How does the coronavirus intersect with climate change? Part 2: the dress rehearsal

What does the coronavirus experience tell us about climate change?

Last week I started posting on connections between these two enormous challenges.  There I touched on the ways climate change can change the spread of diseases, the possibility that COVID lockdowns give us a glimpse into how we can throttle back carbon emissions, and the ways that coping with the pandemic could accelerate, or blot out, climate crisis thinking and planning.

Today I wanted to explore a different approach, one where we think of our response to COVID-19 as a dress rehearsal for how humanity can handle the climate crisis.  Reflect on the pandemic as a dry run for what comes next.*

Philosopher of science Bruno Latour raised this point way back in March. (French original) “I am advancing the hypothesis, as have many others, that the health crisis prepares, induces, incites us to prepare for climate change. This hypothesis still needs to be tested.”

Latour actually comes to argue that his hypothesis doesn’t work, at least in France.  We’ll address that below.  For now, though, I’d like to test it out a bit on the rest of the world and explore just how we can explore our future engagement with the climate crisis based on what COVID has shown us.

There are many parts to this.  Let’s identify some of the biggest.

We can start with the social position of science.  Attitudes towards science are wide-ranging, at times contradictory, and sometimes shifting.  A good number of people (media figures, government officials, public health leaders, the population as revealed by polling) saw science as a useful guide through the pandemic.  Epidemiology was the center of this approval, of course, accompanied by the full gamut of health care: biology, anatomy and physiology, respiratory science, psychotherapy, geriatrics, and so on. Huge numbers and forms of statistics have been in the air continuously.

At the same time there have been various forms of skepticism and opposition directed at science.  A good number of people (media figures, government officials, public health leaders, the population as revealed by polling) have charged science with overstating the danger.  Some are now convinced the science is openly political, either connected with party politics, racial politics (in the US), or some form of globalism running roughshod over localities. Scientists themselves contradict each other, not just in the centuries-old tradition of how science develops, but in offering opposed policy prescriptions and seeing their opponents as too politically biased.  These attitudes didn’t emerge out of nowhere, of course, as they draw on pre-established cultural patterns, from the global antivax movement to anti-Darwin religious belief to various forms of popular dislike of authority figures.

In the United States I suspect there’s also some our anxiety about health care, given America’s unusual funding structure.  I fear we might also experience an uptick in suspicion of academic science, driven in part by partisan politics (Republicans being much more skeptical of higher ed than Democrats) as well as negative responses to how many colleges and universities handled the epidemic (opening up leading to infections and deaths within campus communities and beyond).

A similar range of anti- and pro-science stances have already been taken concerning climate change, and it seems reasonable to project them forward.  The particular contours of COVID-era opposition to science – charges of politicization, exaggeration, and being part of a globalist agenda – are certainly in play on climate issues.

One of the strongest sources of opposition to scientific recommendations is the body of counterarguments in favor of economic stability or growth.  That objection has cropped up since the start of the pandemic in the west and continues through today.  It charges that the economic costs of strong public health measures are too deep, and also carry public health burdens in the forms of exhaustion, suicide, etc. A fresh example appeared this week as the Irish government rejected that nation’s leading medical authorities’ call for high levels of behavior restrictions. “The surprise proposal drew widespread opposition amid concerns that severe new curbs would derail an economic recovery.”

Related to these political arguments are the dynamics of economic and racial inequalities.  Since its start COVID-19 has impacted populations unevenly in many ways, including by racial and economic inequities.  Economically, poor people have a more difficult time accessing health care, especially in privatized nations like the United States.  The pandemic has rewarded the wealthy, generally, increasing economic divides.  In the United States black and Latinx populations suffer disproportionately by numbers of infections and deaths.  Awareness of this dynamic seems to be widespread; actions to redress it are not.

Climate change seems likely to continue this pattern.  Globally, economically and ethnically marginalized populations tend to be geographically and culturally placed to bear the brunt of rising waters, deserts, and temperatures.  If 2020’s attitude of criticizing this inequity without doing much to respond materially bears out, COVID suggests racial and economic inequalities will continue to shape humanity’s response to climate change.

Let me return to politics from another angle.  How has the human race responded to the pandemic in terms of state power and governance?

Globally we can see several patterns.  Nation-states are leading the charge, regardless of how well they succeed.  Battling COVID requires action and coordination at the level of provinces, states, and departments.  Cities also play a key role.  Super- and international organizations have some part as well, most visibly the World Health Organization.

coronavirus global dashboard 2020 Oct 10 WHO

The WHO global dashboard as of this writing.

It is not even a year in, and governments can act very slowly indeed, but this suggests to me that humanity is not ready to make seriously political changes in response to global catastrophe.  Indeed, our reactions are in many ways conservative.  We often hearken back to national governments, and among those a great many reactionaries, as in Brazil, India, the United States, Great Britain, Poland, Hungary, Turkey, Iran, etc.  None of those states have changed in organization.  Beyond them, there is little international cooperation beyond some of Europe and East Asia, and there it was already in place.  There are no new treaties or compacts, nothing like the agreements that nations made to handle acid rain (1979) or ozone layer depletion (1987).  The European Union doesn’t seem to be changing up to grapple the pandemic. On the other end of the political scale, localisms don’t seem to have taken off as the center of human activity.  We might be more urban than at any other time in history, but the state looks central to our response.

In 2018 Geoff Mann and Joel Wainwright posited four ways civilization could reshape states and governance to grapple with the climate crisis. To recap:

  1. Climate Leviathan, the creation of a superstate to organize the world along somewhat technocratic, neoliberal lines.
  2. Climate Behemoth, which sees a host of right wing states defying climate change and fighting to maintain their individual positions.
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  3. Climate Mao, where multiple nations pick up China’s unique brand of state communism and climate mitigation.
  4. Climate X, an open category for a kind of decentralized yet collaborative, progressive and liberatory response.

If we can project those scenarios into our present day, it looks like 2020 is the year of COVID Behemoth, followed distantly by at least one Mao in the works (but not others, given global responses to Beijing’s handling of the virus). There are plenty of nation-states addressing the problem, and a bunch are in various forms of denial and/or clumsiness.  Despite ad hoc and often quiet international collaborations, there is no sign of any Leviathan and it is too early to see traces of Climate X, except perhaps for some antiracist awareness in the United States.

Again, it’s still early days, but COVID shows us a human race wedded to the nation state, and suggests our climate change response will follow suit.  Latour argues that these states are operating from an out of date playbook:

What is more worrying is that we do not see how that state would prepare the move from the one crisis to the next. In the health crisis, the administration has the very classic educational role and its authority coincides perfectly with the old national borders – the archaism of the sudden return to European borders is painful proof of this. In the case of ecological change, the relationship is reversed: it is the administration that must learn from a multiform people, on multiple scales, what will be the territories upon which people are trying to survive in many new ways as they seek to escape from globalized production. The present state would be completely incapable of dictating measures from above. If in the health crisis, it is the brave people who must relearn to wash their hands and cough into their elbows as they did in primary school, in the case of the ecological mutation, it is the state that finds itself in a learning situation.

Perhaps we are approaching the boundary of a phase change, when we realize that our response systems are flailing, and that we need to invent or innovate new structures.  If I can add another qualified hypothetical, maybe the web of ad hoc transnational collaboration we see in 2020 gives us the first hint of how that new political order might start to appear.

On the other hand, there are clear limits to this entire way of thinking about the pandemic and the climate crisis together.  Maybe the dress rehearsal hypothesis just doesn’t work. Back to Latour, who winds up his article with these thoughts:

[I]n the health crisis, it may be true that humans as a whole are “fighting” against viruses – even if they have no interest in us and go their way from throat to throat killing us without meaning to. The situation is tragically reversed in ecological change: this time, the pathogen whose terrible virulence has changed the living conditions of all the inhabitants of the planet is not the virus at all, it is humanity!

I wonder about this – not in terms of reality, but perception and culture.  I watched a webinar recently about using games to teach and mobilize people about climate change, and I asked a design question.  If such a game is competitive, and at least one player represents the forces of good, who are the opponents?  If the game has a narrative element, who are the villains?  I suggested some possibilities: energy companies; certain forms of human behavior (acquisitiveness, short-sightedness, consumerism); certain politics (petrostates, capitalism); the planetary ecosystemsystem as a whole.  Responses tended towards the latter, angling for a kind of (good) humans versus nature (dangerous) dynamic.   Such a game would involve rebalancing the global ecosystem.

