for making the resource
Springfield College Archives and Special Collections
Publisher
An entity responsible for making the resource available
Springfield College
Date
A point or period of time associated with an event in the lifecycle of the resource
March 24, 2020
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
A Quiet Campus
Description
An account of the resource
This is an image of an empty bench overlooking Lake Massasoit. There are usually many students spending their days outside here before the campus closed due to Covid-19.
Creator
An entity primarily responsible for making the resource
Springfield College Instagram @springfieldcollege
Date
A point or period of time associated with an event in the lifecycle of the resource
March 27, 2020
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
I chose this photo because it perfectly captivates an empty Springfield College campus. This image shows what it is like during this pandemic. Everybody is social distancing and there are no more students left on campus after Springfield College transitioned to online classes. What normally would be pictured with many students enjoying a beautiful sunny day, it is a photo capturing the quiet, solitude of Lake Massasoit with no students present. It captures the sadness of everybody that had left campus but also the strength as everyone is pushing through during these tough times. I am sure many are reminiscing their last few months on campus but we are always connected through our pride and love for Springfield College. This image keeps us all connected during this pandemic.
Publisher
An entity responsible for making the resource available
Springfield College
Contributor
An entity responsible for making contributions to the resource
Abigail Edge
Format
The file format, physical medium, or dimensions of the resource
Image/jpg
Type
The nature or genre of the resource
Image
Identifier
An unambiguous reference to the resource within a given context
quietcampus.pdf.jpg
Early Days
Social Media
Springfield Campus
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PDF Text
Text
Nicole Pino
Professor Delahanty
Springfield College Seminar
21 October 2020
A School Year of Disappointments
Senior year. The last stretch before really being considered an adult. I was beyond
excited. We were finally allowed to eat outside during lunch, come in late if we had a study, got
the good parking spots up front, we could even have coffee which was very important on the
days that dragged on. I was most excited for friday night football games under the lights,
standing on the sidelines with the rest of my team and winning the homecoming game. But that
didn’t exactly happen. EEE took away the lights from us and almost took the whole season with
it. Luckily we played through. We didn’t know it yet but those days were the very start of the
curse of 2020.
In December, word of the so-called “Coronavirus” started spreading through the media. I
can remember seeing a bunch of different memes about it but not thinking anything of it
because it was so far away from us all the way in China. Then by the end of January things
started getting serious. January 20th, ten days before my 18th birthday, the first Covid case in
the U.S. was reported. I was terrified. All the jokes we made about how it could never get here
came back to haunt us. This was really happening. We managed to survive February in my
town. All was going well up until the middle of March when a guy from the high school a town
over was confirmed of having it. It was the week before March Madness Spirit Week which was
HUGE at my high school. It was also the week of my final football banquet and the beginning of
practices for the lacrosse team. On March 13th my world stopped dead in its tracks. At the end
of that day there was an announcement and I remember it clear as day, “The high school will be
�closing down for two weeks for safety reasons. All students should bring home books and
supplies necessary to complete homework for said time.” We were so excited because we got
an extra two weeks off from school and when we came back, there’d be one week of class and
then April Vacation. However that turned out not to be the case. Two weeks turned into three,
then four, and then the whole rest of the year.
That announcement was just one of things that caused my world to crumble. Right after
school ended, I was in the band room for the weekly Tri-M Music Honors Society meeting and I
got a text from my dad; “Call me - we need to talk.” I don’t know about anyone else’s dad but
when I get texts like those it's never a good thing, especially when it's two o’clock in the
afternoon and I know he’s still at work. I left my meeting early because I knew this had to be
important. For a little background, my parents are divorced and have been since the beginning
of my freshman year of high school so I’d only get to see him once every other weekend. I,
having always been my dad’s little girl, took it really hard at first and still struggle with it to this
day because we’ve always been so close. At the time he asked me to call him, he was living in
my grandmother’s house and was taking care of her because she got knee surgery and couldn’t
walk around the house yet and had just beaten cancer a few years prior. When he answered the
phone, I could tell he was already choked up. He tells me that because of the Coronavirus
shutting down schools and because Mimi’s immune system was still very weak, I couldn’t come
over to see her which also meant I couldn’t see him either for at least a month. The news hit me
like a bus. I started tearing up immediately because that day I was supposed to see the both of
them. It was hard having the one thing you were looking forward to all day be the thing that got
ripped away from you in an instant. I got off of the phone and it took everything in me not to cry.
