My internship wasn’t originally supposed to be remote. But I’m enjoying many aspects of working from home. For one, my work environment is mostly under my control. In an open office floor plan (which seems to be popular), I would be subject to ambient noise and visual distractions. Besides that, I have a variety of locations available to work from — my desk, the couch, or even out in the backyard in the sun (highly recommended!
Oberlin College announced a plan for the 2020–2021 school year that, in my view, has some major problems. This post contains the email response I sent to President Carmen Twillie Ambar.
Dear President Ambar,
I don’t have much to add to my reflection on week 2 of online classes. I’ve continued weekdaily naps, as well as walks and runs. My attention and promptness to my schoolwork was not as good this week as it was in week 2; in general, I was more distracted from work, so I started it later in the day. One welcome improvement is that my politics professor has shortened class slightly by removing the full-class discussion that would follow the small group discussions.
Last week I wrote a reflection on my first week of online classes in which I described some of the good and bad changes caused by the move online. Now that another week has passed, I want to revisit that topic.
Colleges (and high schools) across the world have switched to teaching classes online due to the current COVID–19 outbreak. I just finished my first week of taking classes entirely online. This post is a brief reflection on my experience of the sudden adjustment: what went well, and what didn’t? The format All of my classes are meeting via video chat at the regular time. In two of them it is more or less expected that students will enable their cameras, and in the other two only a few students do.