That game design thinking sounds like a benevolent terraforming exercise.  The classic and far too apposite game Pandemic (2008) was suggested as one model. There players team up to stop the spread of a disease, working collaboratively and using complementary abilities.  I mentioned this idea to a game designer friend, and he suggested Terraforming Mars (2016) as another useful example.  In that game players compete to reshape the Martian surface and planetary ecosystem:

Terraforming_Mars_vid_slutet_av_en_spelomgång

That conceptual approach to climate change, as a kind of global, complex system to intervene in and modify for the better, is not only well suited for game design.  It also echoes one leading response to the pandemic.  In this view the coronavirus is not a narrative challenge but a natural albeit dangerous life form we need to wrangle, manage, and control.  Put another way, viruses are not political, or rather they impinge on politics.

Latour argues thusly:

What allows the two crises to occur in succession is the sudden and painful realization that the classical definition of society – humans among themselves – makes no sense. The state of society depends at every moment on the associations between many actors, most of whom do not have human forms. This is true of microbes – as we have known since Pasteur – but also of the internet, the law, the organization of hospitals, the logistics of the state, as well as the climate.

It’s a way of decentering humanity from the problem.  That can key into several other currents of thought, such as posthumanism. I can see ways for anticolonial thinking to connect with this as well.

Opposed to such as approach is, of course, the nationalistic take that COVID-19 is something China mishandled or even created the pandemic.  (Trump just said “China put the curse on” the world.) This take gives us a way of thinking about the crisis in terms of human actors, featuring blameworthy figures (and nations) opposed by heroes.

It then suggests how different people could come to think through the climate crisis, and not just American conservatives.  Anyone in the world can blame, for example, the United States for its outsized consumption, voracious energy companies, and global dithering.  Others could charge the developing world with ramping up their consumption levels in the face of demands to cut back.  Some can cast NGOs and other nonprofits in the roles of bad shepherds, misleading us into counterproductive or openly dangerous paths; the 2019 documentary Planet of the Humans is one example of this.  As the 21st century progresses other figures and entities will, no doubt, appear culpable.  Either the crisis is something for which humans can play protagonist and antagonist roles, or it’s about humanity as a whole grappling with a vast ecological system problem – the COVID experience points towards both options.

To be clear, I’m not just describing game design, but the narratives and frameworks we use and can apply to these dual crises.  These in turn shape our multiple responses, especially at the social, cultural, and political levels.  I am also not endorsing any single response in this post, but describing what I’m seeing in the present and tentatively anticipating for the future.

Overall, I find Latour’s hypothesis fascinating as a prompt.  There are limitations to it beyond his own, final critique.  The crises are very different in many key ways – climate change is a long term progression, for example, while COVID is a blazingly fast eruption whose fate might be long term stasis or repetition, a la flu.  The wealthy and powerful can far more easily dodge climate woes than they can the pandemic – indeed, for me one of the sad aspects of 2020 in the United States is watching not only the elite enjoy access to better testing and care, but also how their woes move so many other people to sympathy. (Celebrity culture is a kind of pedagogy at times.) But thinking through the Latour hypothesis is a fine exercise.

Does the Latour hypothesis  work for you?  What forecasts does it elicit in your mind?  The comment box, and the rest of the internet, await your responses.

*”Next” also means “now,” but see the previous post about how COVID can blot out climate change.

(thanks to Ruben Puentedura, Tom Haymes, and my family for conversations around this post)

Posted in climatechange, coronavirus | 2 Comments

NPR rips higher ed for poor pandemic testing

How is American higher education faring this semester, as COVID-19 continues to attack the world?

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  National Public Radio has a very critical report which should provoke some rethinking, at least.

For context, colleges and universities are currently using a wide range of strategies to conduct operations now, from offering classes entirely online to holding the full range of campus life entirely in-person to many choices in between.  Here’s one description from the Chronicle of Higher Ed, updated almost a week ago:

coronavirus higher ed operations fall 2020 Oct 1_Chronicle

How are those primarily in person, hybrid, and fully in person schools doing how?

According to NPR, the majority of campuses have fallen down on testing.

more than 2 out of 3 colleges with in-person classes either have no clear testing plan or are testing only students who are at risk — mostly when they feel sick or have had contact with someone who has tested positive for the coronavirus.

coronavirus colleges fall testing 2020 Oct 6_NPR

Click to get the bigger and mouseover-able version.

This is especially a problem with larger institutions:

Of colleges with in-person classes and more than 5,000 undergraduates, only 25% are conducting mass screening or random “surveillance” testing of students. Only 6% are routinely testing all of their students. Most, instead, are relying on only diagnostic testing of symptomatic students, which many experts say comes too late to control outbreaks and understates the true number of cases.

And it’s also a problem for campuses located in outbreak zones, where “[a]bout two-thirds of full-time undergraduates who attend a college in a hot spot county are on campuses that do not require routine or surveillance tests”:

coronavirus colleges fall testing hot spots 2020 Oct 6_NPR

How dangerous is this?  My readers have a good idea, but let’s add a passage from the NPR story:

“You can’t play catch-up with this virus,” says David Paltiel, a public health expert at Yale University who co-authored a study on the importance of frequent testing. “Any school that thinks it can get away with nothing more than symptomatic monitoring is a fire department responding only to calls once houses have already burned down,” he added. “You need to do more.”

The reason for this potentially horrific shortfall is also one my readers will anticipate: money.

Tests can cost more than $100 each, though some schools have found cheaper options. The Broad Institute, in partnership with the Massachusetts Institute of Technology and Harvard University, is working with more than 100 colleges, including many small private schools in New England, to provide regular coronavirus testing. Through that partnership, tests are $25 each. At the University of Illinois at Urbana-Champaign, where officials are using a saliva test they developed themselves to regularly test students and staff, individual tests are about $10, but given the frequency of testing, officials estimate they’re spending about $1 million a week.

Another reason: lack of national leadership, either from the CDC or the Trump administration.

A third reason: worries that more testing would mean less compliance.  For example,

leaders [at Furman University] said they worried that regular testing would give students a false sense of security. When you test negative, “we think psychologically, you feel safer about your own health and well-being,” Ken Peterson, the provost at Furman, told NPR in late August. “So we actually think you’re less likely to mask up, you’re less likely to distance.”

Several quick thoughts:

First, this is potentially a human disaster, especially once infected students leave to spread the virus to their families and communities.

Second, perhaps governments (local, state, federal) will feel the lack of testing as something they should take steps to address.

Third, I don’t think fall 2020 is doing higher ed’s reputation any favors.  How many people will think, based on stories like this, that colleges and universities are ruthless with human lives, driven primarily by monetary concerns?

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Fourth, the data problem I identified during the summer still continues.  NPR is relying on one data source hosted by one small college.  The College Crisis Initiative is a fine thing, and it only captures about one third of American higher ed.  We just don’t know how many infections higher ed is hosting now, much less how many it’ll be responsible for as the virus spreads.  It’s not even clear how many academics COVID has killed.

Fifth, if public concern about colleges and universities hosting and spreading the pandemic rises, where will funds come from to support serious testing, not to mention tracing and data publication?  State governments have been hammered by the recession.

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  The federal government is locked into the impending election and its possible chaos.  How many campus leaders will have to choose between COVID testing and keeping academic programs alive?

Sixth: it’s October.  Flu season is coming.  An unsprung election is unfolding.

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  Global COVID cases are rising:

coronavirus global spread US highlight 2020 October 6_91-DIVOC

I don’t think this is going to get better anytime soon.

Posted in coronavirus | 8 Comments

How does the coronavirus intersect with climate change? Part 1

Over the past few months I’ve been blogging, speaking, and writing about some of the largest issues concerning the future of higher education: demographics, inequalities, international academia.

I’ve also explored climate change, possibly the largest challenge facing colleges and universities, not to mention humanity as a whole.  And, of course, I’ve tracked the recently emergent and globe-spanning coronavirus.

In this post I’d like to scale up and connect some macro concepts.  Specifically, how does the COVID-19 outbreak intersect with climate change?

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It’s daunting to address this intersection.  Each is large and deep, fraught with technical and social complexity.  Both are also sources of dread, based on real damage to humanity.  Connecting them ramps up these challenges, but I think it’s useful and actually necessary.

There is no single way to grasp the intersection.  There are several ways of understanding it already in the world, starting with a causal link. Climate change can drive the spread of diseases into new domains by rearranging parts of the ecosystem.  For example, rising temperatures change animals’ migratory habits, then yield secondary effects.  Aaron Bernstein observes that “animals are coming into contact with other animals they normally wouldn’t, and that creates an opportunity for pathogens to get into new hosts.”

Many of the root causes of climate change also increase the risk of pandemics. Deforestation, which occurs mostly for agricultural purposes, is the largest cause of habitat loss worldwide. Loss of habitat forces animals to migrate and potentially contact other animals or people and share germs. Large livestock farms can also serve as a source for spillover of infections from animals to people.

Another example can be found in the gentler winters in America’s north country.  These might relieve drivers and snow-shovelers, but they also tend to kill fewer ticks, which increases the spread of Lyme disease. On top of that, warming weather could also weaken the human body’s thermal and immune defenses.