I felt like the world stopped and everyone was looking at me. There was so much that happened
within an hour and I couldn’t control it and it was killing me. I just needed a hug.
Then quarantine happened and my mental health took the biggest hit. I became
extremely unmotivated and didn’t want to do anything. I holed myself up in my room and didn't
�do anything except my online classes/homework, sleeping, eating, and watching Netflix. My
body started to feel so weak because I would barely move from my bed. I went from dancing at
least two hours everyday of the week and weekend in the studio to only an hour every other day
of the week. Dancing became my outlet for my emotions. On Wednesdays we’d have a
combination class where my teacher would teach 2 8-counts of a combo and let us improvise
for the rest of the song. The songs would always be in the contemporary style so every week it
was like I got to write down my feelings on a page except it was my body writing words on the
walls of my bedroom. Dancing was one of the things I missed the most. The girls on my team
are some of the closest friends I’ve had and it took a huge toll on all of us when we found out we
weren’t going to have a final competition season. I didn’t hang out with my friends, although I
really wanted to, because I wanted to see my dad and grandmother. It was one of the only two
things keeping me somewhat focussed on school. The other was I knew if I failed any of my
classes I wouldn’t get to graduate.
Fast forward a few months through quarantine, online schooling, and LOTS of Netflix, it
was almost June which meant I finally got to graduate. I had been waiting for this day for four
years. Our school was very hesitant about letting us have a ceremony because there were 169
kids in my class. The administration settled on a drive-by graduation where we’d drive up to the
front of the school, take our diploma, walk to the center of the small stage, switch our tassel,
take a picture, and leave. I was somewhat thankful that we didn’t have to sit in the sun for hours
like we would have if it was completely normal but it wasn’t great either. I was just happy it was
over and I was free of the burden that was high school and all the drama that went with it;
especially during quarantine. Going through what I did id something that I wouldn’t even wish on
my worst enemies.
�
Dublin Core
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Title
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SCSM 101-11: SPRINGFIELD COLLEGE SEMINAR CLASS (Fall 2020)
Description
An account of the resource
This classes thematic focus for the semester was: The Truth about Race in America.
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Dublin Core
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Title
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A School Year of Disappointments
Description
An account of the resource
A three page document titled "A School Year of Disappointments" written by Nicole Pino.
Creator
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Nicole Pino
Date
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October 21, 2020
Publisher
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Springfield College
Contributor
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Nicole Pino
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Text/PDF
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English
Type
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Text
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scsm-101-11-fall-2020-009
Date Created
Date of creation of the resource.
October 21, 2020
First Year Experiences
Health and Safety
Home Life
Student Athletes
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PDF Text
Text
A Voice From 2020
How can I begin to characterize an event in our lives that is so far from being
over? Being in the middle of a pandemic is unlike any experience I have ever had. The
virus has no sympathy. It does not pick and choose who it affects but instead invades
any person that it can reach. This has resulted in numerous months of isolation and
loneliness for a lot of people. Yes, thanks to technology we can still communicate with
friends and family through a screen, but this is no substitute for face-to-face interaction;
something that we previously took for granted. Schools began to close in the middle of
March and since then there have been multiple waves of the virus. Now it is December
and another major wave has hit the country, but despite this, the administration of a
vaccine has started, and the storm cloud that has cast a gloom over the entire world for
the past year seems to slowly be lifting.
Covid-19 has caused so many aspects of my life to be uprooted. The end of my
senior year in high school was basically canceled: no prom, no spring track season, and
a graduation ceremony with only 20 out of the 400 students in my graduating class. I
already felt like I was living in a dystopian society, but little did I know that this was the
tip of the iceberg in terms of normal aspects in my life that would be taken from me.
Every kid dreams of going to college, to finally live on their own with no parental
guidance. All of my ideas of what I imagined my college experience to be like were
immediately thrown out the window. Masks had to be worn everywhere besides my own
dorm room. Walking around campus I could not make out the faces behind the masks.
