CARPE News #13

Hello, all:

I hope this finds you well, and that as our shift to off-campus instruction moves into its second month, you’re finding new ways to energize yourself, whether in your classes or in your life away from class–which, of course, is a gentle reminder that it’s important to attend to and even nourish your life away from class. Find those good books, good shows, good movies, good hobbies, good languages to learn. Spend some time out in the yard. If you need garden supplies (mulch, etc.), Lexington Farmer’s Co-Op is now delivering. I don’t consider myself much of a yard person (one need only drive past my house to see that), but at this point I appreciate the opportunity to work on something tangible, where, once I’m done, there are visible results.

This week’s content covers a range of materials. Enjoy!


  1. Spring Term Course (Re)Design Workshop, Thursday, 23 April
  2. Resources regarding final exams in the age of COVID
  3. Links exploring ways to create the experiential in a virtual environment
  4. Spring Term library resources
  5. An excellent summary of effective but low-tech virtual pedagogies
  6. More materials on teaching in the age of trauma
  7. Banksy and my brief but eventful career as a standup in the Catskills

1) Spring Term Course (Re)Design Workshop, Thursday, 23 April

If you’re teaching Spring Term, there will be a four-hour, comprehensive course (re)design workshop on Thursday, 23 April. The workshop will consist of four discrete but linked (yes, I know that’s a contradiction) sessions, each lasting approximately one hour. The first session will go from 9:30-10:30 and will cover developing goals that are achievable in a virtual context. Though I know that the language of “goals” likely falls into that suspect category of administrative edu-speak, given the challenging task of balancing the “experiential” with the “virtual,” I’d encourage any one who can to attend at least that portion of the workshop/conversation.

The rest of the workshop will consist of three additional conversations/brainstorming sessions related to topics still being determined based on polling of Spring Term faculty. I’ll write later this week or early next week with details.

Zoom information for the workshop is here. The same Zoom details will apply to all four sessions.

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2) Resources regarding final exams in the age of COVID

I’ve posted this before, but as we approach final exams this valuable piece from the London Times Higher Education supplement is worth revisiting. It’s thoughtful, thorough, and based on our highest ideals for our students and our work.

Among other things, the Times piece discusses creating complex, open-ended questions that really test students’ abilities to create a comprehensive understanding of the course material. On that note, one question I’ve had tremendous success with, particularly in general education courses, is “What did you learn in this course that really matters?

As a humanist who’s spent years working across the divisions, I’m well aware that, at first glance, many of you might find this question low-bar, opinion-driven, and even meaningless. Please trust that it is not.

For one thing, these are the criteria necessary for a successful answer to this question:

  • The answer must not only address WHAT matters, but WHY.
  • The answer must take a unified, thesis-driven approach to the question.
  • The answer must draw upon at least three specific contents from the course, be they artistic works, social theories, algorithms, chemical reactions, historical documents, etc. etc. Students need to show that they’ve done the work of the course and understand it in a nuanced way.
  • The answer must employ the methodologies of the field. Students must show that they’ve mastered the skills taught in the course, be that literary exegesis, mathematical problem solving, or developing scientific hypotheses. Whatever it is we do in the field, it must be in this essay.

Finally, this is a meaningful question because it forces students to shift from passive receivers of information to curators of meaning: how, finally, do the dots connect in this course? And further, how do the materials in this course connect to the realities (some tangible, some abstract) beyond this course? Why does this material matter?

Given the historical moment in which we’re living, this question of how what we do in the classroom relates to life outside of the academy demands an answer. Given how many of our students are struggling right now to make sense out of the moment, providing them a platform to process their learning in a way that also demonstrates their mastery of course content seems both valuable and gracious.

Further? Some of the answers will surprise you. Reading these responses will not be boring.

3) Links exploring ways to create the experiential in a virtual environment

I want to apologize ahead of time for bringing up Spring Term yet again, but given this year’s shortened break, it seems wise to lay out some resources early on. If even just reading this stresses you out, please set aside until the end of next week.

