UP employs outstanding faculty members, many of whom quickly sprang into action in March to move their courses online and continue UP’s mission during a global pandemic. We recently connected with Pamplin School of Business faculty Naveen Gudigantala, Ph.D., Associate Professor in Operations and Technology Management. Hear what he learned from the spring semester, creative approaches he is taking to engage students in new ways, and advice for the fall semester.

What did you learn from moving everything online in the spring?

I have learned that it is possible to pull off a successful course in the most challenging of circumstances if everyone approaches the process with dedication, hard work, flexibility, and empathy for each other. When we had to transition to online learning, I had to quickly assess the requirements of my students and the challenges they faced, and accordingly design the remainder of the course. My students were understanding of the situation, embraced the online environment, and did their best. Overall, this experience taught us that being nimble and adaptable can really help make the best out of any situation.

It also gave me an opportunity to assess the strengths and weaknesses of online instruction. In particular, I now have a better understanding of academic technology tools, the type of instruction that works best for graduate and undergraduate classes, and how to make the best use of technology for overall student success. I strongly believe that the expertise we are gaining in using technology for learning and collaboration will forever change the way education will be imparted. Ultimately the great positive I see is that everyone is gaining more skills and learning to be more resilient. These are valuable life lessons to me and hopefully for my students as well.  

Our current situation has forced faculty to be innovative and find new ways to engage students. How have you adjusted to and maximized teaching online?

My guiding principle was to be empathetic to student needs and yet create a learning environment that achieved course objectives. All my teaching innovations were guided by this principle. The motivation to not compromise on student learning meant that I had to learn some new technologies on the fly (e.g., features in Moodle and Zoom), teach some more to students (e.g., how to record and upload presentation videos), and also a transition that was well-thought-out, smooth, and clear to students. I created a consistent set of expectations for the rest of the semester, made the learning website organized and easy to follow, and made myself extensively available, including sharing my mobile phone number with students. I have made need-based exceptions to students on their course-deliverable submissions which I would normally not do in a regular semester. Also, I had to make adjustments to the way the tests were given. Being flexible due to student needs helped students to perform to their best in the courses. From my end, this process necessitated putting in a lot of extra hours to create videos that are of similar quality to classroom teaching, reworking homework assignments, and being available on online office hours to work with students that needed extra help to understand and apply the concepts.

I think what would generally take multiple years for me to experiment and learn these things, I did in a span of merely six weeks. I think the resulting innovation will be very profound; I believe there will be few canceled classes on campuses now. Previously, whenever there was a snow event or when instructors had to travel to conferences there were occasional canceled classes. But now instructors across the board are well-equipped to leverage technology. This will be a massive strength to appropriately use technology to improve educational outcomes. 

What tips do you have for students for fully maximizing their experience in the fall with the blend of in-person classes and remote instruction?

During the transition to online learning during the spring semester, I observed that many students embraced the change quite admirably rather than fight it. I can tell that many more instruction changes are on the way. Students who are ready to accept the changes and adopt them will be better able to navigate this new environment. Given the social distancing rules expected to be in place, some of these changes will be related to how classes will be delivered by different instructors, how discussions will be conducted in the classroom, and how students get to collaborate. So good planning will be key to students’ success. Also, all the instructors are focused on your success. So please feel free to communicate with your instructors on any questions and use the office hours to your advantage. The reliance on technology will be very high, so have a good computer to help you with your coursework. 

Is there anything else you would like parents to know?

At UP, we take great pride in delivering high-quality education. Regardless of the current circumstances, we are working hard to empower ourselves and our colleagues to plan for a successful new academic year. Although we cannot control everything, you can count us to be dedicated, hard-working, and committed to your student’s success. You can expect us to be innovative, creative, and yet highly empathetic to the needs of our students. With your support, we hope to have a great academic year. Thank you for your faith in UP.

Naveen Gudigantala, Ph.D., serves as Associate Professor in Operations and Technology Management for UP’s Pamplin School of Business Administration. Some of his courses include business analytics, data science, operations and technology management, systems analysis, and decision modeling.

UP employs outstanding faculty members, many of whom quickly sprang into action in March to move their courses online and continue UP’s mission during a global pandemic. We recently connected with Pamplin School of Business faculty Fr. Dan Parrish, C.S.C., Ph.D., Assistant Professor in Entrepreneurship and Innovation Management, to hear what he learned from the spring semester, creative approaches he is taking to engage students in new ways, and advice for the fall semester.

What did you learn from moving everything online in the spring?

