1 20 26 https://d1y502jg6fpugt.cloudfront.net/51391/archive/files/162f30169c537bed88bb2bdf7e959aa9.mp4?Expires=1777507200&Signature=XvmxuWQcNCopvDvsOJ-5xoZZe1l5bs4w7oLEPCz2aCIC-pzziE5NHXY3c28wVFzf2YjHPhXewPeG-CB1xTHL4uEYvyEW2OILeeAfRZRtTztacQrAGS4ySLvgWiVxvxk1egA-SoRlvY9gHe2iL3S0vK8bN9eg6sHNhkcQLyBK9a4azLAhEKx21BQQtWAnaFAn3C2qgVKyOIhql2nz5aKvrLXzLbiKwyXbTBKgm5mAsnQOn2RUuZrOfGhcIm1Lws9p5Wbh0uFfCuPffhIMFbwwuetbwvxcEZVEKJtJPAWJDySbnc-WQ66QAfA0qysINj4BQxcYJiVEKsE1Ti%7EGpbHXTw__&Key-Pair-Id=K6UGZS9ZTDSZM 5d159bbdbf2a28d305703c47cd74ad7d 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. 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 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 '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 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 October 23, 2020 Contributor An entity responsible for making contributions to the resource Amalya Wright Format The file format, physical medium, or dimensions of the resource Video Language A language of the resource English Type The nature or genre of the resource MovingImage Identifier An unambiguous reference to the resource within a given context scsm-101-11-fall-2020-026 Distance Learning First Year Experiences Health and Safety https://d1y502jg6fpugt.cloudfront.net/51391/archive/files/17fe4c80885da5cec69569f40cec86c7.pdf?Expires=1777507200&Signature=AODfOQG0uLvD8rognrm0RVlyXuBLPOhF%7Eaz84vPbd5lavDFPoSCHdzWrNspIyjAfAraHqjr6m9alfhrLs9Wmld96BO0agpHICrWzeJtwygnG9yvkNiCuRWry6jQks5T2jyoYfh5larvxmQJG3-9LS83yKJbLU7S82PDtYI-z7BKfSbveVkGab-24zHA5mBte1T%7EN5zjl0DVImYm7VXNT586Q4aHH004JhV3wDN2cxI7cbomN-QuZ2hr4EAZrHcVpzEUcDuZQvb7RlJW9AKR-xBiwwgB2vjPHC%7EUva3LfcAAF4DEFvdvdnkAGDbE5ZgYSG%7ELQhMtPTxEeeaAiOVF%7Eog__&Key-Pair-Id=K6UGZS9ZTDSZM d6132a6bd4b1810cbbd5fd8112ac83e7 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 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 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 A name given to the resource "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 An entity responsible for making the resource available Springfield College Contributor An entity responsible for making contributions to the resource Ian Delahanty 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 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 https://d1y502jg6fpugt.cloudfront.net/51391/archive/files/4d84f80a12ef3c0a578262cbf9c440b0.pdf?Expires=1777507200&Signature=DZx9c1WMqm3-GhToWk2pXUYwRq7NSEuY2ixwMNGEOR6CymIkiGJ9jW3JOeS3UrbnaYXSd%7Ei54aOAU8AB37X2Ugw9jjciOM1Z0R9VGCkQ66%7EtWJbq2hZ8GBn2tutIIOsd8jYDkL9j9-JF51wY3h5%7EM%7E11HE54On8ytGZOsqMaQvirIBEaE%7EPakArRnSo8Ln8RhNMdzbgYwIWY9RrN%7EdGa-LoEDn8Z1AmApmHUpuphlzLRgj%7EtecE9UDyS2-Kpys-5CdJhiIR7Hs-4m6WaMO014LtmWJ5iNuk%7E4T--p3E94RHJ57%7Eh-7GTynd7eSLMVnWcdwpkQK4nwKwNMzkF9GhF6g__&Key-Pair-Id=K6UGZS9ZTDSZM 42868e42eb50ed8c6f7b02e0337e38f4 PDF Text Text 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 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 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 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 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 An entity responsible for making the resource available Springfield College Contributor An entity responsible for making contributions to the resource Brendan McGann Format The file format, physical medium, or dimensions of the resource Text/PDF Language A language of the resource English Type The nature or genre of the resource Text Distance Learning Home Life https://d1y502jg6fpugt.cloudfront.net/51391/archive/files/d657cb0b84f68ca43327d316a06187de.jpg?Expires=1777507200&Signature=ipRL2mnpdBFwvKE2ziUx9T7wcaW%7ErEBZ9ugdeSGi5Cz7QYYtEDpqzOChpoQ-XMy3wOU6KDz2-codRWHbwKwB0XN7-CDPEuuZvzwqIL7G4CCWDzhQxI-upIA1hjtAKw3FZ00YxRBmMdrRL8na-lGfixcCFn4y2MgeNUV8fpnyfP3IezWPdHS48ARnN16IR6okgjyxLycqgf6UlThyHwIOvxhIRVOGFHIPIBDYwWPwn8D4u9ubtoP9XJbzbWJdaHfEGjWkhAyJNnNet47uEyE436unEl9If0Z4Nvpq0R1oZcIi0WzxwIglOIP8g1JuBWY2jmp09Dl9idKAQteCJKb-gw__&Key-Pair-Id=K6UGZS9ZTDSZM 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 https://d1y502jg6fpugt.cloudfront.net/51391/archive/files/0cf0e666f90c58fbb529ece29df7c419.pdf?Expires=1777507200&Signature=rdDin2O8uixkH3W-6tyi5k3%7EVll4JPGokMjwtfeB8PmmuRf36QnlJgtgFZqHZoDvo2RqKsBKUOATnDpvE%7EIsEzVSaH05G0rxiHo1HVJ8aUbp0aSqf6r56xHcvZuQqNnxUnZpNpODLva7P%7E6g7v-T3uozAa-2zOkfuLqJ95ISoIjprgXvg-eFdJE2enpqeSd3enLHl9rE7wa-Q76QZ2dlGIFtRq-cGe2Qimpo1pQm5tzVkDTlonZWQEqm9t-HLzf6HH2nrIP0iLiTJtj3BjUp63SGcO2yq51uoFIuTGxuNHXpH-vaSMKleTsI42Z%7EvazEE3vRNXpwc2yiKpgVhwjHtw__&Key-Pair-Id=K6UGZS9ZTDSZM 9ce6f7ce8f3c4a7a87ae42e433343491 PDF Text Text Awareness and Pandemic Experiences I am writing this in May, mental health awareness month….and we should be aware. Last night, I watched an emotional video on Facebook of a father telling the story of how the virus took his 12-year-old son. His son wasn’t infected with the virus, he had taken his life. At the beginning of this, mental health wasn’t the discussion regarding social isolation, people were mainly concerned with their physical health and safety. People who never knew they were struggling may be affected. We haven’t experienced anything like this before and that can bring up unseen emotions and thoughts. Humans live by social interaction, we could not survive without it. I am lucky enough to be under the same roof as my family during the quarantine. I feel for the people who are all alone right now, do not have a roof over their head or have a family to be with, and the people who have lost their job. Today I met a wholesome elderly woman. I started working for a service called Instacart where I buy groceries for people who cannot get exposed to the virus. When I dropped off the groceries, she came outside to check everything and say hi. She was excited to see me and because it was a beautiful day out, so she could work on her garden outside. This virus is mainly killing the elderly and this interaction reminded me of how special this group of people is to humanity. They are the wisest people on earth and are typically so grateful for every small thing. Something I constantly hear is how this virus is “only killing old people, so it’s not as bad”. Yet some don’t even realize how special and important this group of people is. Almost every day now, I see a post on Instagram or Facebook about the loss of someone 65 and older. Our grandparents are dying. We have come too far with modern medicine to just be okay with a whole population being killed off. Wherever I go, mask on. Almost everyone around me has one on. If you don’t wear a mask inside a public area, you run the risk of being harassed or getting into a fight over it. When 1 �Awareness and Pandemic Experiences I first started working for Instacart, I went to a local Big Y grocery store and ended up spending hours there because I was not used to the new job and I had picked up a large order. This was my first experience wearing a mask. I discovered that wearing a mask increases the likelihood of experiencing anxiety because you cannot take deep breaths in. I wouldn’t call myself someone with an anxiety disorder, but I tend to freak out a lot under pressure or when things aren’t going right. I found myself short of breath and frankly almost passed out. An increase in anxiety ultimately suppresses the immune system too. Are we still unaware? When I’m walking past someone in a store or see someone I know, I usually smile at them as a way of greeting them and being friendly. When I am in the grocery store, I find that I still smile at everyone I pass by because I do it naturally, but I forget that they cannot see beneath the mask. Certain human connections are unavailable at this time. We have Zoom. Our classes are conducted on zoom and our social interactions. I am so grateful that we live in the generation of technology and we were able to finish up our classes, instead of missing a full semester. I’m grateful that we have FaceTime and texting, so friends and family can stay connected in some form. We can still check in on each other and get a few laughs in. Let me tell you, it gets a little old living in the same house as your family for months with nowhere to go! We are so fortunate to have these resources; however, no matter how much work professors put into lesson plans, it will still never be the same. When you are in a real class or having a conversation with someone in person, you cannot see yourself, just the person you have your attention on. With Zoom, you can see your video, your classmates’ video, and your professor, so maybe you’re not always focusing on what you normally would if you were just sitting in a classroom. The interaction aspect of zoom is not the same as well. We do not have a true face-to-face connection. One thing I have noticed when I do group zoom calls with my 2 �Awareness and Pandemic Experiences friends or my teammates is there is no such thing as a side conversation. When you’re in a big group of people, it is typical to see side conversation before an activity has begun and that is how you build a personal connection with people. We may not find that again for a while. No matter how much we look into the statistics of this and try to predict what will happen next, it is impossible to predict the future entirely. Many public health officials knew that we wouldn’t be prepared for the next pandemic, America didn’t have the support it needed. I constantly find myself making plans for “whenever this is all over” and looking forward to the fall semester and my favorite running season, cross country, but I do not know when the end will be. There may not even be a true “end” because there is no guarantee that we find a safe and effective vaccine or that the disease will be eradicated. I think it is comforting to hold onto hope and be excited