My Thoughts on CUNY’s “Recalibration Period for Educational Equity”
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CUNY surprised a lot of people—myself included—when I received an SMS alert indicating that CUNY would be observing a “Recalibration Period.” The message, delivered by the same system is used for statewide emergencies and for Notify NYC, reads as follows:
S: CUNYAlert – CUNY has instituted a Recalibration Period for Educational Equity
CUNY has instituted a Recalibration Period for Educational Equity, beginning this Friday, March 27, through Wednesday April 1. Distance learning will resume on Thursday, April 2. The University’s previously scheduled Spring Recess will run from April 8-10. There are numerous exceptions, visit CUNY’s coronavirus page for details, and your college’s website for campus-specific information.
The Recalibration Period for Educational Equity is to allow CUNY colleges to identify and provide computing devices to students who do not have access to computers at home to continue with remote instruction. Many CUNY students live below the poverty line—some are even “food insecure”—and it is important that we ensure every student has access to the necessary technology for continuing their studies.
The “recalibration” period will run from Friday, March 27 through Wednesday, April 1; remote instruction will resume on Thursday, April 2. To make up for the lost instruction days, CUNY cut Spring Break from over a week—April 8–16—to three days—April 8 to 10.
In addition to emergency alert, I also received emails about the “recalibration period” from the following College officers:
- Queens College Interim President William Tramontano
- Queens College Provost and VP for Academic Affairs Elizabeth Field Hendrey
When I learned about the recalibration period, I was peeved having to redo the schedule for my courses…again! I was also concerned that my students would confuse my students who are already disillusioned with continuing their students in this stressful time.
A few hours later, I received a message from my department chair regarding the recalibration period. She explained that she had consulted with the Dean of Faculty and decided that we faculty should “ignore” the directives about the recalibration period. This message specifically referenced the chancellor’s and provost’s messages.
The latter message from the Provost is clear about observing this recalibration period: “This recalibration period is not optional. No instruction is to take place during this period: please don’t schedule tests or due-dates for assignments.”
This is conflicting information. What would you do?
After giving it some thought and sleeping on it, I have decided today to observe the recalibration period. Here’s why.
- Rank. While I was never in the military, or anything of the sort, I am aware of the pecking order of university and college officials: Chancellor > College President > Provost > Dean > Department Chair. With all due respect, rank dictates that I observe the directives of the higher officials than those of the dean or my department chair.
- Equity. A week ago, at the beginning of the remote instructional period, I circulated surveys to my students, asking whether they received my messages about my plans for remote instruction. The survey had another purpose: to test whether students could access course materials remotely. If a student could access the survey, they could access the course materials on Google Classroom. In my Media Criticism class of twenty students, seven have not completed the survey. And in my History of Cinema class of fifty-nine (59) credit-earning (non-auditing) students, eighteen (18) have not completed the survey. In all, almost a third of my students (32%) have not completed the simple task of completing a one-question, online survey in the course of a week. This doesn’t bode well for them to complete other more complex, online assignments. I really hope CUNY and Queens College doesn’t squander this period to identify students who don’t have access to the requisite technology—and to provide them with the necessary tools.
- Spring Break. I suspect that a lot of resistance to the recalibration period comes from the shortened spring break. Believe me, I have strong opinions about spring break, including my objection to CUNY’s spring break acting like a moveable feast. But, look, in the Age of the Virus, spring break is over. No one in the New York area should be traveling or getting together during the Easter–Passover breaks… no matter how badly some dimwits would be “raring to go” by then.
- “Asynchronicity”. As I described in my earlier post about remote instruction, I mentioned that most of my course activities would be asynchronous. I plan to keep that mode because it allows students more flexibility to participate in the course and to complete assignments.
Even with these reasons, I am conflicted about this recalibration period. I don’t like the idea of interrupting the semester—a second time after last week’s instructional recess—because it is disruptive to teaching and learning. I’m also concerned that the university and the college have not communicated their plans for identifying students-in-need and providing them with the necessary tools for remote learning. The administration could very well squander this recalibration period without addressing the needs of our neediest students.
At the risk of minor insubordination, I’ve updated the syllabi for my Media Criticism and my History of Cinema 2 courses to reflect the revised schedule in the age of recalibration.