Powerholding members of the university
(Educators, staff members, etc.)
I recognize the position the pandemic put you in
You were forced to adjust to a virtual 2020-2021 school year
I get that, completely understand that, and certainly won’t deny you of that fact

But I do have just one question for you…
How many students did you consult during your decision-making process(es)?

Do you know that not all students are so easily malleable?

Okay so, there are two questions here
And neither are rhetorical
Both require answers and honest ones at that
And I ask them because I don’t think you’re aware of
the “virtual” environment you’ve created
Allow me to demonstrate what I mean by this

Powerholding members of the university:
“Talk to us. We’re here to help you through this”

Me (a student) of said university:
“Hello, I’m talking to you! Why aren’t you helping me?”

The “virtual” environment you created elevated your voice and demoted your actions
Thus, deadlocking students like me into two positions

The first position: to engage in a continuous state of self-advocacy
And the second: engaging in a continuous state of
critical analysis discerning your practices

Both positions negating our ability as students to be just that STUDENTS

What would it say about us as students if
we weren’t able to critically analyze your practices?
What would it say about your research-focused school if
we students weren’t able to do this?

Better yet you, spewing rhetoric of solidarity and support
without any follow through of action?

Like you, we had no time to adjust to the pandemic
But while WE (as students) recognize the position the pandemic put you in
YOU as powerholders failed to recognize the position
the pandemic put US students in as well
WE recognize your attempts to accommodate us are under the oblivious umbrella of words

“Try it now, fix it later”
But had YOU consulted us earlier, you would’ve had much less to “fix” now

You tried it your way
Maybe now you’ll consider trying it our way: the inclusive way

Artist Statement

(regarding the inclusive way)

Educators, staff, and students are all members of the university and our respective programs. But our member benefits/responsibilities/power are different and unequal. Unfortunately for students, we often must fight to be taken seriously and considered in conversations that directly impact our experiences. Even now, as the pandemic continues to rage on outside, it is still the tuition payments of students like me that keep the lights on in campus buildings that we may never see before our respective programs end. And yet, each day that we (as students) open our laptops to begin another day of virtual learning, we are spewed rhetoric of solidarity and support without any recognition that our experiences are not equal to those in positions of power spewing this rhetoric. Therefore, for the virtual school experience to be inclusive of the student experience as well, here are a few recommendations:

1. Utilize Student Program Representatives / Engage with Student Organizers

Consider engaging with these students in academic programming decisions that directly impact them and their peers. For example, support students in organizing online drop-in support AND support students if they happen to do this work without being prompted. These student leaders have a strong line of communication with students (because of their shared membership and limited power). Consider the feedback these student leaders have received from the students they engage with on a regular basis regarding lack of support and the need for more of it. This is more important now in the virtual education landscape than ever before because many student-run groups have excelled in supporting their members virtually.

Questions to consider: If student-run services have been created out of a need for what is lacking from those in positions of power, why not listen to them for their solutions? And who better to understand the student experience during covid/virtual learning than other students?

2. Consider Being More Adaptive to the Virtual Learning Environment

Those in positions of power are often unable to recognize the challenges of covid/virtual learning on students (who are not the pre-pandemic students they used to be). Many students have taken on more personal responsibility at home, at their places of work, and even regarding their own mental and psychological health. Faculty need to do better to consider these impacts as they make their course syllabi. For example, by reducing the number of weekly readings, providing more opportunities for group learning such as group assignments to lean into social interaction amongst students, and utilizing built-in functions on Zoom such as breakout rooms and polls to create more engaging ways to teach lessons rather than talking at students about lecture content.

Question to consider: Recognize that despite encouragement, not all students will fill out course evaluations for instructors at the end of each term. So, with approximately 4 months per term – why not check-in with your students once a month and ask what YOU can do to help make virtual learning more engaging for them as students and listeners? This can be done via a Google Poll, a Zoom Poll, or simply asking during a lecture. Ask and adjust accordingly to accommodate not only student needs but student experiences. Accessibility benefits all students, not just those who have disabilities.

Final Thoughts

Ultimately, this all comes down to listening to students. While this should be obvious, the last two years have demonstrated how frequently this listening does not occur. Therefore, stop dismissing what students are saying; stop treating students’ concerns as only legitimate when they come from another person in a position of power whom the student has found to advocate on their behalf. Do better to listen to your students who are coming to you, speaking in plain language, and asking for your help.  It is not and has not been enough to “chat” with students on Zoom and exchange emails with them to hear their issues or concerns. You need to do better to create solutions for your students and implement them rather than reject the ones students come up with on their own and ask you to implement. When students create solutions in academic spaces themselves, they’re doing it to support the experiences of ALL students and not just themselves as individuals. Or have you as a long-time powerholding member of the university forgotten the Mission of this university?