about the future, but no one truly knows the timeline. The last “normal” week we had was midterms week. Everyone was looking forward to spring break and their vacation plans. I remember the flow of that week perfectly. In the beginning, COVID-19 wasn’t a huge fear. As the days went by, the NCAA started canceling sports seasons and the emotions heightened. The seniors didn’t get to finish out their athletic careers; there were many tears. Colleges began to declare going online and having extended spring breaks. On that Thursday night, friends got together and stayed up late. We had our last moments together for the semester and didn’t even know it. Everything was very uncertain that night. We cried, and we laughed. Then, we hugged goodbye. I have truly learned to never take any moment, any opportunity, or any friendship for granted because I learned the hard way, you never know when it will be gone. 3 � 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 Health Sciences Epidemiology Classes Description An account of the resource This collection includes items submitted by students in the Health Science major who were enrolled in HSCI 325: Biostatistics, HSCI 340: Principles of Epidemiology, or HSCI 420: Evidence-Based Health Care in the spring 2020 semester. These three courses cover topics related to the distribution and determinants of disease, and in spring 2020 these topics were illustrated using examples related to COVID-19. At the end of the semester, students were given the option to contribute to this archive for extra credit towards their final project grade. To receive extra credit, students 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. 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 writing this in May, mental health awareness month….and we should be aware. Last night, I watched an emotional video on Facebook of a father telling the story of how the virus took his 12-year-old son. His son wasn’t infected with the virus, he had taken his life. At the beginning of this, mental health wasn’t the discussion regarding social isolation, people were mainly concerned with their physical health and safety. People who never knew they were struggling may be affected. We haven’t experienced anything like this before and that can bring up unseen emotions and thoughts. Humans live by social interaction, we could not survive without it. I am lucky enough to be under the same roof as my family during the quarantine. I feel for the people who are all alone right now, do not have a roof over their head or have a family to be with, and the people who have lost their job. Today I met a wholesome elderly woman. I started working for a service called Instacart where I buy groceries for people who cannot get exposed to the virus. When I dropped off the groceries, she came outside to check everything and say hi. She was excited to see me and because it was a beautiful day out, so she could work on her garden outside. This virus is mainly killing the elderly and this interaction reminded me of how special this group of people is to humanity. They are the wisest people on earth and are typically so grateful for every small thing. Something I constantly hear is how this virus is “only killing old people, so it’s not as bad”. Yet some don’t even realize how special and important this group of people is. Almost every day now, I see a post on Instagram or Facebook about the loss of someone 65 and older. Our grandparents are dying. We have come too far with modern medicine to just be okay with a whole population being killed off. Wherever I go, mask on. Almost everyone around me has one on. If you don’t wear a mask inside a public area, you run the risk of being harassed or getting into a fight over it. When I first started working for Instacart, I went to a local Big Y grocery store and ended up spending hours there because I was not used to the new job and I had picked up a large order. This was my first experience wearing a mask. I discovered that wearing a mask increases the likelihood of experiencing anxiety because you cannot take deep breaths in. I wouldn’t call myself someone with an anxiety disorder, but I tend to freak out a lot under pressure or when things aren’t going right. I found myself short of breath and frankly almost passed out. An increase in anxiety ultimately suppresses the immune system too. Are we still unaware? When I’m walking past someone in a store or see someone I know, I usually smile at them as a way of greeting them and being friendly. When I am in the grocery store, I find that I still smile at everyone I pass by because I do it naturally, but I forget that they cannot see beneath the mask. Certain human connections are unavailable at this time. We have Zoom. Our classes are conducted on zoom and our social interactions. I am so grateful that we live in the generation of technology and we were able to finish up our classes, instead of missing a full semester. I’m grateful that we have FaceTime and texting, so friends and family can stay connected in some form. We can still check in on each other and get a few laughs in. Let me tell you, it gets a little old living in the same house as your family for months with nowhere to go! We are so fortunate to have these resources; however, no matter how much work professors put into lesson plans, it will still never be the same. When you are in a real class or having a conversation with someone in person, you cannot see yourself, just the person you have your attention on. With Zoom, you can see your video, your classmates’ video, and your professor, so maybe you’re not always focusing on what you normally would if you were just sitting in a classroom. The interaction aspect of zoom is not the same as well. We do not have a true face-to-face connection. One thing I have noticed when I do group zoom calls with my friends or my teammates is there is no such thing as a side conversation. When you’re in a big group of people, it is typical to see side conversation before an activity has begun and that is how you build a personal connection with people. We may not find that again for a while. No matter how much we look into the statistics of this and try to predict what will happen next, it is impossible to predict the future entirely. Many public health officials knew that we wouldn’t be prepared for the next pandemic, America didn’t have the support it needed. I constantly find myself making plans for “whenever this is all over” and looking forward to the fall semester and my favorite running season, cross country, but I do not know when the end will be. There may not even be a true “end” because there is no guarantee that we find a safe and effective vaccine or that the disease will be eradicated. I think it is comforting to hold onto hope and be excited about the future, but no one truly knows the timeline. The last “normal” week we had was midterms week. Everyone was looking forward to spring break and their vacation plans. I remember the flow of that week perfectly. In the beginning, COVID-19 wasn’t a huge fear. As the days went by, the NCAA started canceling sports seasons and the emotions heightened. The seniors didn’t get to finish out their athletic careers; there were many tears. Colleges began to declare going online and having extended spring breaks. On that Thursday night, friends got together and stayed up late. We had our last moments together for the semester and didn’t even know it. Everything was very uncertain that night. We cried, and we laughed. Then, we hugged goodbye. I have truly learned to never take any moment, any opportunity, or any friendship for granted because I learned the hard way, you never know when it will be gone. 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 Awareness and Pandemic Experiences Creator An entity primarily responsible for making the resource Marissa Paolangeli Date A point or period of time associated with an event in the lifecycle of the resource May 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 I have shared my stories, thoughts, and experiences with the COVID-19 pandemic that I am currently living in. Publisher An entity responsible for making the resource available Springfield College Contributor An entity responsible for making contributions to the resource Marissa Paolangeli Format The file format, physical medium, or dimensions of the resource Text/PDF Language A language of the resource English Type The nature or genre of the resource Text Distance Learning Health and Safety Home Life Quarantine Activities Student Athletes https://d1y502jg6fpugt.cloudfront.net/51391/archive/files/573d1b2f4a3c1c56254391a5ecb47715.mp4?Expires=1777507200&Signature=I5lzZAOqN5yWJMZvW%7EdIRvvJxapXjbk3e4rBqrT1wC1AGwf-ouBORnAzTNdk9YUq95f0YiYELWRkApgdHcTJmeYGXgT-pmWPeWbgBsUrVZKCGS1PtYlicaVTuetLdfwaRC9dCdgx6Wzx-52t9oqptSBZ1XgPb4htOBHdlE6JybA6XbBriTp-WFZZ2Pz51ggLd9ynj74nlyPANPrMTm4IDG-6Rled89cQJN2xYbaivPCiY4RESkcaij5wAZ5dHc2q9Rpa3H62PoqKzfZUAmhHdmz0R3o8d953cnbep7SzZjZlpmQI8d3Tgw6EqpXpCu5e56n9H0WkBC2z7RGFLZyVjw__&Key-Pair-Id=K6UGZS9ZTDSZM ad344e6980ca6f366106c62512297b9b 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. 