Responding to a New Reality

This story was written by Makayla Hipke and appeared in the Summer 2020 edition of the iMPAct Alumni Newsletter

 

When the Spring 2020 academic semester at UNC-Chapel Hill kicked off on January 8, it was business as usual for MPA students, faculty, and staff. Just eight weeks later, everything would change.

As confirmed cases of the novel coronavirus (COVID-19) began to rise in the United States by late February and into early March, universities hurried to respond and create contingency plans.

Universities were quickly determined as possible hotspots for COVID-19 spread; settings posing a high risk for viral contact included dormitories and communal housing, classrooms, lecture halls, and laboratories.

On March 5, MPA Program Director William Rivenbark sent his first communication to faculty about possible COVID-19 impacts and requested that instructors begin preparing for the possibility of remote instruction for on-campus students. Students departed for spring break on March 9. By March 11, university leadership notified students that they would not return to campus after spring break.

To make a mid-semester switch to exclusively online course delivery was unprecedented, yet universities across the world were being asked to do just that. The challenges for the MPA team were multifaceted: they were attempting to communicate with students, assist faculty, follow university guidance, and care for their own families.

“The speed in which it happened made it challenging,” MPA Managing Director Heather Duhart said. “We wanted to make sure our students had the information they needed, but the university had to make those calls and communicate them to us. We had to learn to say, ‘We don’t know yet.’”

The MPA program had several advantages that helped ease the transition. Given that the program already has an online option for students, many faculty members have extensive experience teaching online. And the program’s staff is used to carrying out their work—with students and with each other—remotely. 

Another advantage was the MPA faculty’s familiarity with thinking creatively about how to deliver content and achieve learning outcomes. Because MPA faculty also work in service to local and state governments, they were already accustomed to the nontraditional academic schedules and teaching approaches.

“There was a true level of care and responsibility from our faculty that paid off,” Rivenbark said. “We asked so much of them, and they took it on and made it work. It’s a true credit to them.”

The challenges, however, were undeniable. While many had resources already prepared for online instruction, others were starting from scratch. For example, faculty member Kara Millonzi had just started a half-semester course designed for in-person delivery, and needed to move it to fully remote—all while responding to local governments’ urgent questions about the pandemic and juggling familial responsibilities at home.

“The best way I can describe March and April is ‘a whirlwind,’” Millonzi said. “There was a critical period where local governments needed immediate information about the legal implications of COVID-19. I also teach a course that had just started. I was impressed with the students’ willingness to roll with the changes and their ability to continue to actively engage with the content under very challenging circumstances.”

While class delivery for the online format did not see many changes, students and faculty—like much of the world—also were experiencing the stressors and impacts of COVID-19. Many were working on the front lines of pandemic response and faced the challenges of adapting to a new normal in their own lives.

The loss of program events was keenly felt. This included end-of-year events like graduation, which was set to recognize 78 new alumni who represented graduates from the past year. Program staff and faculty sought to mitigate the impact of these challenges through online connection and have continued this focus through the summer. The MPA Alumni Board also hosted a special “welcome to the alumni ranks” happy hour event for graduates in May.

As many organizations transitioned to remote work, faced budget cuts, and furloughed employees, students were particularly concerned about the status of the Professional Work Experience (PWE) component of the MPA degree. Thanks to the support of program alumni and community partners—coupled with the perseverance of students—all students secured summer PWEs. Kristin Pawlowski, associate director of alumni engagement and employer relations, and the program were grateful for the efforts of alumni who stepped up and helped make this possible through support positions, providing feedback, and through mentorship.

“It was inspiring to see our alumni community, who themselves were on the front line of the pandemic, still eager to give back to the program,” said Pawlowski. “We were humbled to see a record number of alumni supporting current students, and others offering time to provide mentorship to graduates from the Class of 2020 and peers in the field.”

Program faculty and staff are now preparing for the fall semester in the face of myriad uncertainties. What is clear is a commitment to continue to serve and engage our students to the best of our ability and to help as they prepare to be public service leaders.

Elizabeth Langefeld, associate director of academic advising and student life, is relaying one principle message to faculty and students: “authenticity over production value.” The focus will not be on perfection but on creating meaningful opportunities to connect, form bonds, and develop shared experiences.

For many, the COVID-19 pandemic has created ripple effects that will permanently change how everyone works and interact with each other. The MPA program is no exception.

“We’ve all gone through this experience together,” Duhart said. “It’s forced us to do things differently, and I’m curious to see how it changes the program in the long term. No matter what, it’s been encouraging to see everyone pitch in to make this work.”

While these changes are inevitable, the program’s commitment to its mission will remain unchanged.

“The last few months should remind us all of the importance of good public leadership,” said Rivenbark. “Our mission is to prepare public service leaders. We will remain unwavering in that commitment.”

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