Daily Lumina News 040220

Grantmakers to higher education are suddenly confronting a new reality during the COVID-19 outbreak.
Many organizations are already shifting gears, prioritizing efforts to get more emergency aid directly into the hands of students in financial need and supporting academic services for populations of students who were already at a disadvantage in getting to and through college and will now be even more affected by the economic turmoil.

Tribal colleges and universities—which serve more than 16,000 Native American students—have been hard hit by the coronavirus, as they try to support some of the poorest student populations in remote rural areas with limited technology and funds.
To confront the challenge, schools may put internet hotspots in towns within driving distance. It isn’t possible to give students hotspots at home—too many live in areas far from cell towers or blocked off by mountains. But this way, students can at least access their online course materials from their cars, and other community members can use the internet as well.

In fields like history, literature, and French, transitioning to online learning—as many colleges and universities have done to fight the spread of the coronavirus—might sound challenging but doable. In some career and technical programs, it’s a different story.
For institutions like Peninsula College, it often means trying to figure out a workable resolution and more on the fly.

In the wake of the coronavirus, educators and administrators alike have offered their thoughts about adjusting to life under school and college shutdowns. But what about the perspective of students?
In this podcast, several students share their stories about access, equity, and online learning—plus what colleges and universities can do to better support them during this challenging time.