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 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 Covid-19 Can Change Lives, Fast Creator An entity primarily responsible for making the resource Collin Dagg Description An account of the resource This is a short 5 and half minute video of Collin Dagg talking about his experiences during the COVID-19 pandemic. Subject The topic of the resource Collin Dagg Date Created Date of creation of the resource. October 22, 2020 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 October 22, 2020 Contributor An entity responsible for making contributions to the resource Collin Dagg Format The file format, physical medium, or dimensions of the resource Video Language A language of the resource English Type The nature or genre of the resource MovingImage Identifier An unambiguous reference to the resource within a given context scsm-101-11-fall-2020-002 Distance Learning First Year Experiences Student Athletes https://d1y502jg6fpugt.cloudfront.net/51391/archive/files/3864c6d7282e4e8db8ab9ed838bbabc1.jpeg?Expires=1777507200&Signature=mDdRQKP2dgQbbQikVnMv2ils7tAISS7hU60vBj8PEz11tj9YLyOr6lo3OG%7E5EcXfKbsirgQTzRJ6XstvxuZCstGqTzCWeKUgx2D4cSHrYAakbRW09YPBTfTOoJC0VC1hHnvqF9%7EMv%7Exz5Sr3iJYGiz3kRo2J88f4b6rKWrIKniyj9oN9Dk2H2zqW1aXQkRBmBo4Ktcj5cZGQYeaRm53HywPFUm%7EowvX7Ne0J%7EGcz9qgHjzjAPqj0R5Gn6HEabD0ZUYEcG-%7EIoG6s4SlIlBqDFmaDM8rfArmmnLVieiszCYnh-BoPKZwM4mVPvdLPprasPa2LMERZA2MUjhAq1jm5BA__&Key-Pair-Id=K6UGZS9ZTDSZM fb7d9cdf6ecfe91168490fa353e9fc1a 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 Distractions and Chaos Description An account of the resource Natalie Calo's Cat, Kiki. Doing homework in a chaotic territory that is shadowed by a furry friend. Taken May 11, 2020 during the COVID-19 Pandemic. Creator An entity primarily responsible for making the resource Natalie Calo Date A point or period of time associated with an event in the lifecycle of the resource May 11, 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 Though this photo may seem simple and cute, the picture holds a deeper meaning. It shows that at home, we are exposed to a different space in which a stable work ethic is hard to achieve. Many homes are filled with love, life, and fun but when we chose or are forced to work in this environment, we are faced with the distractions that once brought us joy. This picture is a prime and personal example for what working at home meant to me. I was surrounded by things that brought me joy and fun when I needed to stay serious. With those who have pets, doing work in an environment that was accompanied by a furry friend who had a mind of their own was risky. At any moment they could distract you and take your mind away from work. It could turn from a neat desk to a chaotic clutter in a blink of an eye. This is what working during the pandemic looked like for me: Natalie Calo. Publisher An entity responsible for making the resource available Springfield College Contributor An entity responsible for making contributions to the resource Natalie Calo 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 61090160610__FA6B3138-FE2C-46AA-95DD-44A5DD6E72DA.jpeg Distance Learning Home Life https://d1y502jg6fpugt.cloudfront.net/51391/archive/files/69f00052492194532909287902a37a92.pdf?Expires=1777507200&Signature=f4pFzgeJ1Py5wVi6qwTlo04hRqWWmtJc-xJwrUkgQ0jc7Rm7GlsYiK3TDbsrTikn%7EEUlbVksytjLMPp4G6pLo8BkGU7YNPaC61qZdrwv48jSxEIJvcAr6GCdYmSGr3XzbLIpeUn7wUGG6QxD3a%7EoOOqu76xyYESus914GcARMopflkbKcq9nLgX53nmtaJB2l7UIIAsmRYp7KiQi%7E0F0H9qJ8KgLxRZyVZni83oXp5m2iZYg%7EG9fVPPVJLmN%7E%7EiitcMoOW0Wyi14mP-Ng9u0nYFz2B4NHMYvDMHyr6VPR3lLln583PWj4JDpwX1tvSVOiJ2M31n%7EJQQt5m%7EF8aT4ZA__&Key-Pair-Id=K6UGZS9ZTDSZM f27ccbc02db1c3624274fd120ab85c61 PDF Text Text Stephanie Huynh May 15, 2020 During This Time It’s now May. The month I was looking forward to this year. It’s when classes ended, spring began, and my birthday came. But I guess all my plans went down the drain. This isn’t your typical “what happened to you during the coronavirus pandemic” paper; I guess I am different. Unlike most of the students here, I am a commuter and a local. I couldn’t get away from what was happening around Springfield, instead, I was submerged deep into it. I am currently a junior in the Health Science major, so for me, this pandemic is a wonderful, yet terrible learning experience. My professors all took this opportunity to implement what we were learning in the current situation. As neighboring colleges decided to go online, I dreaded Springfield College doing so as well. I couldn’t get away from home, at the end of the day, I went home to my bed and slept, so school was the only other place I’d be. You’d find me in the learning commons or the Union the most. For me, it was my haven away from home, a place I could be alone and not controlled. But that too was taken away from me by the coronavirus. Having to stay home and remained home is hard for me. I share a room with my younger sister and for both of us to try to school and share a room was simply impossible. It appears I might just fail this semester. I felt all my efforts disappear and my determination with it. Going online felt impossible with my course load. All my labs online, and language class online, how was I going to do this? On top of this, my parents didn’t understand that I was supposed to be in “school-mode” not “home-mode”. There was no clean line that separated the two mindsets. For them, I was just home 24/7 and was able to answer all their calls. It was a hard switch online, to �have to keep motivated and determined to complete the semester. On top of this, most of my teachers were new to our Brightspace system, thus going online was new to both of us. Towards our finals, my brother was the one who gave me my determination once again. My brother is currently a patient care technician at Baystate Medical Center here in Springfield and a part-time student at Springfield Technical Community College. When the pandemic started to get worse, my brother was pushed deeper into the hospital and had to treat COVID-19 positive and negative patients. On top of this, he was keeping up with his course work online and keeping safe from the virus. His constant push in the hospital and at school inspired me to push through school and finish on a big note. Being home was different now. My parents always tried to teach me something I had already known and understood. They would tell me something different about the pandemic and when I try to tell them otherwise, they tell me no and that I’m wrong. Last time I checked; I am the one getting a degree in this. With this constant attitude for the last couple of months, I grew an extra skin and pride in my major. Therefore, I wanted to go into health sciences, because of no matter if the world was ending, public health and health care are always there. The world did an amazing job responding, especially Vietnam. And yes, I am Vietnamese-American, so I am extremely proud. However less proud of how the U.S. handled itself in this situation. I felt more anger run through my body as I watched the news and protesters go on and on. How could you fail humankind in such a time of need, where selfishness is out in the open? I hope this pandemic can teach our government officials a lesson and the citizens as well. There is no one way of doing things and everyone is missing information or are too ignorant to except anything other than what they think is right. �This pandemic gave people a reason to point fingers and blame others. It gave people a reason to be ignorant and selfish. It revealed the problems the United States had with their response to this virus or the lack of response. It also revealed to me who I was as a person, where my haven was, and just how much I missed being able to have books surrounding me while I do my homework. I know that I have taken school for granted. The coronavirus pandemic became our new normality for the time being, and that changed is needed to be done before we can go back to the old days. � 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 Health Sciences Epidemiology Classes Description An account of the resource This collection includes items submitted by students in the Health Science major who were enrolled in HSCI 325: Biostatistics, HSCI 340: Principles of Epidemiology, or HSCI 420: Evidence-Based Health Care in the spring 2020 semester. These three courses cover topics related to the distribution and determinants of disease, and in spring 2020 these topics were illustrated using examples related to COVID-19. At the end of the semester, students were given the option to contribute to this archive for extra credit towards their final project grade. To receive extra credit, students 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. 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 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 During This Pandemic Creator An entity primarily responsible for making the resource Stephanie Huynh Date A point or period of time associated with an event in the lifecycle of the resource May 15, 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 Given our current situation, I wanted to voice my narrative so that looking back, maybe someone can relate to this. Publisher An entity responsible for making the resource available Springfield College Contributor An entity responsible for making contributions to the resource Stephanie Huynh Format The file format, physical medium, or dimensions of the resource Text/pdf Language A language of the resource English Type The nature or genre of the resource Text Distance Learning Health and Safety Home Life https://d1y502jg6fpugt.cloudfront.net/51391/archive/files/99df2c5c5ea7cac25b167b65a91b8296.pdf?Expires=1777507200&Signature=LLE9Y7nB0wsXGwwcweJ9HOpAj5bK6WWnBxhfkvds-eMidOlpgo1qnNXXH2f3TrbU0jWXQ%7E582aOwG2xcUaclKdIKMLtvhSeKYMnU02sPsptLIAV30xt6hhY375v3X4TLAdEKWGDQIMis8-Z1WPDhVimHOpz7VQGTCg1noIBu8sEkHsBZ9twnFDn92jmJA-rd9NPPb17-ilr3HXtkn3bx1jK11AV3vo-wuq5z3VgPjnwZIBn5RibUJyoIfJghOw88vJfPyMts0MHrr2SPkjEWTtH4wXR4aAA6mBblIK8pJVB4e3WfzFIhmYx0UMaD2CecuP5C96-jCKGHNXpdb0bFwg__&Key-Pair-Id=K6UGZS9ZTDSZM 54d80847b0b299241f896e87b7622a8c PDF Text Text McDevitt 1 How Coronavirus and Quarantine Impacted My Life Eight months and counting; Coronavirus has effected my life for eight full months now. I would’ve never thought I would go