Zoom classes are a disaster for colleges. It's time to bring all students back into the classroom.

When the Covid-19 pandemic first hit, in March of 2020, colleges everywhere (including Johns Hopkins University, where I teach and conduct research) shut down and sent everyone home. Within two weeks, we switched all of our classes to Zoom.

It was a remarkable pivot, and necessary at the time. But we’re now more than two years into the pandemic, and many colleges and universities are still holding classes on Zoom, or offering a Zoom option for students who want it.

This has become, to put it bluntly, a disaster for students.

The Chronicle of Higher Education published a lengthy article in April that surveyed faculty all over the country. It paints a grim picture: students are reporting mental health problems in record numbers, grades are low, and attendance is even lower. Depression is widespread. College life, it seems, is not good.

Most universities returned to in-person classes this past fall, and some returned in person as early as the fall of 2020. All of them instituted systems to prevent Covid-19 outbreaks, including regular PCR testing, required quarantines for anyone who was positive, and (most important of all) required vaccinations.

These precautions generally worked: we saw very few serious outbreaks of Covid-19 on college campuses, and even fewer serious illnesses. College students, I should note, are at very low risk for serious illness, based on their age.

Unfortunately, all of these precautions sent a loud message to students: you’re in danger! Quarantine, hibernate, stay away from other people!

And now some of them don’t want to come back.

At many universities, the strategy for returning to campus has included a combination of hybrid and in-person classes. Some schools had students return and held all classes over Zoom, at least for the first semester or two. Others held smaller classes in person, and large lectures were delivered by Zoom. Many colleges (mine included) required professors to record all lectures, even if students were there in person.

These strategies continued right through the current semester. Zoom recordings were available to anyone, in part to ensure that students who caught the virus would still be able to keep up with classes.

That sounded fair enough, but it hasn’t worked out well at all. It turns out that – surprise! – 19-year-olds don’t always make the wisest decisions about how to manage their time.

For example, if you give them the choice between (A) get dressed, walk across campus, and sit in a classroom for an hour to listen to a professor’s lecture, or (B) stay in your dorm room and veg out, and (maybe) watch the Zoom recording of the lecture later–they usually choose B!

Attendance at in-person classes is shocking low, across the country. As the Chronicle of Higher Education reported, in one large biology class of 120 students, only 20-30 showed up in person, and only one or two watched the video. According to the Chronicle’s survey, “far fewer students show up to class. Those who do avoid speaking when possible. Many skip the readings or the homework. They struggle on tests.”

Not only that, but students almost never watch those Zoom recordings. They think they will go back and watch the video, but the little data that we have shows that they don’t. Remember, these are 19- and 20-year olds.

Fortunately, there’s a way to fix this. Universities need to remember that we’re in the business of educating students, and we can’t just ask the students what they want and then give it to them. They need guidance on how to get educated.

We need to tell our students what to do. That means we need to stop offering them recordings that they can “catch up on later,” because they just won’t do that. Sure, they will grumble if they have to get out of bed and go to class, but what teenager doesn’t?

And here’s one of the things we need to tell them: if you’re a student, you are required to attend class, in person. But what if they are sick? Well, we’ve had ways to deal with that forever, and we simply need to return to those ways. Students can miss a class, maybe two, and get notes from others or meet one-on-one with the professor to find out what they missed. This happens occasionally, and we can manage it.

One thing I’ve realized during these pandemic classes is that no combination of homework and tests will ensure that a student has learned everything in the classes and in the readings for a course. So to those students who say “look, I did well on all the assignments and passed the final, so isn’t that enough?” I answer no, it’s not.

A college class is more than just the sum of the grades on the assignments. Being in class with other students is a critical part of the educational experience: it enables countless unplanned interactions, both social and intellectual, that make college much, much more than just watching a bunch of lectures on Zoom and doing the assignments.

And, as many of my fellow professors have pointed out, it affects us too: lecturing to a room full of young people is a far different experience from lecturing to screen, no matter how many people are on the other side of that screen. “Teaching to me is like a live performance,” one of my colleagues told me, “and the audience interaction (even non-verbal feedback) affects that.”

Of course traditional lectures aren’t the perfect way to deliver an education. I know that college classes could benefit from all sorts of innovations, such as “flipped” classrooms and more hands-on experiences. But classes as we’ve been teaching them are pretty darned good, and they’re a heckuva lot better than staring at a screen in the loneliness of a dorm room. For their own good, and for ours, we need to bring all our students back to class.

It's not okay to open universities without universal coronavirus testing

Paper strip COVID-19 test developed at MIT
and the Broad Institute

Over the past week, many universities, including my own Johns Hopkins University, announced plans for re-opening this fall. As expected, almost all of them will re-open.