There doesn’t seem to be a direct arrow between climate change and COVID-19. WHO is pretty clear on it: “There is no evidence of a direct connection between climate change and the emergence or transmission of COVID-19 disease.”  Yet we can imagine similar disease incursions to come.  We can think of the current pandemic as a dry run for more to come.

A related climate-coronavirus connection concerns the reverse, how climate change impacts our response to the virus.  WHO advises us that: “climate change… undermines environmental determinants of health, and places additional stress on health systems.”  A good number of humans are weaker, or poorer, or more marginalized thanks to climate change, which makes them more vulnerable to COVID.  This in turn stresses both medical and public health systems, which makes it harder to them to accomplish their functions.  In short, the climate crisis makes the coronavirus worse.

Another way of thinking about this vast pairing of viral and planetary crises is that one might show humanity how to weather the other.  It’s clear that scientific authorities are crucial for leading us away from the pandemic’s worst.  To the extent we recognize this (as Bill Gates calls on us to do), we may be better prepared to understand and respond to climate change.

Further, some commentators (for example) observe that certain coronavirus responses entail economic slowdowns which reduce carbon emissions.  Factories produced fewer widgets, cars drove less, planes flew less, etc. According to one study. spring 2020 economic shut-downs and physical confinements cut back emissions

by –17% (–11 to –25% for ±1σ) by early April 2020 compared with the mean 2019 levels, just under half from changes in surface transport. At their peak, emissions in individual countries decreased by –26% on average.

carbon use and drop in 2020_Lambert

This gave us a practice run on what it means to deliberately turn down our carbon output.  That could then help us adjust to a post-carbon lifestyle. In fact, it’s possible we’ll connect the COVID slowdown with consumerism and become more accepting of anticonsumerism.  One futurist thinks “It might just turn the world around for the better.”

“The virus will slow down everything,” [Dutch trends forecaster Li Edelkoort] notes. “We will see an arrest in the making of consumer goods. That is terrible and wonderful because we need to stop producing at such a pace. We need to change our behavior to save the environment. It’s almost as if the virus is an amazing grace for the planet.”

Edelkoort takes this further, drawing on localism, transition towns, and what sounds like small is beautiful:

Covid-19 could open new avenues for innovation, akin to how the bubonic plague ushered in an era of labor reforms and improvements in medicine in the Middle Ages. Being confined to our own towns or cities could foster a revival of cottage industries and an appreciation for locally made goods, she says. “There are so many possibilities,” Edelkoort says. “I’m strangely looking forward to it.”

The inequality of COVID’s pain – felt disproportionally by the poor, by people of color – and the growing consciousness of this injustice could inspire us to act against similar inequalities wrought by climate change.

It’s not clear to me that many people view spring 2020 in this light.  Many instead view it with horror based on damage cause by virus and recession.  Moreover, recent estimates suggest the carbon draw-down was less than expected.  The IEA estimates a decline of only 8%.  Forster et al found that the spring cutback actually sparked a short term heating.  “As a result, we estimate that the direct effect of the pandemic-driven response will be negligible…”

In fact, the pandemic might have the opposite pedagogical or heuristic impact.  David Wallace-Wells argues that COVID is “a white-noise machine, drowning out what would be, in any other year, the unmistakable signal of a climate emergency.”  This makes intuitive sense, given how much the pandemic occupied (and occupies) our attention.  How might it function?

First, it’s a question of relative speeds.  The virus blitzed society, experienced by many as a sudden black swan, while climate change proceeds incrementally, very slowly.  “The sudden arrival of the pandemic, and its likely medium-term disappearance, makes a powerful emotional case for rapid and dramatic response, one that the slower-boil, permanent threat of climate change doesn’t.”

Second, there’s normalization.  We may be getting used to climate disasters as they become less novel.  We may also be accepting, generally, climate change activism as part of contemporary politics.  Baselines shift and each generation grows used to a different world without much comparison. In contrast, the pandemic is novel, shocking, “unprecedented” (to use that overused, often incorrect word).

In a different way, COVID could actually set climate activism back.  Andreas Malm argues that left movements have been wrong footed, taking issue with Edelkoort’s vision:

Nevertheless, we have to be honest about the situation we find ourselves in. COVID-19 has brought about the sudden obliteration of the climate justice movement in terms of everything that had been built up by the end of 2019. Since early 2020, COVID-19 has completely paralyzed all the most promising developments in the environmental movement — Fridays for Future, Extinction Rebellion, Ende Gelände, and so on — this is a situation of grave disaster. Prior to this, there had been a growing momentum toward aggressively disrupting business as usual…

In short, according to this view COVID masks or neutralizes in the short term our long term ways of growing accustomed to living in a climate emergency.

There’s another way of linking corona and climate, one where the pandemic might be a planetary dress rehearsal for civilization’s confrontation with an epochal struggle.  We’ll explore that in the next post.

(cartoon found on Kaiser site; thanks to Tom Haymes for cartoons and conversation) 

Posted in climatechange, coronavirus | Leave a comment

Trump tests positive for COVID-19: a futurist’s questions and possibilities, plus your thoughts

It’s going to disappear one day. It’s like a miracle. It will disappear.

–Donald Trump

Late last night the president and First Lady of the United States were diagnosed with COVID-19, shortly after Trump announced that a close aide had tested positive.

There are plenty of hot takes being emitted right now, from observers across social media to mainstream journalism to politicians tweeting.  I’d like to join them and offer a few quick thoughts and questions from my unusual perspective as a futurist.  That means I’m focused on looking ahead.  I also work with a macro view of society and politics.  Additionally, my perspective draws on closely tracking COVID-19 since the start.

I especially look forward to your thoughts in comments below, plus posts from your own blogs, LinkedIn, etc.

One topic to set aside right away is the question of Trump’s (or the Trumps’) personal health, what’s likely to happen to him in this illness, etc.  We simply don’t know enough, since this instance is quite opaque and likely to be ridden by rumors and (information) links.  And while I’ve studied pandemics as policy and cultural issues, I’m not a medical professional.  That said, I’m comfortable pointing to Donald Trump’s age and (to some mysterious degree) health issues as danger signs for his progress.

coronavirus US deaths by age CDC 2020 Oct 2_via Conversation articlecoronavirus US deaths by age CDC 2020 Oct 2_via Conversation article

So, starting with the most immediate topic:

Contact tracing How many people have the Trumps been in close physical contact with over the past week? I’m thinking of White House staff, senior governmental officials, members of Congress (both parties), state politicians, reporters, and supporters.

Already there are some indications.  Some announcements of new infections have cropped up, including the Republican National Committee chair and a Utah Senator.

Trump’s announcement of a Supreme Court nominee may have been an infection spot.  This video clip suggests so, with maskless people getting close to each other and hugging, no doubt delighting any nearby COVID-19:

During this week’s “presidential” debate, did Trump manage to snarl and shout enough virus over to Joe Biden?  Possibly not, as he just tested negative.

Moreover, how public will this contact tracing be?  What will we know as the story comes together?

(See Academic Impact below)

Peer examples What can we learn from similar national leaders’ experiences?  I’m thinking of Jair Bolsonaro (Brazil) and Alexander Lukashenko (Byelarus), who, like Trump, downplayed the virus before his nation and his own body suffered outbreaks.  Or we could consider Boris Johnson (Britain), who was similarly infected, and also criticized for mishandling the crisis.

Politically it doesn’t seem that any of these politicians suffered from their infections.  Perhaps the dynamic to anticipate is that this kind of leaders’ case confirms their supporters and critics in their respective beliefs.  However, Trump could have it worse, if he is more seriously injured and the public knows of this, preferably through video footage.  Compare his older age: 74 to 66 (Lukashenko), 65 (Bolsonaro), and 56 (Johnson).

Decapitation Back in the Cold War (he said to the younger readers) nuclear powers saw that they had the ability to conduct atomic attacks that would remove a government’s upper echelons with one blow, dubbed “decapitation strikes.”  Such a strategy has some obvious military advantages – indeed, the United States attempted such a coup with conventional forces during the 2003 Gulf War.

To what extent is the American federal leadership paused or otherwise hit by the Trump infection?  He alone being biologically compromised is a problem, especially given his leadership styles, call it personal or autocratic as you like. But the situation ramified when we consider how far the contagion may have gone.  How many senior officials will be – or already are – sick enough to harm their ability to perform their jobs?  How many will die?

One political response draws on this and is already floating in the Republican world: blame and threaten China.

“China tried to kill our President” is a powerful charge.  It might not have any real geopolitical effect, but serve to rally voters for an election just one month away.

The 25th Amendment*  Will Trump be incapacitated enough to shift authority to vice president Pence?