through something quite like this in my lifetime. Sure, I learned about the “Black Death” and the “Spanish Flu”, but they seemed so distant, and seemed so improbable to happen again. Little did I know that mid-March would provide me with a chance to live through it, a global pandemic. The Coronavirus took a lot from me. My senior year of high school was cut short, time with friends had been lost, and it is even effecting my early college life right now. It’s been quite a shift to get used to the “new normal”, as its called nowadays. Wearing protective masks that go over both the mouth and nose, and being six feet apart at the minimum has been quite the hassle in some situations. People aren’t supposed to be cooped up by themselves for weeks and months on end. I know for me, being a socially reliant person, it was very hard to stay inside and not be able to see my friends. When the coronavirus started to become a big problem in mid to late March, school had let the students know it was going to shut down for two weeks. I found this out when I was just getting off the field from baseball practice that Friday. I remember just thinking to myself “it’ll just be a two week vacation and we will be back in school and back to playing baseball”. Little did I know that this “two-week vacation” would turn into something greater. Those two weeks went by and school had let us know that they would give it another week to see if coronavirus would get better. That was the last thing I would hear from the school regarding positive news, everything from then on just went downhill. Me, being a senior at the time, had many questions. I wanted to know if I was going to be able to play my last high school baseball season, or if I was going to have prom or graduation. �McDevitt 2 Of course the school would dodge these questions and leave us seniors in the dark. The rest of my senior year was filled with sitting in my room, taking classes that I didn’t have to try in because the school said they “didn’t count towards my final transcript”. I felt like I was pinned to that room. Sure I had my family, but you can only take so much of your family before they start to get on your nerves. I love them dearly, but quarantine was annoying to say the least. It wasn’t all bad being in quarantine though. I may have said earlier that my family started to get on my nerves, but the quarantine due to coronavirus definitely helped relations with my siblings and parents. Before the coronavirus, I was always super busy and out of the house. Whether it be for sports, friends, or training in other states, I was never home with my family. When the coronavirus happened, and a mandatory quarantine was issued to my state of Pennsylvania, it was a blessing in disguise. The quarantine allowed me to spend more time with my family without any distractions. I definitely am appreciative of how much more I’ve gotten to learn about my siblings, and see a closer connection between me and the three of them. I spent more time with my brother, and that usually doesn’t happen because we are polar opposites of each other. We got to bond over things he likes to do, and I owe that all to the quarantine to get me to get out of my comfort zone and do things with my siblings I wouldn’t have done in the past. Another thing that coronavirus effects is my college life. Since I am playing football at Springfield College, I was supposed to come earlier than all the rest of the students that weren’t involved with a fall sport. Coronavirus kept on pushing that date back to when I got up to Springfield. This made me doubt that I would have camp at all for football, and I didn’t. I had to come up with all the other students, and got my season taken away from me. Again, this was another blessing in disguise, though. With the postponement of the season, I was given the �McDevitt 3 opportunity to keep up with my classes, and stay on top of my grades better than if I had a season. It also allowed me to focus on making friends up here at the college too. If I had football, and if coronavirus wasn’t a thing, I would be too tired to get out there and be social. I would probably be in bed resting up for another practice, or something of that nature. Coronavirus has been effecting the way I live up here at Springfield, though. All of my classes are online, and the way I learn is in person, so it has been a little bit of a struggle to find that motivation. Masks have to be worn at all times, and we can’t even have more than a few people at a time in the common room of our dorms, or I, and the people in the room, would get written up for not following “Covid Guidelines”. The first semester of my college experience hasn’t been all that I was hoping for, but I am managing in this world of the “new normal”. I still am making friends just fine, and having as much fun as I would’ve under normal circumstances. It’s unfortunate, but this is how diamonds are built, through pressure. If I keep my nose to the grindstone, and get out of this situation, the coronaviruses, I will be better for it. I will be better as a person, and I won’t take things for granted like I may have in the past before the pandemic. Coronavirus definitely is as serious today as it was in mid March, but I am a lot better now then I was. I have accepted the fact that the virus would toy with my everyday life, and I would just have to leave it like that. I can only control what I can control, and I can’t control the viruses next move, so why try and worry about that? If I keep doing my part, like socially distancing and wearing a mask, I will get through this, and the world will too one day. The virus taught me to never take a moment and things for granted, because you don’t know what the next day has in store. I had baseball to look forward to in march, but that was taken away. I had graduation and prom to look forward to, and they were taken away. Nothing is a guarantee, and I �McDevitt 4 thank the virus for helping me realize that. May I live everyday like its my last, no matter the circumstances I have to live in. Make everyday count, and thats what these last eight months have taught me. � 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 How Coronavirus and Quarantine Impacted My Life Description An account of the resource This is a four page typed document written by Michael McDevitt titled "How Coronavirus and Quarantine Impacted My Life. Creator An entity primarily responsible for making the resource Mike McDevitt Date A point or period of time associated with an event in the lifecycle of the resource October 23, 2020 Publisher An entity responsible for making the resource available Springfield College Contributor An entity responsible for making contributions to the resource Mike McDevitt Format The file format, physical medium, or dimensions of the resource Text/PDF 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 scsm-101-11-fall-2020-004 Date Created Date of creation of the resource. October 23, 2020 Campus Life Distance Learning First Year Experiences Home Life Student Athletes https://d1y502jg6fpugt.cloudfront.net/51391/archive/files/f8fb05df701cf0f3738a91c411cecb8c.pdf?Expires=1777507200&Signature=YhMcOoxCoHtV4Pxy3RNo9dN8fuij7e8zsvd6EWWpx0tTEItqo8WvTKVd0VbO9nC939hk2E4keMFM5mJK1MlrmJZLi2W9zo7XYgQXlNtv3k6TXBSA1750e0BLzSltDwz1weZmKmceqzakIqg6krwVKi2F%7EzfR9vu8GCHJdGEHHmHaBH6B%7EyKwbnp6L5xs%7EPgDpua0z5i3wZLM7nFvACrn6pCMka724eulZMumk5Vhw24wl0sVpXtJ%7EXtKC1lnzRBBGn9J9aowo3BdxRcH3nWjWd9uwEFrxp9C09JYv7vGjB3ka3yJFtuvXj5njda0XwHHCzCguzcUZZ-JiPIuTfXiAw__&Key-Pair-Id=K6UGZS9ZTDSZM a5d5081a2386d4b135432be13bfb2358 PDF Text Text Brandon Dang SCSM 101-11 Professor Delahanty 10/20/20 My Covid-19 Experience I was in my second semester of my senior year of Enfield Highschool when they sent us home for online class due to a national pandemic outbreak. I did not hate it, but I most definitely did not like it either. The workload for my classes seemed to have doubled and it was hard to communicate since we did not use zoom or calls. We simply did the work and sent it in. I remember all my friends looking forward to a proper graduation and their sports, then being saddened by the fact that neither was possible with the pandemic. I am personally, someone who enjoys time to themselves and keeps away from crowds. Only exceptions are when my close friends invite me for an activity, since its usually only 6-7 people. Other than that, I do not mind being at home, I have a pc I built at home that I use to speak and game with my friends online and do work. I honestly did not really care for the sentimental things of high school such as a “proper” graduation or breathtaking prom, but I can tell many around me were very frustrated and disappointed. I understood their feelings and it made me feel miserable since everyone was so negative, and it just cemented the gloomy vibe of Covid. So, everyone basically wanted 2020 over with, but I did not mind the outbreak in the beginning, until the sinking feeling of boredom annoyed me to the end. I could be riding on the quad with Joel or play tennis with my partner if it were not for the pandemic. When graduation arrived, it felt anticlimactic, my four years of high school comes to an end in a few seconds. I got my diploma, my pictures and drove home. There was a lot of parties my family had despite the limit that was placed... We are a Vietnamese family, and my grandparents specifically, like to have “get togethers” as often as they can. Obviously due to the pandemic some will not come, and I tend to stay home as well. I was very scared for my grandparents since they were both healthily active for their age, my grandfather plays tennis nearly every day and my grandmother loves to �work. I would occasionally call them to check up on