Abstract:

Almost a year ago I returned to Canada via Germany after presenting a paper at the Valencia INTED2020; what a very long year it has been. I landed in Canada on March 11th , reported to my school that I had been overseas and I learned that I was to complete daily self-monitor for ten days (temperature, noting symptoms if any). While in Germany I had listened to the discussions of a rising epidemic caused by a new virus. March 12th Canadian news began daily reporting of a rapidly developing pandemic outbreak in Europe (Italy, Spain for example). The global spread of the Novel Coronavirus (COVID19) arrived in Western Canada; educational institutes responded by closing the doors to the public. Our lockdown went into effect March 25th. On October 30, 2020, the school was attacked by ransomware cybersecurity attack.

This paper presents the finding of research conducted to discover possible effects of the global COVID19 pandemic on my faculty, students and myself. The research was a qualitative personal case study which focused on the impact on my faculty, our students, and myself.

The objectives of this study are to: 1. Identify and describe changes that occurred related to the COVID-19 pandemic compounded by a cybersecurity ransomware attack. 2. Identify challenges related to the pandemic and the cybersecurity attack. 3. Describe the effect of the challenges (for example coping with multiple changing mandates, expectations and decreasing resources) on faculty, students and myself.

March 26th we were advised that we should take all of our manuals, books, necessary office equipment to set up an office at our homes. Teaching would now occur from our homes. Learners were to be taught on-line, on zoom, or some other technological platform, anywhere but face to face in a classroom. Our students have to date always been taught face to face. The instructors were challenged to move their teaching to on line platforms within a very short timeline. The new way of operating included directives that there would be no exams for anything. Senior leadership did not have a concrete plan for a pandemic; their directives changed frequently as new ideas and directives were received from the government. Multiple zoom meetings were set up, often back to back; each meeting brought new plans, new work loads, new expectations. Working alone in solidarity diminished communications; there was no one with whom to discuss anything.

An additional objective is to discuss potential mental health issues. Mental Health is truly being tested during these times. Mental health problems related to fatigue, depression, feeling overwhelmed, and attempts at suicide. are beginning to manifest within our faculty group. The not knowing when this could end is playing havoc with our minds. Will I get COVID19? Wil I bring the virus home to my family? How to cope when my children have to be taught on zoom?

Findings include:
Students: disengaged, not prepared, not interested, unrealistic high marls, quitting the program.
Faculty: overwhelmed, anxious, pressured, "not enough time", gaining weight working from home (too close to the cookie jar); disconnected.
Myself: frustrated, overwhelmed, unrealistic expectations related to multiple daily meetings, proposals for additional external work. Frustration related to no access to any files, previous work (not yet reclaimed from the attack).
Questionable job satisfaction due to no person to person contacts: zoom, text messages...

Keywords:

ME, COVID19 Pandemic, Cybersecurity Ransomware Attack, anxiety, mental health, fear.