Second Semester SY 2019-2020: Guidelines in View of Enhanced Community Quarantine
20 March 2020
MEMO TO: The Loyola Schools Community
MEMO FROM: (Sgd) Maria Luz C. Vilches, PhD
SUBJECT: SECOND SEMESTER SY2019-2020: GUIDELINES IN VIEW OF ENHANCED COMMUNITY QUARANTINE
We wake up to a new day and thank God for His graces even in dire times like this!
Following Fr. Jose Ramon T. Villarin’s memo of 17 March, the Loyola Schools articulates an understanding of its mandate and sets out guidelines that relate to curricular and co-curricular activities during this Enhanced Community Quarantine (ECQ) in the context of the entire Second Semester, SY2019-2020.
Online Classes vs. Online Learning
Online learning takes place with or without online classes. We know from experience that faculty members and students frequently and freely use online resources to supplement classroom instruction and support research even with onsite learning in place. The Ateneo de Manila Loyola Schools continues to support students’ online learning even if online classes are suspended in this time of ECQ. This suspension is in recognition, firstly, of the personal, social, and psychological challenges faced in this situation by both faculty members and students. Secondly, while a lot of teachers and students are already savvy with the mechanics of online instruction, a good number are still learning the ropes. The inability of around 12% of LS students and some teachers to access the internet where connectivity off campus is weak, intermittent, or lacking is a deterrent to a full development of expertise in online instruction. Uneven access to the internet deprives this group of the opportunity to participate in synchronous online classes.
Measures during the dry-run period
During the dry-run period for our contingency plans in the time of COVID-19 (Thursday, 12 March to Wednesday, 18 March, based on Fr. Villarin’s memo of 10 March) online classes were also included. The Loyola Schools scheduled/ran workshops for faculty members to get a handle on the mechanics of online classes. We also tried to assess connectivity among faculty members and students and made provisions to distribute laptops and wifi sticks to members of the community who would have problems with connectivity. Thanks to the Office of Admission and Aid, the School of Science and Engineering, the Rizal Library and countless others who rose up to the emergency situation to provide help in this area.
Unfortunately, things developed faster than our plans and we faced an NCR-wide community quarantine by Sunday, 15 March, and an enhanced community quarantine by Monday, 16 March. At this time, the laptops and the wifi sticks were not all distributed and the training for teachers could not be delivered onsite.
Some faculty members and students valiantly attempted to do online classes as part of the dry run and we have a lot to learn from their experiences. Data also started coming in – both from the Sanggunian and from the schools – and these suggest that around 12% of students have difficulty with access and some lack equipment; a number of faculty members have the same difficulties too. This experience presents to us the reality of internet connectivity in the country.
We are thankful to everyone who participated in the dry run and who sent us feedback. We would appreciate receiving more feedback about the experience.
Online learning after the dry-run
The last day of the dry run was 18 March and assessments were made of the experience. In light of these assessments and of Fr. Villarin’s instructions, the Loyola Schools will move forward in the following way in relation to online learning:
1. Online learning material should be made available for students. Making learning material available online is a form of cura personalis to our students who at this time of crisis need an anchor of strength or a positive diversion from the threatening environment. For them to know that online reading material/activities are available can help them cope with this adverse situation. The departments, for example, can find ways for teachers to help one another to create a ‘learning materials bank’ online where learning material can be uploaded; even teachers with no internet facility can be helped to reach their students in this way.
2. We understand that there are programs (like in the arts) with hands-on and practical activities which cannot be uploaded online. We trust in the departments to work out a scheme that will help students compensate later on (after the ECQ) for whatever they are unable to do currently online. Guidelines on possible schemes will be developed by the departments.
3. Students who have access to the internet (in whatever degree) should be free to use such learning material at their own pace and time, in consideration of their particular circumstances.
4. Students should feel free to share about what they have learned from online resources to their classmates who are offline (e.g., through phone conversations or text messaging, whenever possible). Bonding among friends and looking after one another is a form of valuable support at this time of crisis.
5. While activities or learning outcomes are desirable aspects of online learning, no assessment resulting in grades should be imposed for these. Not allowing assessed requirements is a compassionate way of addressing the probable lack of students’ full readiness to concentrate on their work on account of the unsettling situation of ECQ as well as problems with internet connection.