In my double dorm room, besides me and my roommate, only two others could be in
there at a time. My soccer season was modified to the extent that we played zero
�games and practiced only three days a week. School did not feel like school. I rolled out
of bed for my 8 am class at 7:59 am only to go sit at my desk, flip my laptop open, and
click on a link to a Zoom meeting, still in my pajamas and wrapped in a warm blanket.
Even that was more than I had to do. I could have just logged into Zoom from my bed,
but knowing myself I would not have been able to focus on school and might have even
drifted off to sleep during a class if I did that.
Despite all of these changes that no one expects to have to endure when going
to college for the first time, I was still able to make new friends, socialize safely on the
weekends, learn a lot, and play the sport I love. This all ended abruptly though when at
the end of October, all members of Gulick Hall, where I lived, were quarantined and two
days later all classes went remote. Students were given the option to stay on campus or
to go home until the start of the spring semester. Most everyone chose to go home, as
did I. This sudden change caused my final days of living at school for the fall semester
to be filled with stress. On top of the normal anxiousness that I was already feeling, my
roommate found out that she was in close contact with someone that had tested
positive. This made me wonder if I should go home or not. My mind was swirling with
questions. Should I go home and risk bringing the virus to my family? Should I stay and
be quarantined for two weeks in Gulick without my friends as they were moving back
home? My parents made the decision for me: I was coming home. I got a Covid test on
the morning of the day I moved out. I had to move every last thing out of my dorm room
by myself as my parents were not allowed to enter the building. On my ride home I wore
a mask as I had spent the last 48 hours in my ten-foot by ten-foot dorm room with a
potentially infected person.
�At home, I immediately quarantined myself in my room, not knowing if my
exposure to the virus had caused me to become infected. I received my test results the
next day and I was negative, but my roommate also found out that she was positive that
same day. The tricky thing about Covid is that even though I tested negative, the health
center told me that a positive test result could still be produced up to fourteen days after
I was last exposed. For the next two weeks, I lived in my bedroom, leaving only to walk
the five steps out my door and into the bathroom, or to go for runs around my
neighborhood. My parents brought food up to me on a tray and I would even eat with
my door open so I would feel like I was at least partly eating with my family. I tried to
keep myself occupied so I would not think about the high possibility that I was infected,
but it was difficult not to let my mind wander. After one week of quarantine, I tested
negative again. I loosened my restrictions a little to allow myself to go into the kitchen to
make my own food but was still wearing a mask in my own home. On the last day of my
two-week quarantine, I went to get tested for the third and final time. This was the
moment of truth. The next morning I woke up to a negative test result. I was lucky. I feel
like I escaped not only Covid but the long-term effects from it that no one knows about
yet.
I feel grateful that I was able to learn about Covid-19 while I was living through it.
This class has taught me so much about infectious diseases. I was able to gain a better
understanding of the microscopic world around me. What I have learned is something
that I will be thinking about years from now, even in the absence of Covid. A major
takeaway from this class for me is how nations across the globe can be better prepared
and equipped to take on a virus, like the coronavirus, before it manifests itself in the
�human population. In six years I will be graduated from the physician assistant program
here at Springfield College. Who knows, maybe I will travel to underdeveloped nations
and teach fellow medical professionals how to prepare for pandemics before they
emerge, and it will all be thanks to this class.
�
Dublin Core
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Title
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HNRS 192: Infectious Disease in the 21st Century
Subject
The topic of the resource
Infectious disease and Health
Description
An account of the resource
An honors colloquium class that focused on infectious disease in general and COVID-19 specifically. Sections of the class were held in both the Fall of 2020 and Spring of 2021.
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
A Voice From 2020
Description
An account of the resource
This document includes my own characterization of the pandemic, my personal experiences of living through Covid-19, and my takeaways from this class.
Creator
An entity primarily responsible for making the resource
Taylor Gibson
Date
A point or period of time associated with an event in the lifecycle of the resource
December 2020
Format
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Text/pdf
Coverage
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Years down the road, when Covid-19 is not a prevalent virus anymore, future students at Springfield College will be able to read this piece and learn about what it was like to live during a pandemic.
