In response to the coronavirus, colleges across the country are moving face-to-face classes online. While this seems like a reasonable response, there is an underlying assumption that I fear is not being adequately addressed; an assumption that could cause us to inadvertently set some of our students up for failure.

Even if our students were 100% proficient in adapting to Internet based course delivery, not all of them have easy access to computers and the Internet when they are off campus. This is one of the reasons why computer labs are a necessity on college campuses.

If my college moves face-to-face courses online, I will take full advantage of the technologies available to most of my students while also being aware that most ≠ all. Therefore, as I consider a possible transition, I am preparing to offer multiple strategies to promote student success.

For example, later this semester I plan to screen Midnight Movies: From the Margin to the Mainstream (2005) whether my film class is meeting face-to-face or online. Most students will be able to access the documentary online. Yet, I am prepared to put together a series of readings that cover similar content so that all students can be successful.

Because reading text requires less data than does screening a 1:26:01 film, I plan to make these readings available online. But I am also prepared to copy the articles and mail them to any student who does not have adequate Internet access.

I can image someone rightly arguing that it is too much work to prepare for all contingencies. They would be correct. And I can assure you that I am not going to spend time putting together alternative assignments that will not be used. However, because I know that there are quality articles available to replace the documentary, I can comfortably wait until I learn what the specific needs of my students before actually preparing the reading assignment.

I am not falling into the assumption that all students can access online course content from off campus and so can plan accordingly. I will not be caught off guard if a student contacts me and says, “Dr. Berg, I don’t have Internet access at home.” Nor will I inadvertently set any students up for failure.

–Steven L. Berg, PhD

Note: To help relieve student anxiety about the possible transition, I have discussed the possibility in class, have assured students that I am am already making plans for as smooth of a transition as possible, and letting them know that I am aware that not all students have easy Internet access off campus.

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