Boston University Plans for Possible Delay of Fall Semester

Boston University is planning for the possibility that the fall term might have to be delayed and instead reopened in January 2021, reports the Boston Herald.

“The Recovery Plan recognizes that if, in the unlikely event that public health officials deem it unsafe to open in the fall of 2020, then the University’s contingency plan envisions the need to consider a later in-person return, perhaps in January 2021,” a university news article reads.

University President Robert A. Brown announced the university’s COVID-19 Recovery Plan to figure out ways BU can return to in-person, on-campus operations. The plan tasks five working groups to determine “what actions are needed to bring academic, research, and residential programs back to campus for the fall semester in ways that are guided by the best public health practices.”

The working groups are centered on remote and online learning, graduate affairs, undergraduate programs, research, and student residential life. The committee’s task is to determine what needs to be done to return to in-person teaching and research to the university and does not replace the regular management groups.

The plan also recognizes that international students face “unique burdens” such as travel restrictions and interruptions to obtaining visas. BU will offer remote courses over the summer and provide minimal housing and dining options.

“For reasons of public health, the economy, or any number of other factors, this is not going to be as simple as flipping a switch and getting back to business as usual,” Brown said in the university article. “This is going to take time, and it will take time to plan. Starting that planning now is the right thing to do, and it is a necessity.”

About the Author

Yvonne Marquez is senior editor of Spaces4Learning. She can be reached at [email protected].

Featured

  • Designing the Bridge Between Inclusivity and Independence in K–12 Schools

    Fostering independence is fundamental to learning and development for K–12 students. It offers many proven benefits, such as enhanced confidence, problem-solving, decision-making, and social skills. However, this foundational objective loses its impact if it’s not accessible and adaptable to all students. Inclusivity plays a critical role in cultivating independence and healthy autonomy for students, fostering positive student learning outcomes by uniting pedagogy with the physical learning environment.

  • Rethinking K-12 Schools as a Continuous Learning Experience

    Most students move through three or more separate facilities during their K-12 journey, yet the built environments they encounter at each stage have traditionally been designed in isolation, with little continuity in spatial language, learning philosophy, or physical resources. Each new school is a reset with different layouts, learning models, expectations, and ways of moving through a building. The next generation of school design is making the case that the first day of kindergarten and the last day of high school can and should feel connected through common support systems and infrastructure in the physical environment.

  • Minnesota District Converts Middle School into Community Hub

    White Bear Lake Area Schools in White Bear Lake, Minn., recently announced the end of a major renovation project that converted a former middle school into a new centralized district and community hub, according to a news release.

  • ed tech conference calendar

    Upcoming Awards, Events & Webinars