6. Teachers should aim for parity. For example, students without or who have limited internet access should be given the opportunity to listen to or view recorded class discussions that can be shared to them later on when access becomes available. It would be good for departments to find other ways of enabling these students to learn offline.
7. If faculty members want to hold synchronous classes online, they may do so on condition that (a) these are agreed upon with the students, (b) attendance is not required, and (c) that these discussions are recorded and made available to those who did not participate live. Opportunities should also be made available for those who did not participate live to engage the teacher in discussion on the matter taken up.
8. Online learning activities should not be expected during Holy Week.
Counselling and Psychological Services during the ECQ
Students may get in touch with their counsellor through the LSOGC’s Facebook page. The one managing the page will pass on the student’s email address to the concerned counsellor. The counsellor in turn, will email, text, or whenever possible, invite the student to a Google Hangout/Meet or FB chat, depending on what is convenient for the student. This facility is on a ‘best-efforts’ basis as some counsellors are located in areas where the signal might be poor or faulty. If the student has pressing needs and his/her actual counsellor is beyond reach, the student may request another counsellor who is available. Thereafter, the same process of channeling communication as with the actual counsellor will be followed.
Requirements and Grades
While the teaching-learning scenario within ECQ is an emergency response, it cannot be divorced from student life in the context of the entire second semester. The question that is surely looming in the heads of students now is ‘What is the basis for the computation of my grades this semester?’ Answering this question necessarily brings us to the matter of course requirements and assessments assuming that the ECQ is going to be lifted by 14 April.
After the ECQ period, the expectation is for onsite classes to resume from 15 April till the end of the semester. For graduating students, the end of the semester is technically just one more week after 15 April. This period of time is not sufficient for classes to cover instruction and allow substantial enough student output that can contribute to the assessment of students’ overall performance.
For the rest of the students, onsite instruction will continue where classes left off from the dry-run period to the ECQ period. The situation will require adjustments too. Students and faculty members coming back to Manila from where they have been during the month away requires for them to settle back in, personally and psychologically– with attendant concerns particular to their contexts. In consideration of these conditions, we shall observe the following guidelines, using two options applicable for all students – local and international students – both at the undergraduate and graduate levels.
Schools and departments will need to discern for their own contexts the more feasible, appropriate, and compassionate one to use between these two options.
The flowchart on processes for graduate students illustrates how Options 1 and 2 are applied for coursework:
Around 85 Loyola Schools students went for a JTA program this semester. We have written to all of them to let them know that if they decide to return before their term abroad finishes, we welcome them back. If they cannot continue their classes remotely from here, the Office of International Relations (OIR) will assist them in withdrawing from the institutions abroad that host their JTA and they can take fast-track courses in the Loyola Schools to replace the courses that they cannot finish abroad. Further guidelines may be obtained from the ADAA.
For those who were unable to leave for their JTA program because of the current crisis, we will give them fast track courses online or onsite after the ECQ. Further guidelines may be obtained from the ADAA.
Covering all the bases
The situation we are in is very volatile. Anytime the government can declare a prolonged period of ECQ that could catch us flat-footed. We owe it to ourselves to be prepared for an eventuality like this.
In consideration of these conditions, we would like to inform the community that the Loyola Schools head administrators are studying different options for contingency measures towards an end in view that a possible ECQ extension will take place which will affect the entire second semester and beyond it. In due course, we will come out with another memo to address this kind of a scenario.
We continue to hope
It looks like we are still on a long haul journey ahead on rough roads and uncharted paths. But while the trek is tiring, we should find consolation in the tenacity of the human spirit that doesn’t give up in the name of love for one another especially in the face of a humongous crisis! We continue to pray for strength, for wisdom, and for the triumph of goodness in our midst.
This memo has taken a day or two to craft, owing to a lot of matters that needed careful consideration. Thanks for your patience!
St. Joseph (whose feast we celebrated yesterday) – self-effacing husband of Mary, dutiful earthly father of Jesus, and faithful worker in the vineyard of the Lord – pray for us who labor for His Kingdom!
Today, Friday of the 3rd week of Lent, we implore the mercy of Jesus whose Sacred Heart bears unconditional love and compassion for all of us – prodigals or not!
