The WCP, directed by Class of 1958 Professor Melissa Ianetta, was recognized for its dual dedication to faculty and student development.

“The preparation of postdoctoral fellows and lecturers for the workplace could alone be the defining quality of an exceptional program, and WCP accomplishes this through an innovative curriculum of courses and resources,” wrote Tristan Denley, executive vice chancellor and chief development officer of the USG. “At the same time, WCP invites Tech students to develop skills in composition, technical communication, and learning support.”

Schatz, meanwhile, was honored for his innovation in an online classroom environment, specifically group problem-solving sessions, interactive strategies, and animated lectures.

The selection committee was “deeply impressed” by his “reach beyond the Georgia Tech classroom through service to local and statewide communities at so many levels, from teacher training in Atlanta and Fulton County Schools, to [his] development of a physics MOOC (Massive Open Online Course) that reached thousands and utilized lab activities that students could do with their smartphones,” wrote Denley.

Learn more about the WCP’s awards here, and about Schatz’s award here.

Four engineering professors and their students talk about the challenges of online learning during the pandemic and the human touchpoints that make all the difference. Among the faculty and students interviewed are ECE Professor Bernard Kippelen and Emily Marshall, a third-year electrical engineering student. 

It’s a very different time on campus for both students and faculty at Georgia Tech. Classes are mostly remote, and if hybrid classes are offered, very few students show up in-person, opting instead for the safety of their dorm rooms. New methods of learning have forced professors to think outside the box, creating novel modes of teaching and virtual engagement, fully embracing their responsibility to deliver a top-ranked Tech education that students are so eager to receive. Here are four stories of classes that were successfully taught this semester, largely due to the care and commitment of the professors.

Continue reading this story on the College of Engineering website 

“When campus closed, the focus was on transitioning to remote instruction,” said Bonnie Ferri, vice provost for Graduate Education and Faculty Development. “And as the semester progressed, we realized that students doing research remotely had their own set of problems.”

In response, the Graduate Faculty Council, an advisory group made up of faculty that supports the Office of Graduate Studies, decided to take action.    

“We realized that while there are many resources on mentorship in research, we found very little on the topic of how to mentor those completing research remotely,” Ferri said. “So, we crowdsourced advice for both advisors and the students they support, with particular focus on strategies to help with research productivity and student well-being.”

The team worked with members of the Graduate Student Government Association, other grad students, members of the Office of Student Life, and others to pull together a list of tips and resources to promote well-being and minimize negative impact on both advisors and advisees.

Check out this brief video for the student-focused advice, and read on for all of the strategies and supports.

Tips for Advisors

• Prioritize quality communication with advisees. Video calls (or at minimum phone calls) allow for two-way communication, which is essential to maintaining the advisor-advisee relationship. Engage your advisees in a conversation about working at a distance and what they may need from you.
• Promote social interaction. Organize (or encourage students to organize) social activities for research group members. If you have a small group, engage with other faculty to combine efforts and create social opportunities with other students.
• Maintain a similar routine. Try to keep a similar schedule of meetings with your advisees. Don’t change your management style, and move to more frequent updates or micromanagement. It might be tempting to cancel meetings because you can’t meet in person, but there are several high-quality video conferencing solutions that can nearly mimic in-person meetings. Set drop-in times (as if you were in your campus office), so students can easily initiate contact via video if needed.
• Encourage positivity and temper expectations. Start conversations by making sure students are healthy and well. They may be under a great deal of stress due to being directly impacted by COVID-19, so make sure they know you care about their personal well-being. Share your own stories about how the pandemic has affected you. Do you have pets? Your student would probably love to virtually meet them. Productivity levels will likely decrease, and it’s not acceptable to expect the same level of performance from your students when they are working remotely. Be flexible with deadlines when possible.
• Emphasize teamwork. You and your students are in this together. Make sure they know that you are here to support them to the best of your ability even though these are very uncertain and difficult times. They should also commit to supporting you and their fellow students by attending research/proposal/defense presentations.

Resources for Advisors and Advisees

• NIH Resources 
• Strategies and Tools for Dealing With Stress During the Coronavirus Pandemic (Laurie Chaikind McNulty, LCSW-C)
• Managing the Stress and Anxiety Around COVID-19 (Kelly Donahue, Ph.D.)
• Becoming A Resilient Scientist: Setting Reasonable Expectations and Healthy Boundaries for Ourselves and With Our Supervisors (Sharon Milgram, Ph.D., Director, NIH Office of Intramural Training and Education)
• Stress Management and Self-care for Scientists: During COVID-19 and Beyond (Michael Sheridan, Ph.D.)  
• Supporting Yourself and Your Trainees During the Coronavirus Pandemic (Annie Scheiner, LCMFT, Wellness Advisor, NIH-OITE)
• Mutual Expectations of Advisors and Advisees
• If you are concerned about the well-being of a student, you can submit a referral to the Dean of Students.

Tips for Students (Check out this brief video for the student-focused advice.)

• Establish a routine for your work. Commit to working a consistent schedule, wake up at the same time every day, shower, and get ready as if you were going to the office. You may have family to support or other commitments, so your schedule may not be the same as it was when you were working on campus. Setting constraints on your work schedule will prevent you from overworking and burning out.
• Maintain a workspace to avoid distractions. When you are working, you should try to be in a space that you can be isolated from roommates, family, etc. If that’s not possible, make sure they know what your work schedule is and ask that you not be interrupted. Stay away from the refrigerator, streaming services, and other distractions that could adversely impact your health or performance.
• Stay active and social. Take a break during the day, and get some fresh air outside. Go for a walk, run, or do some other physical activity. Reach out to others in your research group to set up happy hours, coffee hours, or other social activities.
• Temper expectations of yourself. It’s not realistic to think that you will maintain previous levels of productivity. Your advisors know this. There are a number of tips out there for being successful during this time — virtual hangouts, exercise, eating well, meditating, learning new skills, etc. All of these won’t work for you. Use this time to figure out what works and what doesn’t. Working remotely is a skill in and of itself, and figuring out how to navigate it successfully will be a very valuable skill moving forward.
• Reach out to campus resources. No one is going to be able to navigate this time alone. There are a number of campus resources that are still providing high-quality resources to students at a distance. They are just a phone call away and are here to help you if you need it (see below).

Resources for Students

• Any enrolled Tech student is eligible for “on-campus” mental health services, including through the Counseling Center and Stamps Psychiatry. Students may access resources by calling/connecting with GT CARE and speaking with a clinician. The clinician will make the appropriate recommendation for services. Visit https://care.gatech.edu/, or call 404-894-3498.
• Services continue to be offered virtually via Health Initiatives, the LGBTQIA Resource Center, VOICE, and the Women's Resource Center.
• Student Health Insurance Plan (SHIP) Resources students enrolled in the Georgia Tech SHIP (both mandatory and voluntary) have access to 24/7 telehealth medical and behavioral support resources. COVID-19 testing is covered at no charge. Access to psychologists (Ph.D./PsyD), marriage and family therapists (LMFT), clinical social workers (LCSW), and licensed professional counselors (LPC) through BetterHelp (a national virtual counseling service) is included for free. You can access the resources through your UHCSR online account portal.
• COVID-19: Guidance for Graduate Education
• Tech COVID-19 Website
• Student Services and Resources