Marist Professors Adjust to Plexiglass Barriers, Virtual Students

The COVID-19 pandemic has impacted every institution and businesses across the nation, but colleges have felt this need to adapt to the “new normal” acutely. Classes now are either completely over Zoom or, if taught in person, require the professor to stand behind a plexiglass shield. This is a big adjustment for students but it’s an equally large adjustment for professors and teachers. 

Marist professors across academic schools shared the difficulty of shifting to a semi-online and socially-distanced model of teaching. Dr. Megan Dennis from Marist’s School of Science believes this new model of teaching requires a “complete rethinking of everything.” 

This summer, Dennis spent a lot of time thinking about what she thought is important for the college to have a successful semester and how technology can be used to assist in that — especially in science classes. “So many of our classes require group work and collaborative thinking, and all of those things fall into the ‘this is not safe’ category,” Dennis said. 

Professors adapt to teaching virtually, to masked students, and behind plexiglass shields. Source: Makena Gera 21’

Many lab classes have been split with students only attending class every other week. In some courses students have also been meeting outside. A portion of the curriculum and experiments were forced to be cut because there simply isn’t enough time to fit them in. Addressing whether this model is working, Dennis said, “If I’m being optimistic, things are generally going well,” but also added it’s too early to know. 

In the School of Communication and the Arts, professor Melissa Clark is grateful for Marist’s support in adjusting to this new model. Clark is hopeful that students will still be able to receive a safe and high-quality education this semester. “I appreciate how [proactive] Marist has been to ensure student and staff safety,” she said. “While I am still learning the ins and outs of the new technology, I look forward to a great semester.” 

The college’s reopening plan included mandatory COVID-19 testing prior to arrival on campus, required face coverings, socially-distant and reduced-occupancy classrooms, as well signs all over campus reading “stop the spread.”

While many professors prefer the traditional classroom experience, everyday they are learning to adapt to the new model. Susan Davidson, a retailing professor in the fashion program, compares the situation to performing on stage opposed to in a movie.

“If you’re an actor and you perform on Broadway, you have your audience right there,” she said. “But when you’re [acting in] a movie you don’t know the reaction from the audience.” Teaching on Zoom is the same — with a grid of blank stares or black screens when students’ cameras are turned off, it’s hard to gauge the response of the class. Professors question if students are bored, engaged or falling asleep.

Another difficulty is the technology itself. “There’s always a slight delay on Zoom,” Davidson said. “Did they hear me? Did they not hear me? It’s hard to [interpret] their reaction.”

Although learning this new technology can be overwhelming for professors, Davidson said there are definitely positives to an online-centered classroom. “I had to learn a lot of technology, which allowed me to focus more and be more organized. It takes a lot of work ahead of time, but it frees up my time now to focus more on our conversations and lecture.” 

Although it’s a strange paradox, students tend to participate more over Zoom, according to Davidson. It’s more difficult to build a relationship with students, but many feel more comfortable speaking up from behind a screen.

Whether they are behind a plexiglass barrier or a computer screen, Marist professors aren’t just trying to make hybrid and socially-distanced learning work­—they’re trying to make it as enjoyable and beneficial as possible for students.