An aspect that sets UP apart from almost all other universities is the ways we build community. Our residence halls do a wonderful job of creating experiences for authentic community; likewise, we work hard in the classrooms, on the athletic courts and fields, and in clubs and activities across campus to foster a sense of community where each individual is honored and valued. Though I have always appreciated the depth and strength of community on The Bluff, its value was driven home to me in a new way when we moved online. There are so many ways that we build and strengthen relationships through our personal interactions with one another. My classes include a heavy focus on discussion and hearing from one another. Authentic communication and active listening are much more difficult in online instruction.

That having been said, we did find some fun ways to continue to draw near to each other. For instance, I created small groups in our online class meetings so that our project teams could keep working closely together. We also told a few stories and anecdotes—and even sang some songs together—to maintain those vital human connections.

Our current situation has forced faculty to be innovative and find new ways to engage students. How have you adjusted to and maximized teaching online?

This pandemic has been very stressful for us all, even keeping us from sleeping well at night. I felt much of the same weight of the situation as did my students, and I realized it was important to be especially pastorally present to them, in addition to working hard to provide excellent teaching. I made extra time in each class to check in with students and see how they were handling the circumstances. We shared stories of successes and we shared frustrations we were facing. I also regularly reminded students that I was praying for them and I invited them to share any prayer intentions that they would like me to focus on. Many students shared intentions, and I believe it brought them solace to know that I was praying for them specifically.

Throughout the semester, I try to bring in show-and-tell items when appropriate to spur creative thinking and keep our classes interesting and fresh. For our case study examining Taylor Guitars’ Ebony Project—in which Taylor is investing in Cameroon to provide a stable supply of instrument grade ebony for generations to come, all while providing better jobs and even food and medicine for local Cameroonian communities—I bring out my own Taylor guitar to show students how ebony is used in the instrument. I usually only strum a few bars for them and then move onto the case study. This pandemic semester my MBA students exuberantly asked me to play a song. At the end of class I gave in and sang a song for them. It became a weekly tradition to end class with a song, usually something relevant to the current news—I played songs by Kenny Rogers and Bill Withers in the days after they died this spring. Though the quality of the audio through the computer was very poor, students regularly shared how uplifting it was to have authentic interactions from a professor who really cared for them. The experience has inspired me to think even more creatively about my approach to the classroom and I will look for more such opportunities to include activities that deepen connections with students.

What tips do you have for students for fully maximizing their experience in the fall with the blend of in-person classes and remote instruction?

The first tip is simple—don’t try to multitask! No one can give full attention to more than one thing at a time. Turn off all other devices, go to a place where you are not distracted, and pay very close attention to what is happening in class, even though it is online. Of course, this is the same advice I give students in person—don’t text people when you are in class, because it distracts you and breaks your attention. Stay focused and engaged, and ask meaningful questions to ensure you are staying on track.

Second, though it is more difficult when we spend less time together, work hard to get to know your classmates and your professors. If your professor or those who sit near you don’t know your name by the second week of class, take responsibility for helping forge those relationships. Stop by to have a conversation with your professor on the way in or out of class; introduce yourself to those around you; join in group calls or texts and bring your whole self to the task. Relationships are vital to being fully functional in our communities, and everyone has to take responsibility for building these relationships.

Third, be an active participant in every class meeting, whether in person or online. Ask or answer at least one question every day to make sure you are thinking critically about the material. Finally, communicate well with professors and classmates alike. The less we are together, the harder it is to know how everyone is doing and to know if they are tracking where we are headed. Everyone needs to take responsibility for staying engaged and communicating that with those around them. This helps us maintain vital communities where everyone is valued, appreciated, and cared for.

Is there anything else you would like parents to know?

Without suffocating our students with constant check-ins, be aware of any signs of withdrawal. The isolation of the pandemic makes it difficult for us to know when people are struggling, especially since we don’t know students as well as their loved ones do. Parents are uniquely situated to know when their students may be struggling and can encourage them to reach out for assistance. I also think it is important for parents to discuss strategies for successful engagement in isolating times. Yes, we are all suffering through this. But in difficult times we also often find great opportunities for innovation and creativity. Don’t stop trying to find new and interesting ways to build community through meaningful relationships. Professors, classmates, and university staff are all available via phone, text, video, etc., and though it may take a bit more effort on all of our parts, we still need each other.

It is also vital that we make extra time for God. Especially when things are difficult or stressful, we can find great solace and peace in quiet mediation, in petitionary prayer, and in writing a list of things we are thankful for each day. God is always with us, but we can sometimes forget to slow down and be present to God, as we would to a best friend. And if you don’t know what other prayer to pray, use my favorite, “Come Holy Spirit!” Pray it once or pray it a hundred times in a row; it is the easiest and perhaps most effective prayer there is. Keep it always on your lips and near your heart: “Come Holy Spirit!” 