Publisher
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Springfield College
Contributor
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Taylor Gibson
Language
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English
Type
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Text
Alternative Title
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hnrs192-class-001
Campus Life
First Year Experiences
Health and Safety
Home Life
Student Athletes
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18a439ed2b8007cf0d43e8019281eb84
Dublin Core
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Title
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History 106 Class
Description
An account of the resource
This collection includes items submitted by students in Prof. Ian Delahanty's class HIST 106: The Civil War to Modern America. The class was taught in the spring 2020 semester; three sections of the class totaling 66 students contributed to this collection. Students were given an assignment in which they were asked to identify, capture, and describe an item that could be used as a primary source by future historians and researchers to study the experiences of Springfield College during the COVID-19 pandemic.
Creator
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Springfield College Archives and Special Collections
Publisher
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Springfield College
Date
A point or period of time associated with an event in the lifecycle of the resource
March 24, 2020
Email
A resource containing textual messages and binary attachments sent electronically from one person to another or one person to many people.
Dublin Core
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Title
A name given to the resource
Academic Policy Changes at Springfield College
Description
An account of the resource
This is an email from the Office of Academic Affairs at Springfield College. This email is addressing new academic policy changes that have been put in place due to the transition into online learning that has resulted from the coronavirus pandemic. These accommodations are aiming to give students a better chance to succeed online by offering different options to receive grades. These options include pass/fail, course withdraw, and incomplete. Later on in the email, each option is explained into further detail and deadlines are given for students who choose to use any of these accommodations.
Subject
The topic of the resource
Springfield College Students
Creator
An entity primarily responsible for making the resource
Office of Academic Affairs at Springfield College
Date
A point or period of time associated with an event in the lifecycle of the resource
March 31, 2020
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
I chose this email because it represents the lengths that the college has had to go to in order to accommodate for their students during this pandemic. Not only have we had to transition to online learning, but the school has also had to make changes to the academic policy so that students can succeed online. This requires a lot of time in effort from the Office of Academic Affairs. The fact that they are willing to make these changes for the greater good of the students displays a great amount of support from the Springfield College community. They have clearly acknowledged that this change is hard on everyone, especially students, and they are willing to help in any way that they can. This relieves a lot of the stress that students are experiencing during this time and gives them hope that they can still perform well. It makes me proud to be a part of a school that is so accommodating in hard times like these.
Publisher
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Springfield College
Contributor
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Emma Blomstrom
Format
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Text/PNG
Language
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English
Type
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Text
Identifier
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Screen Shot 2020-04-20 at 12.55.26 PM.png
Early Days
SC Communications
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335c01500dea8ef07247ff5279684643
PDF Text
Text
Proposal to Recognize/Compensate Adjunct Faculty for Additional Responsibilities Related to Moving
Courses to Distance Learning
Springfield College significantly benefits from committed and dedicated adjunct faculty who teach
courses for us in a wide variety of disciplines. Adjunct compensation, as elsewhere, inadequately reflects
the quality of the instruction provided by adjunct faculty and the degree to which SC depends on them.
Therefore, following a review of statements by professional organizations (e.g. Modern Language
Association), as well as of documentation prepared by other institutions, we request that the Faculty
Senate pass a resolution asking the PLT to do the following:
● Formally acknowledge the service and professionalism of contingent faculty during the
unprecedented circumstances catalyzed by the COVID-19 pandemic;
● Provide one-time stipends to adjunct faculty members in recognition of the labor associated
with remediating courses that were already underway and for the additional emotional and
pedagogical support that our students will require;
● All considerations of the formative nature of Spring 2020 course evaluations be extended and
communicated to part-time faculty;
● Where possible, enable department chairs and program directors to provide adjunct faculty
members with offers of continued part-time employment for the fall 2020 semester that is
commensurate with their employment for the spring 2020 semester, even if it means reducing
the course cap for certain sections.
