The spread of a novel virus, COVID-19, has greatly impacted the campus at the University of Bridgeport as well as many other collegiate campuses and educational institutions around the country and world. As a result, all institutions have decided to discontinue in-person instruction and, instead, continue with virtual instruction. This decision greatly isolates the population and protects everyone from potential exposure to illness and does, in fact, slow the spread of the COVID-19 virus; however, it fails to solve the educational challenge our world is now facing. This dilemma puts the students at The University of Bridgeport at an educational disadvantage for a variety of reasons.

For starters, this system of online learning through Zoom Conferencing and Canvas of virtual instruction in no way replaces nor justifies the sticker price of a private institution. This form of learning prevents meetings with professors and TAs in person, forcing the students at the University of Bridgeport to fully rely on their computer if they have one, and either Wifi or a smartphone hotspot. While we can still interact with our professors through email, phone, and sometimes video-calling, there are restrictions including time zones, WIFI availability, logistical organization, and countless other restraints. Our education is left to strong factors outside of our control. Also, an inability to physically be on campus poses countless challenges to students' educational quality. The University of Bridgeport prides itself in having a plethora of resources for students such as Wahlstrom Library, The Heckman Center, technology access, lab access, music practice, and skype rooms, academic advising, and peer tutors; yet "indefinite virtual instruction" means an end to these resources, putting many students at a clear disadvantage without a bold solution. Now, office hours are rigid and cannot possibly accommodate nearly as many students prior to this transition to online instruction, due to time zones or limited internet usage. This does not even take into account learning disadvantages that students might possess on top of these already extreme conditions. These disadvantages cause a great deal of stress for students, adding on the fact that the course load and material will still be the same. According to a survey conducted in 2013 by the American Psychological Association, Anxiety is the top presenting concern among college students at 41.6%, this number has no doubt increased in the years since 2013, and will most likely increase at a much steeper rate for this semester due to COVID-19. Not only will the rate of anxiety and other mental health disorders increase due to the most common location for receiving counseling or mental health service being conducted on campus. The ability to seek counseling services for the University of Bridgeport students has stopped altogether.

Just because a class is online now does not mean the content has lessened, nor does it mean it will be "easy." Furthermore, with online exams, students are automatically not given the option to ask their professor questions. Some professors may counter-argue that students can send an email with questions during their exam, however writing an email with questions and then waiting for a response cuts into the time the student may need to complete the exam. This is not a feasible nor conducive manner of learning or even testing. This will, without a doubt, harm the mental health of the University of Bridgeport students and add an enormous amount of stress during an already stressful time. 

Virtual instruction for the duration of the semester would cause a great deal of difficulty for professors and TAs as well. Classes in which participation is weighed heavily would be difficult to grade considering the first half of the semester. Also, it is ludicrous to grade a student negatively for having inconsistent WIFI which could prevent them from participating in class and discourage the student even more. Furthermore, if a professor becomes ill, it is unfair to make a professor grade and not have sick days off. In addition, if children or parents of professors become ill, professors would need to care for their families before grading or teaching. It is unfeasible and unjust for both professors and students to be held to traditional forms of grading while the entire world of academia is forced to deal with something they've never dealt with before. It is vital for the UB community to find alternative ways to measure and quantify this part of education in a logical sense.

The University of Bridgeport also prides itself on its diverse community with students coming from 45 US States and 80 countries. International students and even students living in different parts of the country (specifically those closest to the West Coast) are required to either stay up or wake up at inconvenient times to "attend" virtual classes since participation is still in effect. For instance, lectures starting at 8 am in Bridgeport would require that students on the West Coast be up at 5 am to participate in the class. This is outrageous. Also for some international students who have returned home, this would mean vastly early or late times, with many lectures beginning at 6 pm in Bridgeport taking place at 11 pm Greenwich Mean Time which only covers parts of Western Europe, and other international students having to stay up well into early morning hours. This is unfair to all students, as the University wished for all students to return to their permanent addresses during this period of uncertainty and took in very few petitions to remain in campus housing. This jeopardizes the mental health for a plethora of students who have to complete schoolwork, "attend" classes and also attempt to maintain a regularity that is simply impossible.

