By Professor Su Baker
In the last issue of NiTRO we have heard from our members and colleagues how they have managed, interpreted and adjusted to this sudden disruption to the world of university life, both the changes to teaching and research delivery, from a richly campus-based with the embodied learning experiences, one that we have continued commitment to, and a sudden cessation of contact and the rapid transition to the virtual campus experience. The workload and rapid upskilling of the academic and administrative workforce has been phenomenal and, in most cases, highly effective, at least from this side of the screen. The stresses and energy of university staff has been remarkable.
So, how has it been for the students, as we slowly and carefully manage the return to campuses across the country? There is no doubt that the impacts and challenges will be ongoing particularly for students entering the workforce and coping with extended study after deferrals, which some have indicated will come.
There have been reports of frustration but also an extraordinary degree of mature understanding from the students at all levels and these responses have given the staff much encouragement that their efforts have been appreciated.
We offer this issue of NiTRO to the voice of students and hear how it has been for them.
Music student Darin Aqila explores how lockdown has increased creativity but limited the physical interaction that inspires music.
Ceramic artist Pie Bolton describes the gains and losses of distancing and digital interaction while acknowledging that, in Victoria, ‘normal’ is not coming any time soon.
For Isobel Carver the limitations of COVID resulted in unexpected achievement and direction in her fine arts practice.
Theatre PhD student Josephine Christensen discovers that while some drama techniques can be translated to the digital realm, significant challenges remain.
Performance artist Chelsea Coon cites Natalie Loveless to explain how she ‘fell in love’ with the virtual space.
Loren Kronemyer, a PhD student at University of Tasmania, reveals the power shifts, often in favour of artists, that have resulted from the COVID environment.
Naomi Dinnen describes her first semester as an ANU lecturer which coincided with campus closures and online learning.
Leo Liu shares the struggles of adapting to distance study.
Rhymney Mazza discovers new skills as she transitions her theatre study to online production.
WA Screen Academy student Holly Miller finds a reinforced understanding of the role of screen production from her COVID experiences.
Tasmanian artist, Anna Van Stralen, discovers that home schooling brings her own doctoral focus into sharp relief.
Christine McFetridge considers the memories, emotions and doubts that emerge from the current situation.
Professors Vanessa Tomlinson, Ruth Bridgstock, Brydie-Leigh Bartleet and Dawn Bennett share the findings from their recent research project on music careers pointing out the lessons that emerge for post-COVID education.