Previously published at WGBHNews.org.
I knew the Apocalypse was at hand when I walked through the nearly empty Ruggles T station Monday morning — and there were no Jehovah’s Witnesses. Not that I suspected these smiling, well-dressed folks with their posters and pamphlets were afraid of catching COVID-19. They probably just figured there was no point in standing in the cold all by themselves while the city was shutting down around them.
As a journalism professor at Northeastern University, I’m well aware of how fortunate I am. Our paychecks and benefits won’t be threatened unless the worst of the worst-case scenarios become a reality. For us, the pandemic means trying to figure out how to move our classes online so that our students’ education isn’t thrown off track any more than absolutely necessary.
Even so, it’s been a challenging week.
I’d spent the first week of March — spring break at Northeastern — in Mendocino County, California, reporting on The Mendocino Voice, a small news organization moving toward cooperative ownership. While I was out there, I attended a news conference on the coronavirus called by county officials. It was clear that things were about to explode.
Classes actually resumed March 9, but we all had a sense that was likely to change at any moment. And it did. During our faculty meeting on March 11, we got an email from the administration telling us we were moving to online instruction the next day.
It seemed possible that the shift wouldn’t be too disruptive. At least initially, students were not asked to leave university housing — something that would be a logistical nightmare given our large number of international students as well as students living on campus while working at co-op jobs in the Boston area. I taught my final in-person class that night and got ready to go virtual.
My plan for Thursday was a workshopping session with my opinion-journalism class. It seemed like more of a technical challenge than I was comfortable taking on, but a colleague recommended Zoom video-conferencing software, and I gave it a try. I was stunned at how easy it was — for an hour and a half, my 15 students and I had something very close to a normal class. I don’t hear especially well, so I was pleasantly surprised that I could hear them better through my earbuds than I normally do in the classroom.
But if we’ve learned anything in the past week, it’s that what we hope will be the “new normal” only lasts for a few hours. First, one of my international graduate students told me she was flying home to Ecuador. Then, on Saturday, the university reversed course and ordered everyone out of the residence halls by Tuesday, March 17, at 5 p.m. Social-media panic ensured. Within a few hours, the university sent an update — students would be given some leeway on when they moved out, the remainder of the semester’s room and board would be refunded, and students with a demonstrated hardship could stay.
That helped. But it left us wondering how much of the semester we could salvage with nearly everyone scrambling to leave. Ruggles may have been empty on Monday, but cars were lined up all over campus as students got ready to head home. Despite the confusion, I don’t see how it could have been otherwise. What came across as draconian on Saturday seemed like the responsible thing to do by Monday.
So now what? Why was I on campus Monday when I should have been hunkering down at home? Because I’d decided to come in one last time in case any of my students wanted to see me before leaving. As it turned out, most of them found electronic communication sufficient — and safer.
But one of my students, a young woman from Hong Kong, dropped by for some advice on her final project in my ethics class. We kicked around some ideas and talked about what would happen next. She’s a senior. The last few weeks of her classes are gone. Commencement, scheduled for May 1, is almost certainly gone as well. She’ll walk away with an education, but without any of the memories she should have had.
She took a selfie of us and said goodbye.