Most of the plans for re-opening are entirely predictable, involving lots of social distancing rules, but in some cases they appear to reflect a mindset that seems more driven by fear of legal liability then genuine concern for everyone's health. If they really care, universities should offer testing to everyone on campus–students, faculty, and staff–and they should make the tests frequent and mandatory. So far, most are not doing this, with exceptions including Cornell University, Yale University, MIT, Dartmouth, and a few others. (Many schools, including Hopkins, haven’t announced a testing plan but yet implement one. Duke and Penn have announced that students will at least be tested initially upon their return.)

It's not really that hard, and it's not that expensive, to offer testing to all students. Let me explain.

Most universities (I've read a dozen or more re-opening plans, but I'll go out on a limb and say "most") plan to open with a mixture of in-person and online classes. In-person classes will be smaller, with students spaced apart in large rooms, and masks required. Larger lectures will be offered online, much as we did this past spring. Universities are also offering students the opportunity to opt out and take a temporary leave of absence if they're not comfortable returning.

Universities know that most students will opt to return. After all, what else can they do? In a normal world, students could take time off to travel, or pursue an internship, or study elsewhere; but in our COVID-infected world right now, there's simply nowhere to go.

So the students will return, and universities will require them to agree to practice social distancing, wear masks, blah blah blah. The students will agree to all these restrictions, and then they will behave like college students everywhere.

In other words, students will get together without masks, party late into the night, and generally share whatever infections any of them have. Luckily for students, the 18-24 year-old age group has very low risk of serious illness from COVID-19. Most of them will recover quickly.

The same is not true for faculty, staff, and the communities around our universities. Many of us (myself included) are far more vulnerable to serious complications if we get infected, and students will unintentionally be vectors for spreading the virus. Without testing in place so that we know who's infected, this is highly likely to happen.

We could greatly reduce the risk of viral transmission if we had universal testing of everyone on campus. This would have to be followed by contact tracing, which we can do with a smartphone app, and isolation of infected individuals. There are now several ways to offer coronavirus testing, and perhaps the most promising is a simple, saliva-based test that only costs a few dollars.

These new tests are based on very elegant CRISPR technology designs; one was described publicly by scientists from MIT, the McGovern Institute, and the Broad Institute in early May (with a preliminary version in February), and another was described publicly by scientists from UC San Francisco and Mammoth Biosciences in mid-February. At least 3 companies–E25Bio, Mammoth Biosciences, and Sherlock Biosciences–are now gearing up to manufacturer these tests, and the cost will be just one to five dollars.

The new paper-strip test couldn't be much simpler: you simply spit into a tube, and then place a specially-treated paper strip into the saliva. (Several other variants on this process are in development.) After some simple processing using inexpensive, widely available equipment, the strip then changes color if the coronavirus is present. The whole process takes under an hour. 

An alternative to the paper strips is a home-grown virus detection process using modern DNA and RNA sequencing technology. Most major universities (including my own) have this expertise on campus. Working with colleagues at Hopkins, we estimated that we could "roll our own" large-scale testing technology for about $10 per test, with 12-hour turnaround time, and that we could test everyone at least once a week. Not as good as the paper strips, but far better than doing nothing.

Meanwhile, the only FDA-approved tests, based on RT-PCR technology, use nasal swabs, which are far more invasive and difficult to use (you have to stick those swaps deep into the nasal cavity), and cost $50-$100 per test. Either of these reasons suffice to make nasal swab testing impractical as a universal testing method. 

I've already heard objections to these newer tests. The most common refrains are (1) they sometimes have false negatives, meaning that an infection is not detected, and (2) they're not FDA approved. To both of these I have the same response: so what? Is it better to bring back thousands of students, to mix and mingle with hundreds (or thousands) of faculty and staff, and not provide any testing at all? No.

Without a cheap, FDA-approved test, universities have an excuse to take the easy way out: bring everyone back, make them promise to socially distance, and don't offer any testing. Under this scheme, we won't have any way to know who's infected. Many professors and university employees have expressed alarm, and some have signed petitions asking for the right to teach remotely. 

I agree that universities should re-open this fall–indeed, I think it's imperative to do so, in order to start bringing the world back to normalcy. But universities can't keep pretending that a set of social distancing rules, combined with a mix of online and in-person classes, is enough. 

Many of us don't care if the coronavirus test is FDA approved, and we know it's not perfect. The tests are already quite good, as peer-reviewed papers have shown, and they'll get better. Universities can offer these tests or others to everyone on campus. Cornell University has announced that it will do so, as have Yale, MIT, and Dartmouth. I hope every other college and university, including my own, will do the same.