Section 3. Whenever the President transmits to the President pro tempore of the Senate and the Speaker of the House of Representatives his written declaration that he is unable to discharge the powers and duties of his office, and until he transmits to them a written declaration to the contrary, such powers and duties shall be discharged by the Vice President as Acting President.

I expect there will be struggles over this.  Trump’s personality is such that he’s likely to not cede anything, since he prefers to project strength.  If some staff see him dangerously weakening they could lobby him for a declaration.  They could also lobby the vice president and the cabinet to issue their own declaration:

Whenever the Vice President and a majority of either the principal officers of the executive departments or of such other body as Congress may by law provide, transmit to the President pro tempore of the Senate and the Speaker of the House of Representatives their written declaration that the President is unable to discharge the powers and duties of his office, the Vice President shall immediately assume the powers and duties of the office as Acting President.

Nationally I expect to see calls for Trump to yield to Pence, especially from Democrats, and even more so if media leaks show Trump looking bad.

Now, Pence is testing negative so far.  If Pence gets sick as well, then things get even more interesting.

Campaigning with a compromised candidate How will Trump’s illness change his presidential campaign over the next month?  He clearly loves his in-person rallies, so those will be set aside for some period of time.  Perhaps he’ll take to Zoom, or phone alone if the visuals are too disturbing.  Will this depress his ultimate turnout?

Two debates remain.  Perhaps they will be Zoom events, which will make interruption and cross-talk worse.  That is if Trump feels he is visually presentable.

Further, what happens if Trump is too injured to act, or dies?  Several analyses are out there which work this through; here’s a good one.  It looks like the Republican party will have to determine who’ll actually stand for president, which can mean a complicated shuffle of Pence, electors, voters (remember than some have already cast ballots), and state governments.

Ultimately, how might this story shape the November election results?  If Trump makes a full recovery, that should boost his ratings as supporters happily cast ballots for their victorious hero.  But if he’s clearly, visibly weakened… I’m not sure if there’s a net loss, or if he gains from sympathy.

On 538 Amelia Thomson-DeVeaux offers a similar forking path:

I could see this playing out at least two ways …

  1. Trump gets moderately or very sick and this does prompt Republicans to think, “Oh geez, this actually is serious and if it could happen to Trump it could happen to me”;

  2. Trump remains mostly asymptomatic and it bolsters the idea that this is actually not such a big deal.

One cultural angle Will the Trumps’ infections change how Americans think of the virus?  It seems that, back in springtime, our celebrity obsession led many to take COVID seriously once Tom Hanks and other glitterati tested positive.  Will Trump’s vulnerability nudge more supporters – especially older white men – to mask up and observe social distancing?

Some will view this inhuman virus carving out a morality tale in the Trumps’ case.

A second cultural angle: the president’s bodies  I’m reminded of the old mythic dimensions linking the ruler’s body to the health of the nation/state/community.   Think of the line from Excalibur (1981): “You [the king] and the land are one.” There can be some modern resonance to this for people who project cultural, psychological, and mythic dimensions onto national executives.

Another cultural angle: conspiracy  We should expect variously imaginative interpretations of the Trumps’ infections, given American culture in general as well as the tenor of the season.  How many folks will think the positive test revealed a deliberate infection by a deep state agent?  Or that it wasn’t COVID per se but a bioweapon cooked up and deployed by the nefarious intelligence community/George Soros/the Illuminati/Hillary Clinton? It looks like some Q-anon believers think Trump contracted the virus on purpose, in order to… speed up arrests?  I honestly don’t follow it.

How many anti-Trump folks will suspect Trump doesn’t really have the virus, thinking that the self-announced story is a ploy aimed at distracting us from, or covering up, some other development?  Michael Moore is already floating ideas along these lines:

he’s losing the election. And he knows it. It’s not 2016. He was hated in 2016, but he’s hated even more now. Millions of Americans are ON FIRE and on the verge of serving him up a major league ass-whooping and a record landslide defeat.

So he needs – badly – to totally change the conversation about this campaign.

And he just has.

Academic impacts Let me take the story back to higher education, the future of which is the putative subject of this very blog.  One case is that of the University of Notre Dame, whose president was apparently infected during a White House event.

Over to you all.  What kind of fallout do you anticipate from the Trump COVID situation?

(thanks to various my family, Facebook friends, Tom Haymes, this 538 discussion, and this MetaFilter thread for conversations feeding into this post)

*It looks like the last state to ratify the amendment did so on my birthday.  I feel weirdly hailed by history.

Posted in coronavirus, politics | 2 Comments

Humanity to 2100: a new demographic analysis

Today I started to write a post about last night’s American presidential debate.  I live-tweeted the whole thing, listening and typing frantically in my office with only cats for company. It felt like having rocks tossed at my head.   Revisiting my notes this morning felt like discovering the text of a lost Phil Dick novel, surreal and disturbing.

So instead I will blog about something at a complete different scale.  Something that doesn’t feel like having rocks hurled at my face when I write about it: demographics.

Demographics, yes, that essential tool in the futurist’s toolkit.  A way of looking ahead at a large scale, working with large amounts of data to identify powerful trends. Readers know that I’ve been looking into demographics for a while.

A recent paper in the Lancet offers some simulations of human population growth through the year 2100.  Vollset et al conclude that fertility rate (the number of children per woman) will keep dropping and what we’ll pass peak population two-thirds of the way through our century.  This is vital reading for anyone interested in the future and for anyone looking ahead for higher education.

Key takeaway:

[B]ecause of progress in female educational attainment and access to contraception contributing to declining fertility rates, continued global population growth through the century is no longer the most likely trajectory for the world’s population.

Total humanity: “the global population was projected to peak in 2064 at 9.

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73 billion (8.84–10.9 [billion]) people and decline to 8.79 billion (6.83–11.8) in 2100.”  Put another way, “continued global population growth through the century is no longer the most likely trajectory for the world’s population.

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”

The age of the typical (well, median) human keeps rising: “Mean age was forecasted to increase in the reference scenario from 32.6 years in 2017 to 46.2 years (43.4–47.8) in 2100.”  Further,

The number of children younger than 5 years was forecasted to decline from 681 million in 2017 to 401 million (251–704) in 2100, a drop of 41·0% (23.5–51.8). At the same time, the number of individuals older than 80 years was forecasted to increase from 141 million in 2017 to 866 million (617–1140) in 2100.

Fertility rate: “The global TFR in the reference scenario was forecasted to be 1.66 (95% UI 1.33–2.08) in 2100.”  Which is a big change from the recent past:

fertility rate 1990-2100 Vortel et al

Life expectancy keeps rising, but there are variations: “life expectancy was forecasted to increase, the rate of progress is likely to slow.”

Large inequalities remained at the global level in 2100, with forecasts of country and territory life expectancies for both sexes combined ranging from 69.4 years (95% UI 61.4–76.0) to 88.9 years (85.0–92.6)… The standard deviation of life expectancy across countries and territories narrowed from 6.9 years in 2017 to 3.6 years in 2100… Ten countries were forecasted to still have life expectancies lower than 75 years in 2100, seven of them in sub-Saharan Africa.

Gender differences look strong, as per usual;

life expectancy 2000-2100 Volset et al

Why does all of this matter?

After all, some of us have been discussing this sort of thing for a while. Birthdates declining?  Check.  Rising median age?  Check.  Central Africa the main source of childbirth?

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  Got it.  A shrinking total population?  Indeed.

There are reasons.  First, it’s a lower estimate than what we’ve seen elsewhere.  The authors cite two leading sources envisioning fertility rates a bit high, around 1.75.  It’s also lower than what the United Nations thinks, which is quite the authority.  (A Future Trends Forum guest speculated that the relevant UN agency was inflating figures.)

Second, for folks who haven’t been paying attention to the massive sea change in human demographics, this might be some of the best modeling we have.

I’ve written about what this means for society and education elsewhere: good news for the natural environment, a triumph for health care and public health, challenges to economies. The primary and secondary school pipeline narrows, followed by the traditional age undergraduate population.

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  We have to take lifelong learning seriously.

That’s it for now.  I’m still resisting writing about the debate.

(thanks to my splendid wife for the links)

Posted in demographics | 4 Comments

A community discussion of implementing HyFlex in the real world

How and when can we best use the HyFlex blended teaching approach?

Last week the Future Trends Forum met with Brian Beatty, the San Francisco State University professor who coined and first theorized the idea.  Given the pandemic and higher education’s response, Brian is obviously much in demand, so we were delighted that he could join the Forum to discuss HyFlex, not just once, but twice: this summer and last week.

Here’s the whole recording:

We had an hour of intense, rich conversation, and still there were questions and comments we didn’t get to.  I wanted to share all of them here.  Hopefully campuses can find some echoes or anticipations of strategic and operational questions.

