We didn't have internet or the ability to attend school virtually. When the bombing started, schools shut down abruptly.

During the 1991 Operation Desert Storm, I was a student in middle school in Baghdad. The current situation hits close to home for me. So I began to wonder about the impact such transitions will have on students and colleagues emotionally, psychologically and even physically. We are feeling machines that think.” Recent literature affirms the importance of the affective domains in teaching and learning. In Descartes’ Error, Antonio Damasio asserts, “We are not thinking machines. As a neuroscientist, I know that emotions are key to learning. Yet while the technological know-how to virtually connect with our students is necessary, it is not sufficient to continue the teaching and learning endeavor.īeyond the electronic connection, we need to connect emotionally - especially in times of anxiety and uncertainty. As I look through the materials put together by various teaching and learning centers and instructional technology groups, I have noticed that the resources have focused almost exclusively on the hows of technology: tools to record lectures, create discussions and proctor exams. The conversations on our campuses, as well as on professional Listservs, have turned to the topic of academic continuity plans as the nation continues to deal with the impact of COVID-19. Today, growing numbers of colleges and universities all across the country - including Dartmouth College, Rice University and Stanford University, among many others - are temporarily canceling their face-to-face classes to deal with the impact of the COVID-19 situation. Read results of a spring 2021 Inside Higher Ed Student Voice survey about student success during the pandemic and what supports students need moving forward.

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