Fr. Dan Parrish, C.S.C., Ph.D., is a 1995 graduate of UP, and serves as Assistant Professor of Entrepreneurship and Innovation Management in the Pamplin School of Business. He is also the Holy Cross Pastoral Resident in Lund Family Hall.

Please review this information with your student, as well as the additional details outlined in President Fr. Mark’s July 17 update, and encourage them to adhere to outlined practices to help us ensure the health and safety of all students returning to campus. We’re all in this together!

• Health and Safety Practices
  • As a condition of returning to campus, all Pilots agree to adhere to several health and safety practices in light of COVID-19, including daily self-screening, mask wearing, and physical distancing.

• Screening and Testing
  • Information for students is available online regarding screening, testing, quarantine, isolation, and contact tracing. Some additional details were also shared in Fr. Mark’s update on July 17.

• Potential Care Costs
  • Visits at the Health and Counseling Center remain free of cost. The CARES Act requires comprehensive private health insurance plans to cover testing needed to detect or diagnose COVID-19 and the administration of that testing.
  • Additional point of care tests (strep, flu) and medications offered in clinic will continued to be offered at an out-of-pocket cost. Lab work, imaging, prescriptions, and off-campus evaluation costs are subject to insurance coverage.
  • Learn more about Health and Counseling Center costs.

• Health Insurance Requirements
  • The University believes that a solid health plan is vital to the wellbeing of our students. As such, all full-time undergraduate students are required to carry medical insurance and are automatically enrolled in a PacificSource Health Plan. Students with comparable existing health insurance coverage may complete an online Health Insurance Waiver, which is due by Friday, August 28, 2020. Please know that all students, regardless of health insurance, can use the Health and Counseling Center. It is important that your student takes special note of insurance requirements and Health and Counseling Center costs.

• Health and Counseling Center Resources
  • Beyond COVID-19, please remember the helpful services and resources provided through the Health and Counseling Center:
    • Primary Care
    • Counseling
    • Wellness Education and Prevention
    • Resources and Emergency Numbers

• Ways that Students can Prepare for Managing their Health Care
  • Have a copy or picture of their up-to-date health insurance card.
  • Students should research and familiarize themselves with nearby health care options and pharmacies within their health insurance network in the event that they need care in the Portland area.
  • Check that vaccinations are complete and up to date.
  • Know how to contact their primary care physician’s office in case they need any information or records for care while at school, such as by a phone number or through a clinic’s health app.
  • Renew or refill any prescription medications and talk with their provider about how to refill any prescriptions while at school.
  • Create a list of wellness resource contacts to have on hand when needed, including:
    • Student’s mental health provider
    • Primary care office
    • UP Health and Counseling Center during business hours: 503.943.7134
    • After-hours mental health counselors: ProtoCall, 503.943.7134, Option 3
    • After-hours Advice Nurse Line: 503.574.9606
    • Parent, family or other support persons
  • Set overall health and wellness goals before coming to campus and list some actionable items for how to maintain or accomplish these goals.
  • Students who regularly see providers for chronic health reasons, and who will not be able to continue seeing these providers via tele-health during the fall should arrange for new support locally before arriving on campus. Please note that the Health and Counseling Center’s therapy is considered “short-term.” In cases when specialized or long-term care for more persistent mental health concerns is more appropriate (or when based on clinician discretion), HCC staff can assist with a referral to an off-campus resource. They do not keep a referral list, but students who are looking to begin care with an outside provider are encouraged to visit the Psychology Today webpage and select the ‘Find a Therapist’ tab. 

• Additional Items to Pack:
  • Cloth face covering 
  • Personal hand sanitizer 
  • First Aid/home health kit with basic self-care items, such as: 
    • Bandages and antibiotic ointment 
    • Cold/sinus relief medication, cough drops, and nasal spray 
    • Digital thermometer 
    • Over-the-counter pain reliever 
    • Reusable cold pack 
  • Cleaner/disinfectant for personal spaces 
  • Toiletries bag for backpack with basic hygiene items (i.e., hand sanitizer, tissues, face mask) 

Questions regarding Health and Counseling Center services can be sent via e-mail to hcc@up.edu. You can also call the Healthy and Counseling Center at 503.943.7134. If you call during normal business hours (Monday-Friday, 8:30 a.m. to 4:30 p.m.), simply press 1 when prompted to be forwarded to a staff member or leave a voicemail for someone to return your call.