I’ve Chatham House-ized the text, retaining the contents and words but removing speakers’ identities, except for a few who identified themselves.  I lightly edited comments for clarity and punctuation.  I also separated some into common, general categories; otherwise, the flow of comments is mostly chronological.  You’ll see some overlap among them.

All following text is by participants.  The only bits from me are the headers.

My deepest thanks to professor Beatty and the very fine Forum community for this discussion:


Standards

Are there “standards” like QM and others for HyFLex? I’m not so much into regulation, but to provide best practices.

I’d like to hear about any links between Hy Flex and universal design for learning?

Forum Hyflex 2 Nuffer Question

Equity

What if we all said, if everyone doesn’t have access, nobody gets access?

Speaking of inequities and the spirit of UDL, how can Hyflex continue to support access for all?

I have found that even more challenging than access to devices and wifi — has been a “place to learn” as their homes are small with many people. Reveals another level of inequity.

I would to see the research on asynchronous creating inequity from lower reported engagements.

Supporting faculty

I think many faculty in the U.S. discovered this year that they have fallen way behind in use of technology. It doesn’t get fixed overnight. For those that have been teaching online for years, I think this has been a much easier transition… For the record, I think a lot of workplaces discovered this too! 

What we need as faculty is continuous support from the respective staff. As I have progressed, I have had questions and requests that I am not prepared/trained to address right away. 

How much time did you put into planning your HyFlex courses prior to implementing? How much time in revising?

When asynchronous is an option, how do you keep students engaged and tuned in? Specifically in classes such as nursing and engineering where hands-on experiences are essential.

Forum Hyflex 2 small groups question

I’m interested in how small groups work with choice to participate synchronously or not class to class. Prefer pre-formed small groups that work together, build relationships, over a number of weeks.

In a hyflex HigherEd course, is there a recommendation on how much asynchronous/synchronous/f2f is involved so that is clear? I feel that the pedagogies may be mixed up.

Because of COVID, we have limits to how many students can come into the classroom. Do you have any suggestions for systems or processes for choosing/ inviting students into the classroom when there are capacity constraints?    

quick question – for the courses that are hyflex, will the instruction being delivered does it need to be consistent across all courses, or are you looking at it from a course by course basis so instructors have complete control on their delivery? 

FOLLOWUP question: how about compensation for faculty for teaching in hyflex or multimodal systems…arguably — its MUCH more difficult for faculty to do that.

Observing certificate candidates doesn’t include travel any longer; as face -to-face time reduces diminishes, is anyone else seeing lower pay for faculty?   

I’m seeing many of my colleagues talk about in-person, synchronous learning as something implicitly promised to faculty, that the college owes it to us to provide an environment that is as close to that setup as it can. 

Technologies 

Brian, if you distribute mics do you require a soundboard for each class?

Brian mentioned having students in the class log into the online environment even while in class. I’m curious about the impact of microphone/speaker feedback & how to manage that.

From experience are breakout rooms highly useful in HyFlex design? Or would you recommend trying to rethink design to find other ways to interact (we have AV limitations to using breakouts…)

One of the challenges for me to teach Hy-Flex is the lack of technology to capture classroom conversations so that the students who are online can hear. Much is lost when I repeat the question. Any advice for managing the limited technology? 

One challenge for me to teach Hy-Flex is the lack of technology to capture classroom conversations so that the students who are online can hear. Much is lost when I repeat the question. Advice?

What is the best combination of equipment that is required for students to have a good learning experience? We are exploring technology right now and want to get the “right” technology, spending a reasonable amount of money. Student experience is important. 

I feel like AV in classrooms is never good enough to carry the voice of the face-to-face learners to the virtual participants. Any tips on this? 

adding a ~$300 Voicetracker USB mic to our classrooms has been one way to quickly ‘convert’ a classroom to have strong audio input for Zoom.  

So many faculty computers (or classroom computers) are not powerful enough to really handle hyflex. Too much processing power to run live synchronous, direct to video screen, recording, doc camera, etc. 

We use a blue snowball condenser mic and webcam and that combo has gotten the audio quality well enough to facilitate conversation in class. 

I was thinking yesterday that I might start bringing a third screen to address that issue.  Of course that’s a big extra load for me, but I think it might be much better in terms of student-to-student engagement.

I am definitely going to invite my classroom students to also log into to my synchronous audio/video program.

No mic balls with COVID 

Finances

If an institution charges different cost/credit hour for on campus vs online course, where does hyflex sit in terms of charging students? If no difference, what about technology fees?

What means are various schools using to fund the technology needs?

As a learning community (staff, teachers, students, parents, admin) we can demand reallocation of funds (eg, from investments in private prisons) to tech access.

I think you should charge technology fees but give in-person rebates based on-campus costs (housekeeping, maintenance, AC, etc.) 

Forum Hyflex 2: four people on stage

General

Would you quickly define “hyflex” and “multimodal” the way you are using them?

Can we get a definition of what HyFlex is and, more importantly, what it isn’t?

How much time does it take to develop a hyflex course for the first time with a faculty? Are there any prerequisites?

How do we handle instruction of physical skills, such as nursing procedures or shop skills, in an increasingly online environment?

I love the emphasis on student choice in learning in the hyflex model! How can we help students have that same sense of choice when they have to be remote for situations outside of their control?

If the synchronous sessions are designed to be interactive and the recording is harvested as the kernel of an asynchronous experience – isn’t that asynchronous path the more impoverished?

How long are your workshops and are they a series of workshops that build a course over time or a one and done model?

The words engagement and attendance have been used interchangeably but in hyflex, attendance is not a measure of success.

besides the release time, what other institutional/ pedagogical support was most useful for teachers to do HyFlex most effectively?

(recommended) Ray Schroeder, “Thoughts on Creating an Inclusive Environment in Online Classes.”

What is the title of the open-access book? (Hybrid-Flexible Course Design)  

Thank you for confirming that using different modalities within a course is an effective strategy. I am doing face-to-face, streaming, and asynchronous at the same time. 

You have to play jazz with your teaching tools to reach all of your students.

Love Fort Lewis College!!! 

To Brian’s point, I think we should design classes so students can skip all synchronicity and still get what they need out of the class, even if it means for the faculty to give a phone call to a student once in a while. 

Delivery – every which way available. That includes mobile, audio (w/visual available online), email, etc. 

Some of my students who were home could not hear my students in the classroom in part because we were all wearing masks.

A remote synchronous class taught with good pedagogy can be as or more effective than in person (provided the students have the resources to participate remotely, which they don’t always have)

I would be concerned that other classes may need or want the option to attend sync online or in-person. I find different classes have diff personalities. 

I had a student tell me today that he likes to be in-person, even when he’s the only one (like today), because it helps him focus and pay attention better than remote.   

Our school supposedly put in a major investment in classroom AV. I don’t know. We shut down again before we got to see what they’d done.

Agreed, you must right-size the tech!

I mention the audio, because I think audio is important for the student experience 

I always emphasize “creating a legacy”. Every student needs to leave a trace of what we have learned for the benefit of other students in this class AND for future offerings of the course. 

Yes! If you expect students to participate, you have to show them that you value that work. In our context, grades are the coin of the realm…

What about the learning implicitly promised to the students who pay their salaries.

I call them “class chores”, such as notetaker, recapper, highlight reel, the meta, etc. We also build Google Sites together as shared course content.   

If you need some positives to look forward to, I wrote this after the last FTF where we shared stories: “Finding the Silver Lining in 2020 — 10 Developments in Online and Remote Education That Make Us Hopeful” (Maria Andersen)   

Posted in Future Trends Forum | 4 Comments

Goodbye, delicious steak: adapting to a vegan diet in 2020

What’s it like to switch from a diet based on meat and animal products to one entirely consisting of plants?

Back in January I wrote about experimenting with a vegan diet.  After a lifetime of meat eating I started the “VB6” plan. It was a part time thing, alternating vegan meals with those based on dairy and meat.  I launched the experiment partly for health reasons, and partly as a kind of personal exploration into what a future vegan-oriented society could be.

This practice showed some promise overall, after two months, despite challenges and problems.  As a result I decided to lean into it, as they say, and expand my vegan eating.

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  In February I gradually increased plant-based foods in my eating and cut back on the animal ones, until around March 1 I was eating 99-100% vegan.  That’s what I’ve been doing every month since.

Today I’ll update you on my vegan 2020 experience.  And yes, there is something counterintuitive about redesigning my bodily intake during a pandemic.

tl;dr – I’m getting better at this.  It’s quite interesting.

berbere spice mixing

I’ve expanded my vegan cooking repertoire through frequent research, trial and error, experiments, more experiments, research, more research, and the help of friends.  Right now I currently make from scratch:

BREAKFAST – an onion, tofu, and spices (especially turmeric) scramble about three times a week.  Hash browns or corn tortillas with mushrooms or  the other days.  In fact, I make a stack of corn tortillas about twice a week.