how they are doing, and I would never dare to miss a call from them. As I got ready for college, there was an immense pressure to not lose my scholarship and financial aid. I joined as an online student and my first two weeks were very difficult. I mixed up my two scheduled classes and switched my major. Luckily thanks to SC’s kind staff, I managed to get back on track. I still have a few of my close friends who come and hang out, while three went off to college in Rhode Island whom I still play online games with. Now I wake up to a daily routine and I feel like its unhealthy. I feel less motivated and robotic. I wake up to seven different alarms, take a shower and join class. I finish class, do homework, eat, shower, sleep, and repeat. The Covid-19 pandemic took away my liberty to walk around in public, enjoy time with friends, and uphold family traditions. I took many things for granted, such as eating out with family, or having fun with my cousins. It is simply regrettable. � 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 My Covid-19 Experience Description An account of the resource A two page document titled "My Covid-19 Experience" written by Brandon Dang. Creator An entity primarily responsible for making the resource Brandon Dang Date A point or period of time associated with an event in the lifecycle of the resource October 20, 2020 Publisher An entity responsible for making the resource available Springfield College Contributor An entity responsible for making contributions to the resource Brandon Dang Format The file format, physical medium, or dimensions of the resource Text/PDF 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 scsm-101-11-fall-2020-012 Date Created Date of creation of the resource. October 20, 2020 Distance Learning First Year Experiences Home Life https://d1y502jg6fpugt.cloudfront.net/51391/archive/files/bf96dc42019d5f526a4ac01737f7cba4.JPG?Expires=1777507200&Signature=ent%7EpQpxa7zE5UJ4rfRw-gFlCWxO5Y34oT3h8JwWBh%7EmbSrfGXFAryMpIWyG7xskmt5lEMClWn2WyUrmqje88T4jb5ZngpKuDKbAy15LC4muRYahgdiWrlU04KAaZTluAD5ij5qHejYmFCpXxVRDl-Qly%7Eb7OnuRc%7EupMZx-sVa7TeVmmLBKzNIg5knxACw4eyQV06P2UettGaTZR6vCytbxhjO4nIMi%7ERC7sTShqLWzgoBKN5G7mGguddBap%7EIV42O4XF81U7AYDLx-tLlCDXIXks9BFxK1MuklN0HPKzuC%7ETR9arnzpEZR8bL8mdRMXVEW8txKl-w%7ERsGsR%7EsRaA__&Key-Pair-Id=K6UGZS9ZTDSZM eacce14477730fc8703fdb41f79ee522 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 Pandemic Education Description An account of the resource This photo demonstrates my experience with dealing with pandemic education, taking classes from my dark room on my computer. Creator An entity primarily responsible for making the resource Carolyn Ives 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 Comfortable but lonely are the words that I would use to describe the end of my senior year that took place online due to the COVID-19 pandemic. Waking up late, strolling onto the computer when I pleased, and eating lots of food from my bed. How does school get any better than that? At first glance, what may seem to be the best possible scenario for high school, turned very quickly into my worst nightmare. Instead of being able to interact with others as I love to do, I had to deal with the new circumstances of quarantine. My pandemic education resided in staring at the endless assignments on google classroom and waiting until 7:59 pm to hand in my math homework for the day. Learning new topics consisted of me simultaneously watching Grey’s Anatomy as I did my forensic classwork simply because I could. Quarantine had me sitting on my bed in an isolated room with the only light being from my computer and phone. High school left me in an extremely cozy place but with no connection with peers. However, my pandemic education taught me to be extremely grateful for the prior eleven years of in-person schooling I had, and the following years I will hopefully receive. Although I did not have an efficient or healthy end to my senior year, I know now to never take for granted an opportunity to learn by sitting in the front row of class asking questions to the professor, or doing a group project where I can converse with my peers in-person. I will now simply be thankful to be surrounded by other people. Publisher An entity responsible for making the resource available Springfield College Contributor An entity responsible for making contributions to the resource Carolyn Ives Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context IMG_4657.JPG Distance Learning First Year Experiences Home Life https://d1y502jg6fpugt.cloudfront.net/51391/archive/files/13346686875f4598e5d50872e118efc3.pdf?Expires=1777507200&Signature=OWKikdoDB2OFZXaELTnPnAUpmwPDmiMiAME1zXjuP4qM39oLX8ysep5o9KxgKjmRh9YogpnU5KmuGawEjkPPYwUpq3kvAS23QAbW%7Eec9a2kq8QIq3W5KtGiq6ZxKnVhHolwM-2PY2CNcVqvx6Mam9VgRGQRfA8e2zvC8LATD7rTaCaefMLYlhMSdANZ2r%7EUy%7EShTD7J-9aGdk5Mj5xqC64jKw8OJ0o58F8WrD3B6omPRQ30baIPsm4ZXbxnNC%7EoPJpLq439XnPg8jaL6UecETGK1QxfdEyfGAj2PzBNvnOgJpiBjCRVBW49TGuPCITeYLaYUvmDGEY9jRs2vRHQPKg__&Key-Pair-Id=K6UGZS9ZTDSZM 5466a4c49e373c95d129caa8efee94d7 PDF Text Text Past & Present Assignment 2: Building a SC COVID-19 Digital Archive Introduction We are living in a world historical moment. It is no exaggeration to say that the COVID-19 pandemic will be seen by future generations of historians as a turning point in national and global history. Already, historians and journalists are comparing the COVID-19 pandemic’s immediate impact and potential long-term effects to those of transformative events like World War II, the Great Depression, and the Civil War. Many of us are watching—nervously, angrily, or hopefully—televised speeches by our political leaders, reading harrowing firsthand accounts from doctors and nurses, or scrolling through social media feeds to learn how our friends, family, and various other connections are being impacted. As we do, we might consider that historians and their students 10, 50, and 100 years from now will do the same as they attempt to make sense of this moment. This historical perspective on the COVID-19 pandemic will be simultaneously global, national, and local. Historians of disease and medicine will sort through the data, policy papers, and communications of the World Health Organization (WHO) and the Center for Disease Control (CDC). Political historians will scrutinize presidential briefings and dig into debates in Congress, while those who study the history of social relations will pour through Facebook, Twitter, and Instagram posts, undoubtedly also making use of a growing body of photographs of deserted streets and socially distanced communities. But how will ​local ​stories be preserved? In particular, what will future generations of students, faculty, and administrators have to learn how their predecessors at Springfield College experienced this time? Assignment Your assignment is 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. You will contribute this item to a digital repository created by Springfield College’s archivist, and you will provide important information about the item you selected that will enable future generations to use this item as a piece of primary source evidence. Please start by reviewing the brief reading in ​American Yawp ​that you did at the start of the semester about primary sources:​ ​http://www.americanyawp.com/reader/introduction/ �Remember, your task for this assignment is to identify an item that could be used as a primary source by future historians to study the experiences of Springfield College during the COVID-19 pandemic. Your ​item ​can take any number of forms (see below for examples), with the caveat that you must be able to submit it to a ​digital ​repository. The item must relate to the experiences of Springfield College—its students, faculty, and/or administration—during the COVID-19 pandemic. And you must provide the information (see below) about the item requested when you submit the item to the digital repository. Logistics --Your contribution of an item to the digital repository (including the required information) is due by Wednesday, April 22 at 12:00 midnight. --You will contribute your item ​directly to the repository​:​ ​https://sccovid19.omeka.net/ --For a demonstration/walk through of the repository and to ask questions about this assignment, attend the HIST 106 Zoom meeting on Wednesday, April 8 or Wednesday, April 15 at 8 p.m. [1] Items to Contribute​ Items can be anything that you feel reveals something about the experiences of Springfield College during the COVID-19 pandemic. Springfield College is a community of students, faculty, staff, and administrators. It is also a physical space—the campus—within the City of Springfield. So your item can be anything that captures something about what it was like to be one of those people or to be in one of those places during this historical moment. Examples include (but are not limited to): --Photographs from campus or where you are now finishing the spring semester --Communications (such as emails or announcements) to/from faculty, administrators, coaches, etc. --Personal stories (text, video, or audio) about the uncertainties of being on campus --Recorded interviews with family or close relations with whom you’re spending this time --Social media posts by you, your classmates, or other Springfield College connections �--Video recordings of your community that capture the effects of social distancing Please note that the digital repository ​cannot ​accept physical items (like a bottle of hand sanitizer or a face mask) Information Regardless of what type of item you contribute, you will need to provide information about it when you submit it to the SC COVID-19 repository. The type of information you provide will vary depending on how you classify your item (Text Document, Video, Audio, etc.), and you should fill out ​all​ of the Information boxes to the best of your ability. However, for this assignment, all contributions ​must​ include the following information, which will be graded: --​Title​: if your item is not already titled, you will make up a title. Keep your title ​brief​ and easily recognizable. --​Creator/Author​: who was primarily responsible for the creation or writing of this item? --​Date​: when was this item created? If you cannot determine the date of creation, include the date when you first encountered this item. --​Why you chose this item​: provide a 3-4 sentence explanation of why you chose this item. What might it tell future researchers about the experience of the COVID-19 pandemic? Whose experiences will it help future researchers to understand? Why did you think it was important to preserve this particular item? What specifically within this item would you want somebody to notice or understand? --​Personal information​: your name, email address, name of this class (HIST 106), and instructor’s name (Ian Delahanty). Submitting your Item Once you have filled out all of the information boxes, you are ready to upload and submit your item. Please keep in mind that: --if you are submitting a document, it ​must​ be saved as a PDF file. �--remember to upload your file by clicking the “Choose File” icon at the top of the ​Contribute an Item​ page --at the bottom of the ​Contribute an Item​ page, click the icons labeled “I’m not a robot,” “Publish my contribution on the web,” and “I agree to the Terms and Conditions” [1]​ ​Adapted from Christopher Cantwell, “COVID-19 MKE”: https://liblamp.uwm.edu/omeka/covid19mke/about​ [accessed April 6, 2020]. � 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 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 Past & Present Assignment 2 Description An account of the resource Asking students to find something during this time of the COVID-19 crisis that historians 10, 20, or 100 years from now would be able to use as a primary source. Creator An entity primarily responsible for making the resource Ian Delahanty, History Professor Date A point or period of time associated with an event in the lifecycle of the resource April 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 I chose this text document because I believe that the answer is within the question. 10, 20, or 100 years from now, historians looking back on the COVID-19 Epidemic are going to wonder what day-to-day life was like in quarantine. If this historian looks at all of the Hist. 106 students' responses to this assignment, they will find tons of primary sources that represent how they kept busy, what they did around the house, what they did for fun, what they did for work, and how their lives changed in general. This assignment is an opportunity for primary sources to actually be saved, documented, and remembered for future generations to come. Publisher An entity responsible for making the resource available Springfield College Contributor An entity responsible for making contributions to the resource Catherine Kelly 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 Assignment.pdf Distance Learning Schoolwork https://d1y502jg6fpugt.cloudfront.net/51391/archive/files/3778e837f30cb10baf64bc9898f30b69.pdf?Expires=1777507200&Signature=MGv55OTYCZLar9%7Edx4xaJtrjtsDuTYowXCTzx00yxYI7qBr3oAdQzrKSb8Cr4fsIVvGlatdIWgHh1bzC%7EAZVjeqSRB3Xzpew5xN02B2qYrmDuSVDwBOq4S7as%7E6D8pWYdH2q0nOKE0kIgDHO9Cm16KbmkB1xJWjI9mCvYnkKM5khANaU1dErI2vT36aS87uian88Q7fFRsrFUlGSif62OoOsxA-ABVNuOFK9Ei6Z3%7EROanPTD2TtoeGFXKl9epZIXwzlZCEh%7EO65JssUEsD3moLx0xV35h73I%7E3I9CnYqU3MMAAyiwjLtTr8iXKlyJP4LwqQ080Yj-lSZKzvxNsdng__&Key-Pair-Id=K6UGZS9ZTDSZM c5d0a3b7b3d13c93f4ad430add0a0dfd PDF Text Text 4/22/2020 Petition · Springfield College: Change Tuition to Reflect the Difference in Educational Experiences of Remote Learning · Change.org Skip to main content Start a petition My petitions Browse Membership Log in Start a petition Membership Browse Search Log in or sign up Log in Don't have an account? Sign up Log in with Facebook Log in with Google or Email Password Forgot password? Log in By joining, or logging in via Facebook, you accept Change.org’s Terms of Service and Privacy Policy. Change Tuition to Reflect the Difference in Educational Experiences of Remote Learning 505 have signed. Let’s get to 1,000! https://www.change.org/p/springfield-college-change-tuition-to-reflect-the-difference-in-educational-experiences-of-remote-learning?cs_tk=AlH3IXL6V… 1/9 �4/22/2020 Petition · Springfield College: Change Tuition to Reflect the Difference in Educational Experiences of Remote Learning · Change.org Charisse DelVecchio started this petition to Springfield College The following petition is intended to dissuade Springfield College from charging graduate students the in-person tuition cost for courses administered exclusively remotely over the Summer 2020 semester. Although a formal decision about summer costs has not been communicated to all graduate programs at this time, we respectfully urge the institution to charge the appropriate rate for the services provided. The current global crisis has created hardship for the university as well as for the student body. This crisis has required the university to move to remote learning, which changes the value of the education for which we are paying. In addition, the pandemic and its consequences have undermined our ability to pay. Given the change in access to funding sources faced by many students, the change in the quality of education, and the additional burdens imposed on students by online learning, there is no justification in charging students the in-person tuition rate for the Summer 2020 Session. We therefore encourage the administration to consider the following concerns, which are supported by the findings of the survey of students linked here: https://docs.google.com/document/d/1ND2nDjSIGdTCtfR5tqrhwQd0z81cLlIbrbOfUOjzGS8/edit?usp=sharing 1. The consequences of the COVID-19 crisis which have necessitated the move to online courses have also negatively impacted our ability to pay. The ability of Springfield’s graduate students to pay for summer courses has been reduced in a variety of ways, and consequently, we fear that our ability to enroll at Springfield College for the Summer 2020 semester may be jeopardized if the university chooses to impose charges greater than the normal online learning tuition. Funding sources are now scarce, as employment has been reduced, and federal loans are inaccessible for students in certain situations. Each student’s financial situation is unique, however, we all now face uncertainty regarding the status of future funding sources and employment opportunities. It is in the mutual interest of the graduate students and the college to ensure that enrollment in the summer session remains affordable in order to prevent students who have been impacted by the economic crisis to seek enrollment elsewhere at a cost consistent with online learning, or to disenroll due to financial hardship. It is critical therefore that the university charges the normal rate for online classes, as an increase would be cost-prohibitive and would affect enrollment. 2. Online courses affect the quality of education. Online learning is inherently different than in-person learning, and the cost of such courses must reflect that difference. The collective experiences of graduate students who have already been required to transition to online classes this semester reveal disparities in the quality and nature of education between in-person and remote learning such that in-person tuition cannot be justified. The included survey demonstrates that graduate students encountered greater difficulty in accessing faculty outside of allotted class time after transitioning to online classes. Additionally, due to the technological limitations of online classes, students spend less time interacting with peers and colleagues through collaborative work or in-class discussion. Moreover, a majority of graduate students reported reduced lecture time in online courses. Our findings suggest that the online format of our classes has reduced these enriching aspects of the education for which we are paying. Given the evidence that online learning is less valuable than in-person classes, charging the rate for in-person courses is unjustifiable. Indeed, the very fact that the two types of courses are priced differently supports this conclusion. 3. Online courses impose additional burdens on students. The included student survey demonstrates that online learning shifts various responsibilities and burdens to the graduate student. Remote classes require students to provide their own workspace and overcome the many challenges associated with working from home. For most students, this reduces the amount of space they have in which to study. Lack of space can make learning more difficult as many students are “attending” class in shared living spaces, and in some circumstances are responsible for dependent care and face distractions associated with shared physical workspace. A majority of graduate students reported reduced access to technology after the switch to online courses. Students must provide their own internet access, and many will have no access to printers, scanners, and other equipment. These changes impose barriers for students, and disproportionately impact the education of students with financial limitations. A majority also indicated that the nature of learning has changed since moving to remote classes, as they now spend more time independently learning. These increased logistical burdens on graduate students require more time, effort, and money, which would normally be offset by the reduced price of online courses. We respectfully insist the administration consider the concerns of graduate students and the data presented herein. The undersigned graduate students of Springfield College seek to be charged tuition rates for regional and online classes, rather than in-person graduate tuition rates, as classes are indefinitely switched to remote learning. It is unreasonable and unjustifiable to continue to charge the rate for in-person courses Start a petition of your own https://www.change.org/p/springfield-college-change-tuition-to-reflect-the-difference-in-educational-experiences-of-remote-learning?cs_tk=AlH3IXL6V… 2/9 �4/22/2020 Petition · Springfield College: Change Tuition to Reflect the Difference in Educational Experiences of Remote Learning · Change.org This petition starter stood up and took action. Will you do the same? Start a petition Start a petition of your own This petition starter stood up and took action. Will you do the same? Updates 1. 