Many institutions, such as Georgetown University, Northwestern University, and Grinnel College, Lehigh, Davidson, Duke, and The University of Virginia have enacted a pass/fail option for their students. Offering a pass/fail option for classes of a student's specific choice for the semester helps alleviate some of the stress caused by measures taken to prevent the spread of COVID-19. It is not without doubt that UB students are ambitious and passionate, but even under the right circumstances, the amount of work and engagement can be exhausting and detrimental to the general mental health of the student body. Making the semester "lower stakes" wouldn't discourage students from doing well in their classes, but rather it would allow some leeway for those put in tough academic and personal situations. By having the option of pass/fail courses, students could pick which exact course to make pass/fail while still receiving grades in other classes. This would allow students to focus on getting good grades in the classes they can, passing the ones they cannot, and spending the rest of their time with their families and on their mental and physical health. The University has done well in allowing an open campus for those who cannot return home due to travel bans or an unwillingness to travel due to the extreme situation; however, the next step is for UB to allow students to have the option of pass/fail classes in order to make a truly equitable policy during this daily and even hourly changing situation.
 
This above content has been adapted & altered from the University of Virginia Petition on COVID-19 by Abena Appiah-Ofori.

Due to the unprecedented circumstances facing our country and world, it is safe to say our lives have increasingly grown more complex within a very limited time. With such added stress upon the students of the University of Bridgeport, from not being able to attend a much-earned graduation under a big top tent on campus to knowing that many goodbyes in person were not made to fellow peers, faculty and staff before decisions were made, I believe UB can at least give its students the option to make specific, some, or all classes pass/fail since they cannot seem to provide us with many specifics other than events and in-person classes canceled for the remainder of the semester. With all this added stress, the option of having pass/fail classes would allow students to focus on what’s important (like their families and friends who are impacted by COVID-19), focus on their mental health, and have some reassurance in their academics at time when cities, states, and even countries are locking down.

First-year students had their first taste of college cut short and forced to return home. Sophomores and Juniors have had their most critical years as UB students, as student leaders, athletes, and scholars put on pause as they return home without proper sendoffs due to an abrupt end to the semester during Spring Break. The student leaders, in particular, have been thrown into freewill having to figure out plans for Fall Semester early. Finally, like me and other graduating seniors we are still wrapping our heads around the fact that we will not be able to celebrate our achievements and contributions that we have made for the campus under a big top tent overlooking the Long Island Sound. We will not get to participate in our Senior Week, meet friends in the Hub or library, savor our last walks to class, and for the senior athletes, many of them only got a few games in their final year or were told there would be no playoffs. This is undoubtedly a hard time for everyone, including the families of UB students.

In addition, with COVID-19 impacting primary learning institutions and businesses, the average household in America is more populated than it would be without COVID-19. This means the living environments students are forced to adapt to can be unstable, abusive, or mentally / physically unsafe without providing any alternatives or safe spaces during these turbulent times. Furthermore, in the event a parent, grandparent, or child within said household develops COVID-19, the household is automatically changed and much focus is shifted to the sick individual, putting academics to the side. With hospitals overrun and limited tests offered for COVID-19, sick individuals may be forced to remain at home in a form of isolation and may require more care from their families. I personally feel it is immoral and unethical to make a student pick between focusing on their academics or focusing on a loved one who has contracted COVID-19. I think I speak for every college student when I say I hope my University never puts me in that position. I seriously hope my University does not actually think I would choose academics over the wellbeing of my family or friends.

***My call to action is this: The University of Bridgeport should allow the option for students to have the ability to pick specific, some, or all classes pass/fail. Currently, under the Academic Regulations and Procedures in 2018-2020, UB Catalog Pass/Fail is only an option for free electives. Undergraduate students can elect to take 6 classes in their academic program on the pass/fail option, however, only free electives can be chosen for this option. Furthermore, no more than two courses in a single semester can be completed in the pass/fail option. The Pass/Fail request must also be made in writing and cannot be completed after the tenth day of scheduled class in a regular semester. I believe this policy for Spring 2020 pass/fails should be additional and not count towards part of the six (6) pass/fails already allowed. Under the conditions our entire country - and the world - are forced to face, I believe there should be an exception. This new pass/fail policy would allow students to pass/fail Spring 2020 classes outside of counting as a free elective. Obviously for medical school or any other higher institution of learning where specific prerequisite grades are mandatory, this policy would not be beneficial to those students pursuing said paths post-graduation. This policy has already been implemented successfully by Davidson College on March 18th, 2020. 

As a student from this great institution whose founders believed that “Ability and leadership must be sought in all groups,” I believe that it only seems fair to petition for better wellbeing for students, faculty, and staff. The University of Bridgeport has always challenged me to do what I believe is right no matter the circumstance, and now I wish to challenge the institution itself.