LUNCH – falafel. Various dals (lentils with spices and other stuff). Gluten-free flatbreads.  Fried rice with various veggies.

DINNER –  channa masala. Potato and chickpea curry. Sega wat, an Ethiopian stew with berbere spice (which I mix; see colorful photo above). Roasted veggies, including just about everything: potatoes, brussel sprouts, onions, beets, broccoli, cauliflower, squash. Mujadara might be my favorite so far, a mix of rice, lentils, onions, shallots, and either raisins or cherries.

(lunch and dinner overlap at times, especially when I make a big batch and reheat it later for either meal)

vegan meals in prep

SNACKS – baked garbanzo beans with spices are a standby. Baked sweet potato fries are good, and the family loves them.

Sometimes I snack on some raw foods, such as celery, apples, raisins, or nuts.  Dried fruit works well, too.

I have so much more to learn!  Belatedly I’m starting to cook with quinoa.  Vegan Indian, Ethiopian, and Chinese cooking needs deeper investigation.

In terms of restaurants, I don’t eat out much, partly because of the pandemic, partly because I’m focused on improving my cooking, and partly to save money.  When I do I usually find vegan options, especially from the local Indian and Ethiopian restaurants, whom I love supporting.

Two gaps in my eating and cooking persist.  First, salads just don’t work for me.  I find them unappealing, dull, or even repulsive.

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  I’ve never been able to get into them.  Leafy greens are purely a chore to eat.  I need to figure out how to eat more and not feel like it’s medicinal. I’d love to hear ideas on this.

Second, smoothies seem to be a hit among vegans, but I cannot stand them.  In the past I’ve never been able to stomach shakes.  Yuck – I shudder just writing about smoothies.  I can do without them, but am open to hearing more from knowledgeable folks.

weight down to 219In terms of bodily effects, I have continued losing weight since January.  I started in December over 250 pounds; I’m down to 220 now.  That’s around a 12% loss.  I haven’t noticed changes others have reported in their own experience, such as differences in skin completion or muscle tone.  There isn’t any change in my daily energy – i.e., I work very long hours and am physically active at the same level as I was in 2019.

My appetite remains lower than it used to be, back when I was eating animals and animal products.  I’m more likely to skip a meal because I’m busy or just not hungry than when I was eating animal products.

Do I miss meat and dairy?  Not too much, except when I’m around it.  I just forgot about steak for weeks, until my family ordered some in and all kinds of memories came flooding back.  I do miss good cheese.  And fried chicken is a comfort food for which I have nothing like a replacement.

One challenge for vegans is keeping up with multiple vitamins and other nutrition issues.  I find eating a tablespoon of nutritional yeast every morning does well.  Otherwise… I’m leery of getting into supplements because of cost, and also due to that sector’s light regulation.  Nutrition science as a whole looks like a seething chaos now.  There are so many contradictions, so many agendas at work, that I despair of getting good, useful information.

All of this sounds socially isolated, with all of these “I” statements above and nobody else involved, and that isn’t exactly true.  My family is very supportive emotionally and with patience. They willingly subject themselves to my culinary experiments, which shapes what I choose to cook, although none of them have followed my vegan path so far (and I haven’t encouraged them to do so).  Additionally, our family doctor is delighted in my taking this path.

Beyond her and my family, I reach out online for information and support.  Results are…  variable.  There are a lot of enthusiasts, and that sometimes cheers, and also can dismay. I’ve joined a few groups on Nextdoor and Facebook.  Mostly I track recipes and advice through blogs.  Overall, the experience is fairly solitary.  I am thinking about setting up a blog or podcast to track my story and share what I’ve found, especially recipes that I use and modify.

In January I mentioned wanting to return to gardening.  I was ready… and then COVID-19 hit, my business blew up, and I’ve had zero time to spend outside.  Now that schedule has eased up slightly, and yet it’s the wrong time of the year.  Still, I hope to get back to growing food.

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One more point: this vegan diet is cheaper by far than the way I used to eat.  Lentils, rice, chickpeas as far less expensive than meats or cheeses.  And many of the foods I now make are seriously filling.

falafel on a plate

Falafel right out of the pot.

Beyond my own experience, what am I learning as a futurist?

On a practical level, vegan cooking is a serious reboot for a carnivore’s kitchen.  First, obviously, in terms of contents.  Instead of cheeses, eggs, chops, milk, etc., my shelves are devoted to plenty of dry goods: lentils, beans, potatoes, onions, shallots, nuts, rice, etc.  The spice rack is about the same, although with greater use of some Indian spices. If I extrapolate from this, imagining myself as a typical consumer (I know, not ideal), I see changes to social food systems in terms of what’s grown.

Storage has changed.  I use the fridge and freezer far less often, and mostly for storing food in process (for example, a falafel mix before frying), stashing big ginger roots in mid-use, and big meals cooked up for later eating.  My old habits of preparing meat for cooking – getting frozen meats to thaw in time, setting up marinades – are mostly gone.  Extrapolating from this, do we see a decline in refrigeration?

Nutrition questions seem wide open.  There are many passionate advocates for different substances and protocols.  Religions, other belief systems, and companies urge their respective courses of action.  The progress of evidence-based medicine gives me some hope for the medium-term future.

I’ve tried some vegan meats, like the Impossible Burger, and personally am not that interested.  Impossible is the kind of thin hamburger I’ve disliked since I was a teenager, and none of the rest sound appealing.  But I imagine they will serve as a bridge food for many, and that bridge could last for a while, depending on a person’s interest and habits.

I wonder about early adopters.  In classic innovation and technology studies, early adopters are evangelists about whatever they try.  Mainline adopters are less so.  Is this true for vegans?  I know plenty of vegans who seek to convert others to their diet, but don’t feel this myself.  Instead, this seems… too personal? Too medical? Or too technical, perhaps. It might be that if I stand in for a non-bleeding-edge vegan, then we could see enthusiasm fade away as people pick up plant-based diets in a more prosaic way: for health, for climate change, for monetary savings.

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That’s all for now.  Anyone interested in my sharing recipes or further notes on this vegan experiment?

(thanks to my supporters on Patreon for their thoughts and help)

Posted in personal | 30 Comments

American higher ed enrollment declined in fall 2020. Again.

National Student Clearinghouse Research Center logoEnrollment in American colleges and universities declined in fall 2020, according to just-released data from the National Student Clearinghouse Research Center.

This is early but important data for two big reasons.  First, it gives us a glimpse into how students reacted to campus COVID-19 responses.  Second, it confirms a long-running, nearly ten years old trend of enrollment decline.

Here I’ll start by summarizing the Clearinghouse research.  Next I’ll offer some reflections.

One caveat: remember that this is early data.  It only covers 22% of the full Clearinghouse coverage, which I calculate to mean about 14% of all of American higher ed.

Another caveat: this is macro data, looking at an entire nation’s post-secondary sector.  There will of course be variations by state, region, system, and individual institution.

I: THE REPORT

Overall, total enrollment ticked down 1.8%, largely due to “undergraduate enrollments [which] are running 2.5 percent below last year’s level.”  Every institutional sector saw losses, especially community colleges:

enrollment 2020 fall undergrad by sector_Clearinghouse

Graduate school enrollments actually did well, rising 3.9%.  Post-bac certificates in particular soared:

enrollment 2020 fall degree type_Clearinghouseenrollment 2020 fall degree type_Clearinghouse

All racial groups saw declines, across the board:

American Indian and Native Alaskan students are down 8%; White students and Black students declined 6% each, and both Hispanic and Asian student enrollments dropped more than 3%.

enrollment 2020 fall by ethnicity_Clearinghouse

Notice the non-resident alien lines there?  The international student number dropped by 11%, which is unsurprising, given the combination of pandemic, Trump noises, various federal policy statements, and school shootings.

All ages showed declines, with one intriguing exception: high schoolers pursuing dual degree programs.

enrollment 2020 fall undergrad by age_Clearinghouse

Interestingly, institutions that were online before 2020 didn’t enjoy exceptions to these trends:

At primarily online institutions, where more than 90 percent of students enrolled exclusively online even before the pandemic, undergraduates decreased by 3.5%, and graduate students gained by 3% for an overall decrease of 2.3%.

Geographical dimensions are uneven.  On the one hand, enrollment varies by state:

enrollment 2020 fall undergrad by state map_Clearinghouseenrollment 2020 fall undergrad by state map_Clearinghouse

On the other hand, urban campuses generally did better than rural ones, which runs counter to the idea that people will flee crowded cities for the countryside’s open spaces and fresh air.  “[C]ity institutions are faring far better than suburban and rural public four-year colleges.”  According to the press release, “urban institutions increas[ed] slightly while rural schools fell 4%.”