12 hours ago 500 supporters 2. 7 days ago Charisse DelVecchio started this petition Reasons for signing Nate Morrill·5 days ago My education is being negatively affected by distance learning but I’m still paying for access to teachers, a traditional classroom, and the physical resources on Springfields campus 2 · Share · Tweet · Report Anthony Rainey·5 days ago I will be a graduate student during the 2020 Summer semester and don’t believe myself or others should be charged the same in-person tuition cost given the aforementioned circumstances. 2 · Share · Tweet · Report View all reasons for signing Report a policy violation Complete your signature 504 have signed. Let’s get to 1,000! First name Last name https://www.change.org/p/springfield-college-change-tuition-to-reflect-the-difference-in-educational-experiences-of-remote-learning?cs_tk=AlH3IXL6V… 3/9 �4/22/2020 Petition · Springfield College: Change Tuition to Reflect the Difference in Educational Experiences of Remote Learning · Change.org Email Springfield, 01108 United States United States Springfield MA 01108 Display my name and comment on this petition Sign this petition By signing, you accept Change.org’s Terms of Service and Privacy Policy, and agree to receive occasional emails about campaigns on Change.org. You can unsubscribe at any time. Sign this petition Today: Charisse is counting on you Charisse DelVecchio needs your help with “Springfield College: Change Tuition to Reflect the Difference in Educational Experiences of Remote Learning”. Join Charisse and 519 supporters today. Sign this petition Today: Charisse is counting on you Charisse DelVecchio needs your help with “Springfield College: Change Tuition to Reflect the Difference in Educational Experiences of Remote Learning”. Join Charisse and 519 supporters today. 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Sign this petition https://www.change.org/p/springfield-college-change-tuition-to-reflect-the-difference-in-educational-experiences-of-remote-learning?cs_tk=AlH3IXL6V… 9/9 � 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 Petition: Change Tuition to Reflect the Difference in Educational Experiences of Remote Learning Description An account of the resource This petition was created to express Graduate Students' desires for change regarding the tuition cost of the 2020 Summer semester. It provides not only a link to data surveyed by graduate students about the feeling and sentiments regarding the shift to online learning due to COVID 19 but also provides reasoning as to why the tuition should be decreased for the coming semester. Subject The topic of the resource Graduate Students at Springfield College Creator An entity primarily responsible for making the resource Charisse DelVecchio Date A point or period of time associated with an event in the lifecycle of the resource April 15, 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 This petition speaks to the sentiments of Graduate Students regarding the shift of classes online due to COVID-19. It provides information regarding students' difficulties due to the change and their attitudes towards the actions made by the college's administration regarding the price of the upcoming online semester. It is an excellent resource that shows not only the challenges faced by the administration but dialogue between the institution and its students regarding the changes needed to make due to the difficulties of COVID-19. Publisher An entity responsible for making the resource available Springfield College Contributor An entity responsible for making contributions to the resource Aniley Morales Format The file format, physical medium, or dimensions of the resource Text/PDF 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 Petition · Springfield College_ Change Tuition to Reflect the Difference in Educational Experiences of Remote Learning · Change.org.pdf Distance Learning Graduate Student Experiences https://d1y502jg6fpugt.cloudfront.net/51391/archive/files/0dd5747d1644444b41c9857b30b31a24.jpg?Expires=1777507200&Signature=HLvPRLJ9-UHNmSQNv0OXztSh4EgABp3qVfia3kYWAqtWPVfxK06v6yv1jJs4UN2fRoa4vWuITR9QTx-891rwsRcBEbpW8jbqPY7DjMcbAN1NOix-zxka0msnKySi8WagzesvxzOqXalfAc5mT7YwrC0nOE76XnwUrFqNrz0kMzIJSJSufPFvyuMoDebrrkcKDatt-Ag84HPPfQacWiXQ2esYI4-s2k6wm89998GFgJTNytCvY9WU3qgCHCUK8JDKWnQQ8Cs3nf0VNzPyT5uVKQmm%7E40Mu-FEHaGfzw1oZsYdNqoGSEzgTUscSGIav4O9hHJVpWpWb-t%7ETNVrSV7YQQ__&Key-Pair-Id=K6UGZS9ZTDSZM 5df696a873028b3c5ec7f808c93c6bc1 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 Physics During a Pandemic Description An account of the resource This is just an example of the kind of assignments I was working on while in quarantine at the end of last school year. This is diagram I had to make for my physics class. We watched a video of a "flame tube", then had to draw a diagram in which we explained what was occurring in the video. Afterwards, we got a chance to look at our classmates diagrams, so we could revise our own. Creator An entity primarily responsible for making the resource Remington Ferrari Date A point or period of time associated with an event in the lifecycle of the resource ca. May 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 thought this image did a good job of encapsulating my pandemic education this past spring for a couple of reasons. The biggest for me was that I (and every student) missed out on the chance to work around my peers. Yes we got to use Zoom, but that doesn’t really replace what I’m talking about. I missed sitting in class working on an assignment with friends, just talking and having a good time. It's not something I ever really appreciated before, but once I started having to sit at my kitchen table all day doing my work, I really missed the casual conversation that would be sparked up when in the classroom setting with friends. The other thing I missed was the relationships I had built with my teachers. I am fortunate in the sense that I loved pretty much everything about my high school, and had a great high school experience. A big part of that was that I really liked the vast majority of my teachers. I built great relationships with a lot of them, and really appreciated being able to go over work with them. Having to submit work electronically was a bummer for me because it made it harder to get feedback on my work. Of course my teachers would leave comments and stuff on any submitted work, and they did the best they could, but it just wasn’t the same as being able to communicate this in person. In general, I just really missed the human interaction element of being in school. Publisher An entity responsible for making the resource available Springfield College Contributor An entity responsible for making contributions to the resource Remington Ferrari 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 Pandemic Education Example.jpg Distance Learning First Year Experiences Home Life https://d1y502jg6fpugt.cloudfront.net/51391/archive/files/a42db4adc15c73aac5e202f5952ae1fa.jpg?Expires=1777507200&Signature=fdjV6T8AzicuWjhm0VfO0vuG6JtAfMPpQ-0j6AEfZ-gETRVH-Wau-nS0sQe2LnqIYVMq918vknqe4oYgj6f9O2JnwuizHsK4-sUkFdxAFYzNW2JDUgrJHcdhtUKPrboP3I%7EfefEv7OdW4kIROy6MpDwor7ygnQG1fpx29Ag43VOwMnXgzJMx0fZqSFUDfnR1uBWn5%7EBIwdnIUQ6SKNEKjQHs2pB4UBCjgcBBi%7EnIgbQvA6hSCCau1K47lkBthbHKuut3tR9Qgl2Xbb0nhJQ79xG8Hu7RdiIURzAF-xaXU1H5kNwTz810VLqkPCIrHmnij2hfTBDcNP5rUteeYo7awg__&Key-Pair-Id=K6UGZS9ZTDSZM e6327cc1563b8131b95e662113cb6554 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 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 Resilient Learning from Quarantine Subject The topic of the resource Willow Mennone (student) Cayenne (large dog) Description An account of the resource This image portrays Willow Mennone Springfield College Class of 2021, completing online homework assignments for Organic Chemistry, with the help of her dog, during COVID-19 quarantine. 