Rationale
The current COVID-19 pandemic has impacted all faculty in terms of the challenges presented by shifting
courses from face-to-face to remote instruction. The additional week of spring break has provided the
time to make the transition in course design and, for many of us, developing and/or improving our skills
related to remote learning resources. This has been a time-intensive process and adjunct faculty have
had to do it, too. In addition, asynchronous on-line instruction typically results in more intensive time
demands on all faculty as there are more assignments to assess and more feedback to provide
electronically to students. We are all also expecting that students’ anxiety will be heightened as they
move into an unfamiliar learning modality which will likely increase student-instructor communication.
This work falls outside the typical adjunct teaching contract at SC and, given the adjunct compensation
at SC, has likely come at a cost of both time and money. At a time of precarious employment, we should
expect that some of our adjunct instructors have lost other non-teaching income and are stretched and
stressed financially.
Some colleges and universities have recognized this additional expectation and are compensating
adjunct faculty for this extra work. As with the room and board rebates to students, additional
compensation, perhaps coming out of unspent travel and conference budget lines, sends a message of
SC’s commitment to fair compensation of our part-time colleagues, and might yield goodwill from fulland part-time faculty, as well as help with employee retention.
While recognizing the financial pressures wrought by the COVID-19 pandemic, we recommend
that a good-will supplemental stipend to adjunct faculty, possibly funded by remaining
faculty development and department travel grant budget lines.
We are attaching some useful links to articles and professional organization statements about the
ethical obligations to compensate adjunct faculty for the extra work they have been asked to do for the
College.
�Articles from publications associated with higher education
● “Adjusting to Emergency Online Instruction Poses Extra Challenges for Adjunct Faculty”
● “Covid-19 Widens Divide Between Secure and Insecure Instructors”
● “Covid-19: How Adjuncts Are Impacted”
Statements from Professional Organizations
● AAUP and AFT Principles for Higher Education Response to COVID-19
● MLA Statement on COVID-19 and Academic Labor
● ASA Statement on Faculty Review and Reappointment Processes During COVID-19 Crisis
MOTION #1
The Faculty Senate acknowledges the service and professionalism of adjunct faculty during the
unprecedented circumstances catalyzed by the COVID-19 pandemic.
MOTION #2
While recognizing the financial pressures wrought by the COVID-19 pandemic, the Faculty
Senate recommends that the college provide a one-time good-will supplemental stipend to
adjunct faculty. This good-will stipend is recognition of the labor associated with remediating inperson courses already underway and for the additional emotional and pedagogical support that our
students require with remote teaching.
MOTION #3
The Faculty Senate recommends that the same considerations in the evaluation of teaching being used
with full-time faculty be extended to adjunct faculty.
MOTION #4
The Faculty Senate requests that Department Chairs and Program Directors provide adjunct faculty
members with offers of continued employment in an adjunct capacity for the fall 2020 semester that is
commensurate with their employment for the spring 2020 semester, acknowledging that this may mean
reducing the cap for certain sections of courses.
Notes/additional resources:
● These reflect best practices in the moment.
● https://tenureforthecommongood.org/statement-on-equity-and-teaching-during-the-covid19-epidemic/
● 2018-19 AY. For that year, we had 347 adjunct faculty (210 full-time). So, if the proposal were
to be for $200/person (or if that figure was put forward in the discussion of the motion), that
would be $69,400.
● Other institutions (AW):
○ leaving it the department level; chairs are able to reallocate funds of their own accord
○ look for clauses that compensate anyone for online course development
○ counted the extra week of development time as compensation
�
Dublin Core
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Title
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SC Honors Program
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
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Title
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Adjunct Pay Motion, SC Faculty Senate
Creator
An entity primarily responsible for making the resource
Springfield College Faculty Senate
Description
An account of the resource
This story captures an important discussion within the SC Faculty Senate during the COVID 19 crisis.
Publisher
An entity responsible for making the resource available
Springfield College
Date
A point or period of time associated with an event in the lifecycle of the resource
2020
Contributor
An entity responsible for making contributions to the resource
Ian Delahanty
Format
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Text/PDF
Language
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English
Type
The nature or genre of the resource
Text
Identifier
An unambiguous reference to the resource within a given context
sc-honors-003
Faculty/Staff Experiences
SC Communications