II: SOME REFLECTIONS

I have many questions, some of which, at least, should be answered in following publications.  What are the differences by gender?  What are enrollment absolute numbers?  (I estimate 17,641,900, based on the Clearinghouse’s 2019 publication) Do we know about changes to academic programs?  How will these patterns change with more data from more colleges and universities? And so forth.

We can interpret this data as a sign of COVID-19’s impact.  As I and others have forecast, fears of the pandemic and concerns about online learning seem to have outweighed the typical recession credential-seeking. Bloomberg News puts it succinctly: “Fewer students are opting to attend college in the U.S., deterred by Covid-19 risk and the prospect of taking classes online.”

However, the decline is not as sharp as I expected.  The undergrad decline is significant, suggesting that the BS/BA is not appealing for the job market of 2020.  Graduate programs seem to be the way people choose for improving their hiring prospects. That’s a major finding from this data, and I expect it will influence college and especially university strategies.  This is fodder for expanding grad programs and expanding new ones, perhaps at the expense of undergrad degrees.

Doug Shapiro (the Clearinghouse’s Executive Director and great Future Trends Forum guest) reflected on this in conversation with Inside Higher Ed.  On the one hand, “I would say that the overall decline of 2.5 percent for undergraduates is not as bad as many feared, and if it stays that low as more data come in for the fall, I think there would be a big sigh of relief…”  But on the other:

“But I think even within that overall average, there are a lot of students and institutions that are already in great need, so I would say it would be very bad indeed if the enrollments stay this low later in the term for community colleges, where we have 7.5 percent decline from last year at this point. And it’s not much better for the four-year private nonprofits. Those are both institutional categories that were already operating on very thin margins even before the pandemic, so it’s not good for the institutions, but even more seriously, it’s very concerning for the students.”

Community colleges offer the sharpest example of this idea.  A 7.5% drop is truly steep, especially given how many people normally turn to CCs in recessions, given their accessibility and sensitivity to the labor market.  This is also a problem for that enormous sector, given years of enrollment decline.

Martha M. Parham, the American Association of Community Colleges’s senior vice president for public relations, offered some reasons to the Washington Post, including the digital divide:

Many [community colleges] serve students who have suffered job losses and no longer can afford to take classes or are struggling to juggle work while caring for children stuck at home. Another major hurdle, she said, is the lack of reliable broadband for students whose courses are virtual. “At some of our rural colleges, there is just not the same access to broadband that is necessary for online classes,” Parham said. “Our students are not affluent. If they’ve lost a job, don’t know how they’re going to pay rent, certainly they are not going to take a class.”

To put it another way, this is further proof that America’s persistent digital divide clearly hampers access to badly needed higher education.

American Council on Education’s Terry W. Hartle observes:

“Higher education enrollment is countercyclical; when the economy struggles, people go to college to boost their economic prospects. In the fall of 2009, the year after the Great Recession began, enrollment in higher education went up by one million students and enrollment increases at that time were particularly pronounced at the community college level. That’s clearly different than what we are seeing this time.”

Moreover, there are other problems resulting from the community college drop:

“Adding to what we saw in the Summer term enrollments, the fall data continue to show how much higher the stakes are for community college students during disruptions like the pandemic and the subsequent recession,” said Doug Shapiro, Executive Director of the National Student Clearinghouse Research Center. “The picture will become clearer as more data come in, but at this point the large equity gap for students who rely on community colleges for access to higher education is a matter of critical concern.”

I also view this data as another iteration of a long-running decline.  I’ve tracked the story of declining enrollment on this blog for almost a decade. I’ve also written about it in my most recent book, Academia Next: The Futures of Higher Education, (Johns Hopkins University Press) (Amazon). This trend is vital for understanding American higher ed, especially its strategic choices.

To echo Hartle and Shapiro, this is bad news if we want to increase post-secondary access for underrepresented populations.  It’s also lousy news for the supermajority of institutions that depend on tuition for revenue.  Declining enrollment can yield declining revenue, obviously, which then forces choices on afflicted campuses: go more aggressively after wealthy students? Increase tuition? Grow more attractive programs and cut others? Bet on philanthropy or corporate sponsorship? Seek mergers? Prepare for shut down?

The historical fact is that America grew higher education enrollment for a generation, from around 1980 to 2012.  That was a great achievement.  But 2012 was the peak, and we’ve fallen away from it every year – every semester, in fact. If America still believes in giving more people more access to post-secondary education, we are failing and have been failing for a while.

Posted in enrollment | 2 Comments

Two more Toggle Term cases

toggle switch by Alan LevineWhen COVID-19 started its terrible career, I forecast that some colleges and universities would decide to switch between in-person and online classes during a semester.  I gave that strategy the name “Toggle Term.

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”  While no campus wanted to announce they were planning on using it during the summer, fall has actually seen numerous cases. (Check the end of this post for my current list)

This week began with two.

ITEM: State University of New York (SUNY) Oswego announced it would suspend in-person classes for two weeks.  Infections are rising (73 people on campus, according to their helpful dashboard) and while that’s short of the state’s mandate of 100 cases, “We are getting so close to the cap of 100 it seems inevitable we will pass it before September 25.”

Education has moved online for the duration.

ITEM: Providence College will also take a leave of absence of in-person presence.  This throw of the Toggle only lasts one week.  The cause is the same, a rising number of infections.

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  “We have seen more than 80 students test positive over the past two days, with a large concentration involving off-campus students.”

That’s only one week, but more may be in the offing for Providence:

this is our last chance to remain together in person for the fall semester. Between these actions and the serious steps we already have taken – especially in the past few days – we have used virtually every tool at our disposal. We are out of options.  If we are not successful, we will have no alternative other than to shut down our campus for the remainder of the fall semester.

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Note this, too: “This also will likely affect our ability to reopen for the spring semester.”

Both of those cases are collaborative decisions between a campus and a political authority, state health departments each time.

They also have in common keeping residential students on campus, rather than sending them away.

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How many more should we expect for fall term 2020?

More Toggle Terms that I’ve tracked: Bradley University, Colorado College, Gettysburg College, James Madison University, Lock Haven University, North Carolina State University, Notre Dame, SUNY Oneonta, Temple University, the University of North Carolina-Chapel Hill, the University of West Virginia, the University of Wisconsin-Madison, the University of Wyoming, and Winona State University.  Additionally, Temple University expanded its remote instruction period to cover the rest of fall 2020.  Meanwhile, leading public health figures are opposed to sending students home.

(thanks to Inside Higher Ed)

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Imagining higher education after three COVID years

What happens if we don’t have a COVID-19 vaccine by early 2021?  Or 2022?  In other words, what might the world look like if the pandemic continues at around the present level for several years?

Last week I used this question to generate a scenario for 2023.  That post covered a lot of ground, touching on economics, psychology, politics, society, architecture, and more.  I followed that up with a second post, expanding on the first, and based largely on thoughts from other people via comments, Twitter, and conversation elsewhere.

Today I’d like to focus on how that scenario could play out in one part of the world, one to which this blog is devoted.  What happens to colleges and universities in a COVID 2023?

Caveat: this post is very speculative.  Each paragraph is based on a mix of current news, educational history, some extrapolation, and estimations of human behavior.  I’m prepared for some if not most of it to not be correct, especially if the virus isn’t in charge in 2023.  The idea here isn’t prediction, but to encourage thinking about possible futures.

Joshua Kim began this topic a month ago.  Actually, he wondered what would happen if a vaccine doesn’t become widely available until 2025. Let me begin by transposing two of his initial thoughts to 2023. 

First, a good number of first-year students who began higher education in 2020 do not have an on-campus, much less residential, experience by 2023 (“today’s freshmen never experience a “normal” residential college experience”). Others have that experience, but radically shaped by COVID-19 (“a newly bundled residential experience around the constraints of de-densification, masking and social distancing”). How do they differ from juniors and seniors in previous years?

Second, universal design for learning (UDL) now adds a pandemic dimension.  Design learning experiences so that they account for pandemic stresses.  Which is a deep charge. (“Public health may become one more element of universal design for learning.”)

Now let’s add some more details for this academia 2023 scenario.

We may well see my three models of academia in 2020 persisting for the next three years: wholly online, in person, and toggled.  Wholly online makes the most public health sense.  In person is clearly something that some in academic want badly to accomplish, even when it leads to damage and death; it might be a mistake to underestimate that desire.  If it persists, and the pandemic does as well, then Toggle Terms will be as live in 2023 as in 2020.

Bryan_3 COVID scenarios_WSJ

There are also various hybrids.  Some undergraduate institutions host one year’s student body while teaching the rest online, for example.

The physical campus.  In part 1 of this series I mentioned some ways buildings and other spaces could change.  By 2023 academic buildings could have more and larger openings to the outside world, such as windows, doors, and galleries.  Indoor spaces might be larger, to allow for social distancing, or smaller, for isolation.  Rooftop usage should grow, depending on safety.

