For @mcgillu students who believe their health to be compromised by an instructor removing their mask while teaching, one workaround may be to sit within 2 m of them. Instructors are not permitted to remove masks unless 2 m away and can be reported to campus security. #McGill200
As @mcgillu does not require social distancing in classrooms, instructors cannot require that students relocate away from a closer seat to allow for mask removal. It is unfortunate that students must now protect themselves against unsafe #McGill200 protocols, but here we are.
Research shows that Covid is transmitted principally through aerosol particles that can circulate throughout an entire classroom for hours and are not limited to 2 m. One instructor without a mask can fill an entire classroom with particles.
@mcgillu does not require instructors to be vaccinated and will not be testing thus permitting asymptomatic transmission. Instead, instructors are asked to fill out a self-report symptom checklist that will not catch asymptomatic ppl or increasing numbers who don’t complete it.
These @mcgillu self-report symptom checklists are also not being adequately enforced. If I as an instructor do not complete the form, I can reasonably expect to still come in and teach with no repercussions. If I indicate having symptoms to get out of teaching, no one would know.
This is why mandatory testing or vaccine passports, and indoor masking at all times for all, are necessary and make existing #McGill200 measures comparatively ineffective in preventing transmission.
These checklists are useful mainly for delayed contract tracing to determine how Covid was transmitted and to penalize offenders long after everyone is already sick, and to cover liability re: occupational health requirements. They do not prevent transmission or keep campus safe.

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More from @prof_nch

5 Sep
To be clear, below are readily implementable steps for mitigating the exponential increase in Covid this fall that @mcgillu senior administration have not taken.

1. #VaccineMandate. Lawsuits violating civil liberties are unlikely to outweigh those of families of sick students.
2. Preventing faculty from removing masks while teaching. This virus is aerosolized and not only transmitted through droplets. One instructor can infect an entire class if not wearing a mask. Instructor status should not trump the health rights of students.
3. Social distancing. Students and instructors are now assigned classrooms at regular or overcapacity as per pre-Covid scheduling. Not mandating 1 or 2 m distancing in classrooms suggests short-term financial concerns vs. considering long-term health risks.
Read 11 tweets
4 Sep
I want to unequivocally state that the harmful decisions of senior @mcgillu admin re: a lack of distancing in classrooms, faculty removing masks, no testing, no vaccine mandate, and ignoring calls from students and faculty experts do not represent my beliefs as an administrator.
These #McGill20 decisions are anti-science, ignore exponentially rising infection rates, are politically and financially motivated, and will indisputably result in calculated harm to students, staff, and faculty, their families, and the Montreal community.
These decisions are antithetical to the mandate of @mcgillu to support the learning and protect the safety of students, conveys profound distain and disregard for faculty expertise that gives this institution its reputation, and puts our community at risk for political gain.
Read 4 tweets
31 Aug
I am not appreciating the misguided messaging from admin/colleagues to be patient with some faculty/students who are “not ready“ to come back, implying a lack of psychological resilience or unwarranted anxiety. Here is why. /🧵
I am not ready to see my colleagues and students get sick due to ill-informed policies prioritizing finances over well-being. I am not ready to see my 9-year-old in hospital due to administrators playing politics. I am not ready to get sick in the service of institutional pride.
When you see this type of messaging underscoring the importance of resilience, not avoiding academic responsibility, or “learning to live with Covid”, look closely to see if the source represents your background.
Read 6 tweets
9 Apr 19
This is an important point. I personally try to explicitly address the social norms and varied strategies involved in academic questioning during my lab meetings with graduate students, as this can otherwise be particularly stressful at conferences or thesis defences.
Some quick tips:
1. Have your codebook at the ready to answer Qs about measures or items
2. Prepare for Qs concerning moderation by demographic variables, particularly if mentioned in participants sections
3. Restating Q or asking to rephrase can buy time to formulate response
4. When you don’t know an answer, highlighting the quality of the question as a direction forward, or point of future collaboration with the asker, usually quickly resolves it
5. Don’t focus on limitations of your work, but how many ways you have to improve & expand going forward
Read 11 tweets
29 Mar 18
As part of a book project with @veletsianos on social media tips for early career scholars, I thought it might be interesting to share some thoughts-in-progress in this thread on online engagement strategies for academics. Feedback is welcome :)
Some thoughts on self-promotion, writing, analytics, and crowdfunding on social media... 1/6
More random thoughts on recruitment, time management, observation, and showcasing your personality on academic social media... 2/6
Read 7 tweets

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