Difference between revisions of "Stuff Happens Symposium"
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A few months into the pandemic, when the entire world was on lock-down and I was desperately trying to figure out what that meant for my doctoral work, my wife tried to cheer me up: She taped a map of the world to the dartboard in our game room, handed me a dart and said, "Throw this at the map and wherever it lands, that's where I'm taking you when the pandemic is over." I'm happy to announce that this summer we are going to spend two weeks behind the refrigerator. | A few months into the pandemic, when the entire world was on lock-down and I was desperately trying to figure out what that meant for my doctoral work, my wife tried to cheer me up: She taped a map of the world to the dartboard in our game room, handed me a dart and said, "Throw this at the map and wherever it lands, that's where I'm taking you when the pandemic is over." I'm happy to announce that this summer we are going to spend two weeks behind the refrigerator. | ||
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| + | I have to confess that at least part of the reason I applied to a PhD program at the University of Aberdeen was the opportunity to travel to Scotland. My program was, from the beginning, structured as a part-time, distance program, so I wasn't expecting to do this often, but the pandemic certainly called into question whether it would be possible at all. I'm relieved that things are looking better now than they did one year ago, but that year--however dark it was for many--has also given me some time to reflect and actually appreciate a few things I wasn't expecting as part of my program. | ||
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| + | I'd like to share three of those "positives" with you, and then conclude with some new fears and challenges that have also materialized, just as unexpected an unlikely as the positive aspects of pursuing doctoral research in the pandemic. | ||
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| + | My area of research is medieval Scandinavian literature, most of which is written in Old Norse. I knew coming into this program that I would need to study Old Norse, but the only course offered by my University was to Masters students, and was typically offered only in-person. When the UK lock-down was instituted, suddenly ALL courses became online, and distance. I was able to audit the course, participate in the classes, the translation exercises, the discussions as fully as anyone was able to--and in the process, I was able to meet and get to know other students in a way that wouldn't have otherwise been possible. Likewise, social events, seminars, and dissertation updates with other PhD students in my program (all of which had previously been on-site only) were moved online. So I feel like what would have been a lonely process of research and writing in my first year became a very communal experience. Perhaps less communal for full-time, in person students, but far more communal for me as a part-time, distance student. | ||
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| + | *sense of perspective | ||
Revision as of 16:30, 14 June 2021
Abstract
As a part-time, distance student living in the United States, my experience beginning a doctoral program during the pandemic has been an unexpectedly positive one. When classes at the University of Aberdeen shifted to entirely online, synchronous learning, I was able to audit several classes and participate in relevant online groups far more fully than would have been possible otherwise. Especially in the areas of academic opportunity, peer support networks, and customer service, the pandemic has compelled academic institutions to improve their online offerings, which greatly benefits distance students (and likely benefits all students). My fear is that some of this progress could be lost when face-to-face instruction resumes, and once again becomes the predominant focus of my institution.
Presentation
A few months into the pandemic, when the entire world was on lock-down and I was desperately trying to figure out what that meant for my doctoral work, my wife tried to cheer me up: She taped a map of the world to the dartboard in our game room, handed me a dart and said, "Throw this at the map and wherever it lands, that's where I'm taking you when the pandemic is over." I'm happy to announce that this summer we are going to spend two weeks behind the refrigerator.
I have to confess that at least part of the reason I applied to a PhD program at the University of Aberdeen was the opportunity to travel to Scotland. My program was, from the beginning, structured as a part-time, distance program, so I wasn't expecting to do this often, but the pandemic certainly called into question whether it would be possible at all. I'm relieved that things are looking better now than they did one year ago, but that year--however dark it was for many--has also given me some time to reflect and actually appreciate a few things I wasn't expecting as part of my program.
I'd like to share three of those "positives" with you, and then conclude with some new fears and challenges that have also materialized, just as unexpected an unlikely as the positive aspects of pursuing doctoral research in the pandemic.
My area of research is medieval Scandinavian literature, most of which is written in Old Norse. I knew coming into this program that I would need to study Old Norse, but the only course offered by my University was to Masters students, and was typically offered only in-person. When the UK lock-down was instituted, suddenly ALL courses became online, and distance. I was able to audit the course, participate in the classes, the translation exercises, the discussions as fully as anyone was able to--and in the process, I was able to meet and get to know other students in a way that wouldn't have otherwise been possible. Likewise, social events, seminars, and dissertation updates with other PhD students in my program (all of which had previously been on-site only) were moved online. So I feel like what would have been a lonely process of research and writing in my first year became a very communal experience. Perhaps less communal for full-time, in person students, but far more communal for me as a part-time, distance student.
- sense of perspective