More outdoor events sound likely, depending on local conditions – i.e., if winter is a real thing, or rain, or major fires.  For example, this open-air art exhibit launched by the New York Historical Society seeks to link objects to people while respecting public health measures.

By Josh Kim’s 2025 we should be able to distinguish between pre- and post-COVID campus design, from buildings to open spaces.

Observers might compare notes on that design, walking across a campus in 2023.  They might also remark on human changes.  If 2020’s pandemic conditions persist for three years, and campus responses also maintain – big if’s, I know – most campuses will look underpopulated or simply empty.  Some buildings will be closed.  Of the people we see most will wear masks if not also gloves and head-mounted shields.  Perhaps Greek houses will show signs of life, given their historical intransigence independence.

Teaching and learning Faculty will have had up to three years to practice mixing synchronous and asynchronous teaching online, or how to teach in a socially distanced, PPE-equipped physical classroom, or both.  Students will have practiced, too, as will support staff.

Perhaps some have devoted videoconference spaces at home or elsewhere.  Some will have cultivated a set of stylish masks, gloves, and visors festooned with logos, ironic statements, images of beloved animals, and so on.

For some number of faculty, students, and support staff this is a burdensome practice.  Some will exit academia because these modes of teaching and learning do not work for them.

Research COVID-related fields grow in support and output.  More resources flow to epidemiology, geriatrics (given injury and death demographics), public health, psychotherapy, nursing, et al, and more papers and data result.  Other disciplines which can help address the pandemic disaster may grow as well, such as economics (given the recession) and political science/government (given political chaos). Some social science, humanities, and arts research progresses when it is in relation to the crisis (history of pandemics, medical care ethics) and when it needs little in the way of research support.

At the same time sciences unrelated to COVID-19 may fall behind, since they will have a harder time making the case for scarce dollars in an emergency: for example, astronomy or physics.  The lion’s share of social science, humanities, and arts may also fall behind for the same reason.  Meanwhile, faculty in these fields will also have the extra demand on their time of transforming teaching,

On the open research front, we could see more open data published, again given the crisis atmosphere.  Similarly,  open access research could grow, especially as budgets are hit.  Publishing behind paywalls may be more likely to elicit ire.

Enrollment I suspect students might follow research.  That is, some number higher than in 2019 will aim towards pandemic-related classes and majors, health care etc.  The promise of paying (if at times dangerous) jobs will be even more appealing in a deep recession, as will the prospect of helping out society during a terrible crisis.  Other STEM fields beyond health care should appeal.

Total enrollment… my instinct is to project the post-2012 decline forward, so that 2023 sees the number of students taking classes in the US to be 12% down from the previous peak.  Yes, adults do tend to enroll during periods of high unemployment, but they will also dread getting infected and/or having a bad learning experience – the latter especially if negative media stories circulate.

I wonder if new religious movements (see part 1) will draw some people away from study.

Financing higher ed If general economic inequality keeps on rising, exacerbated by the pandemic, American higher education’s plan of differential pricing will stretch further.  That means published tuition should continue rising, eliciting bad press and general anxiety, while discount rates will also rise.  We can imagine the median student in 2023 paying 40% of tuition.

Unless the United States elects Biden and unless a Biden administration manages to get some kind of massive post-secondary education bill through (say, federally-backed public tuition a la Bernie Sanders), I would expect total student debt to keep building, aimed at $2 trillion.

Will campuses close?  If the bad economy continues to stagger across much of the next three years, my instinct is to say yes, a larger than normal number of colleges and universities will close.  Mergers should also occur.

Campus social life How will people within academia interact by 2023?

A large proportion of interactions will simply be digital.  The learning management system, campus Facebook groups, Telegram connections, etc., plus whichever dozen platforms emerge over the next three years will host relationships of all kinds.

The shift away from in-person interaction could lead to reduced quality of social relations.  As one sociologist observed from several months of quarantine,

If people are deprived of embodied interactions, it is a likely hypothesis that they will be more depressed, less energetic, feel less solidarity with other people, become more anxious, distrustful, and perhaps hostile.

It’s possible this could fuel tensions between the youngest and oldest in campus life.  As Robert McGuire noted, some teens will likely resent sacrificing the great campus experience they expected to preserve the lives of elders.

Will this play out between traditional-age students and older faculty and staff?  Could we see interpersonal coldness or political unrest a la the 1960s?  Will teens, as opposed to the younger humans we mentioned in part 2, ruefully call themselves Generation COVID?

Those elders may be far less available than in 2019.  Some will avoid campus completely.  Some will retire.  Some number will be infected and suffer injuries.  Others will die.

Some younger people will also be injured or die.  If 2020’s COVID demographics persist, that number will be far smaller than that of seniors.

Many in 2023 will have long-term psychological stress or trauma.  How many people will know someone infected?  Let’s assume for the sake of imagination that COVID infects people at about the same rate it has done for the past 9 months.  That’s around 30 million worldwide, as per Johns Hopkins.  Make that roughly 120 million cases that have occurred by 2023.  A good number of people will have friends, relatives, community members who experienced this.

In America we’ve infected a bit more than 1 million people each month, based on the CDC’s latest figures: 6,706,374 cases as of this writing.  Say that’s around 40 million by 2023, or around 12% of our 2020 population.  The death toll is very hard to estimate.  For the sake of discussion let’s extend the present amount (around 200,000) forward, to just over one million dead in the United States. By 2023 some number of students, faculty, and staff will definitely know the touch of COVID-19.

Athletics Right now we’re experiencing two opposed movements.  On the one hand some colleges and universities are suspending or closing up certain athletic teams.  On the other, some universities are opting for continued play, if not necessarily with in-person audiences at scale. Each has motivations we can discern: the desire to support student-athletes; dread of infections; business models; wanting to help underrepresented minorities through higher education; marketing.

We could see this dual movement play out for three years.  As a result the total number of college sports teams will drop, as will the number of student athletes.  Some teams will keep going, especially the elites with big tv contracts, perhaps cocooned in mini-surveillance states of data gathering and health care.

NB: student athletic is a notorious blind spot of mine, so take this with a healthy helping of salt.

International higher education Globally 2020 sees a good amount of national, anti-international administrations, from Brazil and the US to India and Hungary.  2023 could well see this politics persist, which can depress higher education’s transnational nature.  At the same time old and newer forces may increase pro-global politics worldwide, from the demands of capital and labor to cross national boundaries to the effects of mostly planetary media.  The international nature of COVID might knit some sectors together, as could initial stirrings about climate change.  As I’ve forecast before, national and transnational academic futures alike are in play.

US-China relations in particular look likely to deteriorate further.  The Trump administration has made China-bashing into, well, not so much policy as a nervous tic, but that’s probably the greatest consistency we should expect.  The Biden campaign seems eager to pick up on the Obama administration’s anti-China stance.  Either way academic ties between the two giants should be strained, turning into competition and decreased population exchanges.  Expect fewer Chinese students to enroll in American classes, fewer Chinese researchers to collaborate with Americans, and fewer Confucius Institutes.

Campus technology College and university IT should expand in resources and functions from 2020-2023, given its centrality to the changed missions of each campus.  Even campuses that host students in person will need more computational work, once we consider how to handle public health measures, from data gathering to contact tracing and analysis. Instructional design should be in ever-increasing demand.  Digital security will be more important than in 2020.

Campuses with hospitals or clinics will require serious computational support.  Research universities as well as any intensively public campuses may also need more IT support for public research communication and outreach.

It is possible that some schools will not IT funding, either because their finances are hit that badly or because they deem other priorities more important.

Automation could rise, depending on local campus politics and capacity.  Chatbots, for instance, might take pressure off of staff and faculty. Robots for cleaning could make sense.

I mentioned campus politics.  To what extent faculty, staff, and students critique academic technologies really depends on local conditions.

Academic libraries Off-campus learners, faculty, and staff may well require more digital resources, some of which their libraries can support through licensed content. At the same time the need for information and digital literacies should keep rising, not least because of cultural controversies over the pandemic and politics.

That said, some campuses could shrink or shut down their libraries if finances continue tightening and administrators feel they can’t make the case for maintaining that service.  This may be more likely when an institution is mostly online, and can’t take advantage of libraries’ in-person functions.

Higher education in society American campuses might suffer a decline in popular support.  First, if we keep raising prices that can lead to howls of outrage.  Second, continually bringing populations to campuses and therefore increasing infection risks will not endear us to everyone.  Third, the picture of colleges and universities choosing to open in the face of injury and death may make academia look cruel and ruthless.


That’s one picture of one possible 2023 for higher education.  Does any of it seem likely to you?

What else would you foresee, if COVID-19 keeps going at this level for the next three years?

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