Dear AeroAstro Community,

This has been a difficult year for all of us. We were pushed out of the physical space we shared with our friends and colleagues by a dreadful virus. Many of our students found themselves pressing on with classes while working in very different circumstances than they were expecting. More recently, events in the US have brought systemic racism to the forefront of the public consciousness. A few months ago, I sent a note acknowledging how the stress, uncertainty, and fear we have been experiencing may be impacting our productivity, and how we must exercise kindness and compassion towards all members of our community who may be feeling these effects deeply. As we confront the impact of racism on our society, this has become even more relevant today. We still have a lot of work to do, but I am encouraged by the way we have engaged in productive and courageous dialogue on systemic and institutional racism, privilege, and microaggressions. Even though these conversations can be hard and uncomfortable, they must continue. Together we can create an environment that nurtures these important discussions so we may all learn and grow together.
 
As we gain a clearer picture of how our fall semester will take shape , AeroAstro is currently in the process of putting research ramp-up plans in place while evaluating academic needs so we can allocate resources effectively while social distancing. Recent MIT survey data sheds light on the remote learning experience for our AeroAstro students. Many of our graduate students had positive feedback around support they received form their advisors. Our undergraduates liked the student success coaching program and felt they had adequate access to appropriate hardware and software. However, some of the key takeaways from this data highlight the limitations of a remote learning environment:
  • 50 percent of our students reported experiencing more stress at this time.
  • 47 percent do not agree that Zoom lessons have been effective, with 80 percent reporting they are not able to focus as well as in-person classes.
  • 55 percent are not collaborating as much now as they were before the transition and 88 percent of students feel the quality of campus interactions with friends is worse now.

Overall, our students want to be together. Though we are still working out logistical details, the labs and classes that require access to facilities and other on-campus resources to build and operate experiments will be prioritized as we phase in our return to campus. In the fall, all classes will also be held online, even if they are also offered in-person, so students can learn wherever they are most comfortable. Research and administrative work that can be done remotely must continue to do so. Those who are cleared to return to campus will be expected to comply fully with the Institute requirements around mandatory testing, public health training, and most importantly, wearing personal protective equipment — no exceptions. Anthony Zolnik is overseeing our Department’s return to campus, so please follow up with him directly via email if you have further questions.
 
Many of us, myself included, had hoped that we might be together again by September. As the Institute communicates decisions around the fall semester, it is clear that while some operations will resume in a limited capacity, many of us will continue to work from home. Given what we know about Covid-19, exercising caution as we resume some normal activity is the right thing to do. But for many of us, working from home poses unique and frustrating challenges and can be an isolating experience. Please know that we are as committed as ever to exploring ways in which we can enhance community and engagement, particularly for our students in the classroom and outside of lectures, no matter where they are in the world (on-campus or off-campus). Though the situation is less than ideal, I know I can count on all of you to help us as we prepare for and work through the fall semester.