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 reasoning behind choosing this photo primarily is to show the experience of a Springfield College Student learning from home. In this image there is a whiteboard that was borrowed from my five year old niece, in order to imitate the whiteboards at school in the Learning Commons. Next to my whiteboard on the TV stand is my modem, which tends to stop working at least once a day. The only way I can guarantee WiFi access it to sit right next to my modem. As for the dog, she is meant to show the comforts and therapeutic aspects of home schooling. Lastly, I purposely showed my organic chemistry work because taking a science based course from home has been an extreme challenge compared to other courses. Overall this item is meant to show the resourcefulness, creativity, struggles, and joys of online learning during the COVID-19 pandemic. Creator An entity primarily responsible for making the resource Marietta Mennone 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 April 19, 2020 Contributor An entity responsible for making contributions to the resource Marietta Mennone Format The file format, physical medium, or dimensions of the resource Image/jpg Type The nature or genre of the resource Image Distance Learning Home Life https://d1y502jg6fpugt.cloudfront.net/51391/archive/files/b41aba437bd0c6dbbe6854291f23e4af.jpg?Expires=1777507200&Signature=S8CTURBeQR083DELmhInD%7EKSR6OY6ZUy%7EU-TbV4MimKblrNe7yrushfCCPNk10FR5HKF50UTinKhuhrsWrwHUlf2WjBZuNFe3LjoJxj%7EgAHnLH1QMi7fnV2Fv-5SDHiKZ8FF4RfrHSBnNAPK63DPqmuqmVy7mGdy2ESXEOfQBhh-KIo3S8oyBAwZeUyDy178DKpH91I1dwcr-227S7l-ucH8mubpXteEsvftmlDR5xns5YUmBuKpvdPbjj4rNc3%7EDBkrvWEwxrHvmzX8N00MDFqw8LDIkAp0i6yrfiFyu4Jprdh4U1PNUn8y7HAzWx42DX09j6THerLCRfoitnk5kA__&Key-Pair-Id=K6UGZS9ZTDSZM 1efbe73de11bd91143f79ae7723052ff 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 Sedentary Studying Description An account of the resource What studying looks like now...A notebook, a laptop, a planner, a pencil, a pen, and, of course, a mask. Creator An entity primarily responsible for making the resource Remy Niland Date A point or period of time associated with an event in the lifecycle of the resource September 1, 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 During this time, we are experiencing changes to our everyday lives to protect ourselves and others form getting sick. However, we are still studying and working hard. Publisher An entity responsible for making the resource available Springfield College Contributor An entity responsible for making contributions to the resource Remy Niland 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 Informal writing 1 photo.jpg Distance Learning First Year Experiences Home Life https://d1y502jg6fpugt.cloudfront.net/51391/archive/files/5cb8983da190267a22cb3ed0b242a88e.jpg?Expires=1777507200&Signature=bLVo-UN4metvZEMvcLIiLj9t8avAE4PaXgCXTF4COwfo6Cc1amsI-RF32BhZ8Tihp1bv5ProxRPQW2L3tXMrg16sTxjR9UbLlQdik8RRn2x1tOSQlGhRs7O1o9zUlksxjUMmyQgZt195v15LH0I5Q8e75dtD2OPZMKZ6A%7EV4oOntajl9KOCt3eUDrkwKAVDHEFM%7ET3x-bdPwBBIRmEW%7EADwTeprvgS8M0QiHP8o52lMTqxYa0UHF5n%7Egft9ofQRUxWwC7if0PtGqaWguLEnPNB0IQgVFjtVSrYCLYWxXcF-Cd6DSeUSJw1mGGP-0rfbl3rqGfIxY62VAZ%7Ew5MHSGSA__&Key-Pair-Id=K6UGZS9ZTDSZM d10c9c13a3b151c2a22998802c51daa7 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 Setting Up Shop Description An account of the resource This image consists of a desk that is used for school work as well as gaming. There is a schedule of online classes on the wall as well as a list of work to be done weekly. It is also very gloomy out which adds to the feeling confined part of the pandemic. This photo might tell future researchers that during the pandemic students were inside most of time doing school work. They were swamped with work and were unable to do much all day besides work. This shows the experience of students as well as professors, because all the work the students have to do has to get graded by the professor. It is important to preserve this item because it shows how the trapped students feel, day in and day out about their work and social life. Creator An entity primarily responsible for making the resource Adam Mula 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 April 9, 2020 Contributor An entity responsible for making contributions to the resource Adam Mula 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 pastandpresentassignment2 Distance Learning Home Life https://d1y502jg6fpugt.cloudfront.net/51391/archive/files/f54774922cef41159152216abda2493b.jpg?Expires=1777507200&Signature=iL6BZ-vsOeHOevsFU766CCQFYgGOrGzZcqg8Ni4PAi5iYtlTblqfjj3WIPf2A1kbbXm-5HkX4JM5nvon2egN5F4aKjszhqA8pH53jQpLtJccUyHtk6HUTwJG61jxGc4Xhh6BZsIVx5Lty3U4vGZhWnW9SA3ke%7Ezs0hZyvSPnNfTZdFRvPI99rXq81sEidY-geBRYmFv9hTRmm8y72CyLuwgwjSIvmBu4LH6ng3L2TN5JcVrTZf41ed8BNfd%7E8qVE8u6JDidnGTYXsoH71pmwXcHWKZXbdoyB0LQkfn7HDVljzwEyIK86VEMaPHE1XN2S-ppIv%7EUtTPJuTlWcppx9zg__&Key-Pair-Id=K6UGZS9ZTDSZM 1a42327feef1cdd5f9f35387cc64d598 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 Small Town Quarantine Description An account of the resource My father and I were making a dance video for my Square Dancing Class, which was forced to be transitioned to online. Quarantine required my professor and my fellow classmates to be creative in our dancing assignments. Subject The topic of the resource Meghan Crane, John Crane Creator An entity primarily responsible for making the resource Michele Crane Date A point or period of time associated with an event in the lifecycle of the resource April 5, 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 image because it shows how we had to get creative when completing homework assignments, and how my family helped me in my college classes in multiple ways. Also it captures the ways families like mine spent time together during quarantine and finding alternate things to do during this time at home. Publisher An entity responsible for making the resource available Springfield College Contributor An entity responsible for making contributions to the resource Meghan Crane 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 IMG_4688.jpg Distance Learning Home Life Quarantine Activities https://d1y502jg6fpugt.cloudfront.net/51391/archive/files/0267cfe7cfec61db04e796dc08eacada.jpg?Expires=1777507200&Signature=Hgb5UH9cUrqCInhRIshswPp-fop3WpAIlBzPTwocwhQfdZkSVtYfw2Ro6MZpRasxtz2kzmG7UkRR35nDey2hYfIpiM86tTenr04F%7E2-IObYUOjYJrzmabdXtYKiBiwqSiS3amMl0L-YmgFDj9QTE2PhvtWpH-P0Pr5LbSjSD4zW54Lgt9rQaOScFtlA1xnqbsuGkf1j7Om3ptL8THHkmSZcHFb81h7AjLa%7E-JDsIgCuptGLAkiMBwBu-fOI831Cy8NDxHrQ9IM6FQQv3K8uwyoAc16Ikkh7cTFAoZTKVvMS4cCcxIs8TpDA2bG%7EXujCxSj6TDT4AeqvSvqeM60RD8A__&Key-Pair-Id=K6UGZS9ZTDSZM 00cd133befd1b57429b4c9e7206b9e7c 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 Spring 2020 Pandemic Education Photo Description An account of the resource This is an image of myself during my online school period this past spring preparing for the AP Biology Exam. Every student in my AP Biology class submitted a photo (this was mine) that my teacher later made into a video to help students feel connected with each other during online learning. Creator An entity primarily responsible for making the resource Amber Miracle Date A point or period of time associated with an event in the lifecycle of the resource April 25, 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 to contribute this item because I think it is important to remind people that even though COVID has made social distancing part of our lives it is still possible to support others and to feel connected with your friends, family, classmates, teachers, etc. Publisher An entity responsible for making the resource available Springfield College Contributor An entity responsible for making contributions to the resource Amber Miracle 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 Spring 2020 Pandemic Education Photo.jpg Distance Learning First Year Experiences Home Life https://d1y502jg6fpugt.cloudfront.net/51391/archive/files/1aa2d2938ec4d592ca35c3f70b0bd125.pdf?Expires=1777507200&Signature=I7yzq2Rn53-DbcRUJcrsGvfo24kLoU2vCfk411NyDAUkVilKrR-ESpiZFi8K7IY%7Eacrt7N1GKcEK0R60zpT9pYfwcZsFSrgPb1Akjb6RGnp537UOgcdHFo7yuzPIcYdhPvHbzW6MfbtONl6Xw4Ly5xM6awe0L9rI-o2GSEJPwErrRMI8ynzD9P%7ET-LLPRuR%7Ezxh%7E8cGwaBDS7y6rVu8j0la27XKDE074ufAH82ksZT0Ge1oFAHqoj7fjh9-Whgd7LRAsG3NvfzaByCNS1BgIxBnCaxNW-qyHkoKNAWCNEu3Amn6PHI2BaA%7EDwB9Vp0cuj4NmH-4K-E7p5Zf4%7EgQkCw__&Key-Pair-Id=K6UGZS9ZTDSZM e0ad86a6aec7081abbb3d2bdf4876163 PDF Text Text � 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 Spring Semester 2020 Description An account of the resource This is a typical Zoom class for an Ethics course. The highlighted box indicates the professor was speaking to her students. Not all the students' cameras are on and most of their microphones are muted. Subject The topic of the resource Meeghan Ziolkowski, Jack Kennedy, Jacob Ryor, Louis Cocozza, MaryKate Pestana, Camryn Field, Chris Mills, Jonathan Lech, Daniel Priest, Stephen Cone, Ethan Lysiak, Grayson Carter, Victoria Hallowell, Ashley Pilling, Brendan McGann, Jack Bixler, Jia Gates, Kaitlyn Lindsay, Kinsey Colby, Ashley Ahern, Mag Hacia, Miranda Lee, Caitlin Normoyle, Chad Toussaint Creator An entity primarily responsible for making the resource Jack Kennedy Date A point or period of time associated with an event in the lifecycle of the resource April 21, 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 This is how all Springfield College students, including the seniors, finished their Spring semester of 2020. Desks were substituted with beds and couches. There were no pencils or notebooks. The only thing that remained constant was a laptop, but this time a microphone was necessary. The lack of attention on the part of the students is very evident. Not only with all the muted microphones, but also the off webcams. There is no way of knowing if the student is even present. This image shows the students' experiences caused by COVID-19 and how they had to be quarantined in their houses. It is important to preserve this because it shows the sacrifices students, as well as teachers, were forced to take. I want them to notice what each student is doing. Many of them are looking away from their computer, and others have their camera turned off to hide what they may have been really doing. Publisher An entity responsible for making the resource available Springfield College Contributor An entity responsible for making contributions to the resource Jack Kennedy Format The file format, physical medium, or dimensions of the resource Image/PDF 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 Past and Present Picture.pdf Distance Learning Home Life