Being There and Being Seen – All Part of the New Reality
The shadow of COVID-19 is slowly lifting/fading as evidenced all around us. Services are returning back to - ‘almost’ normal, goods are starting to flow again, logistics are mending and our CBD streets and venues are bustling once more. In my fifty years of academia – I have never seen anything like the impact that the pandemic had on education – specifically higher education. It certainly taught us how to be inventive and resilient – in truth, it taught us many things some not so bad.
See - https://www.ubss.edu.au/article/what-has-covid-ever-done-for-us/
Return to Face-To-Face Teaching and Learning
The mandated return of international students to the physical classroom (as opposed to the cyber classroom) has a set of challenges that we need to meet head-on. Students at my own institution were very happy with online learning as evidenced in the ongoing survey responses – however now the requirement is in place we need to ensure the on-campus experience is not only restored – but bettered than it was pre-COVID. I was (and remain) an advocate of online learning – but I acknowledge the reality and realise it is essential to re-adjust.
See - https://www.ubss.edu.au/article/what-does-the-return-to-campus-in-t1-2024-actually-look-like/
Learning Support – A Key Element
Essential to the support of returning students is the focus on learning support. My own institution has in place - and is further expanding - the role of the Learning Support Co-ordinator whose role it is to support students with their learning specifically – which includes assisting students with their learning and associated skills development; providing individual advice and guidance to students on a range of academic matters; providing individual consultation with students as required; providing lecture and tutorial support as required; and working co-operatively with campus staff to create a positive and welcoming environment.
See - https://www.ubss.edu.au/article/learning-support-a-key-element-of-overall-student-support/
The Need to Rethink COVID-Driven Behaviour That Focussed On Isolation
In truth, we were instructed to remain at home and have as little contact with others as possible – hardly consistent with the current emphasis on supporting and nurturing students on campus. We need to re-think and re-learn some of the COVID-19 habits developed and focus now on the reverse (in many cases).
There were a number of positive outcomes and practices that we should maintain. Some online teaching/learning is permitted within the current regulatory framework. My own institution offers four subjects online for postgraduate students (proving popular) and six subjects for undergraduate students. Many meetings are now held in a hybrid format – which is working very well given the campus spread – Sydney, Melbourne and Adelaide. These matters should be encouraged and supported.
See - https://www.ubss.edu.au/media/4244/emerging-from-the-shadows-into-the-light.pdf
Be There and Be Seen
However, fundamental to the success of the transition back to the campus is the availability and presence of staff – all staff – not only those teaching face-to-face classes. The non-teaching staff are needed – like never before. I am encouraging the staff at my own institution to ‘be there and be seen’ as much as possible. COVID encouraged us to remain in our offices – email each other – and minimise personal contact. That time is over.
Non-teaching staff, in particular, need to be there are be seen. A strategy that works for me – and I encourage all non-teaching staff to adopt it – is to get up, leave the office, and spend ten (10) minutes each hour wandering around the campus interfacing with students and other staff. The impact will be significant – as I have found – and the intel well worth the effort. The challenge is now on.
Emeritus Professor Greg Whateley is Deputy Vice-Chancellor (UBSS) and Chief Executive Officer (GCA)