These two resources are intended largely to spur your own thinking. Put another way, while it’s possible they may relate directly to your course, more than likely you’ll have to do some translation. If you find these ideas interesting and need a sounding board as you work through that process, please don’t hesitate to reach out, either to me directly or to others in your field/department. Talking through these revisions is always helpful.

This first site covers fields in every discipline, and gives examples of how research can be crowdsourced online.

This second site states explicitly that it’s for the humanities, but the ideas here–visualizing complex subjects, curation, question roulette, learning through teaching, etc.–are powerful learning tools in all fields. I would strongly encourage faculty to give the practices here some careful consideration, when they have the time.

4) Spring Term Library Resources

Just a reminder from Emily Cook that the library has access to RedShelf & VitalSource until May 25 (both are on the resource list created by Kaci Resau at These resources contain many academic e-textbooks-Pearson and APA are routing their temporarily free ebooks through both providers, just to give a few examples.

Faculty can create free accounts by going through the library’s links and searching for desired titles. Or, they can contact a librarian for help searching. Students also go through the process of creating a free account via the provided links to “checkout” these e-textbooks. Emily Cook has created instructions for navigating these resources.

The library also have several other free e-book resources available, as well as their normal ebook holdings. If faculty need help finding e-texts, they can contact their departmental library liaison who will work with them to try to get the materials they need. Emily Cook is also happy to field any direct questions from faculty as well.

5) An excellent summary of effective but low-tech virtual pedagogies

Every crisis has its stars: Flower Darby, author of SLOW TEACHING ONLINE, is finally getting the attention she deserves. Her brief article, below, ranges from the macro–create a predictable schedule for your course–to the micro–how to make sure your students are doing the reading.

Darby’s article will be particularly useful for faculty who still feel like they’re banging their heads against the wall. Finally, no tech can help us recreate exactly the chemistry we have in a face-to-face setting. Darby’s ideas, then, can help us shift to more productive ways of thinking.

6) More materials on teaching in the age of trauma

This piece by Kara Newhouse dovetails nicely with Darby’s piece. Newhouse’s four principles for responding to the emotional and affective dimensions of our current crisis are clear and easy to enact: Predictability, Flexibility, Connection, and Empowerment.

This last idea, empowerment, is particularly important, reminding us that agency is crucial to student learning in all circumstances, but especially now, when so much is out of their control.

7) Banksy and my brief but eventful career as a standup in the Catskills

Finally, to end on a light note: First, artist Banksy has shared some of his most recent work from his remote setting. It’s worth a glance, even if, like me, you’re not a fan of rodents.

Second, this week’s top one-liners regarding our current crisis. Yes, they sound like something from a bad act in the Catskills, but these are desperate times, folks; we’ll take what we can get!

  • I don’t think anyone expected that when we changed the clocks we’d go from Standard Time to Twilight Zone.
  • This morning I saw a neighbour talking to her cat. It was obvious she thought her cat understood her. I came into the house, told my dog, and we had a good laugh.

Aaaaaaand, I’ll understand completely if ITS pulls my e-mail privileges.

Take care, folks. Seriously.


CARPE News #12

Hello, all:

I hope this finds you well, and that you’ve had some time to get out and enjoy the nice weather. At times like these, it’s difficult to keep perspective, but getting outside can help. Remember, too, to limit the number of times a day you check the news–including the number of times you hit a link a friend has shared on social media. This allows more space in the day–and in our thoughts–for the things that help us thrive: our families, our students, our love of books and ideas and music and cooking.

This week’s e-mail will be relatively short. First of all, just a reminder that CARPE office hours are now two days a week, Tuesdays and Thursdays, from 10 am until noon.

Second, if you’re still looking for resources that might help you make better videos for your classes, I’ve included a short article forwarded to me by Jeff Rahl, chair of Geology, that contains some excellent tips.

Next, I wanted to share this webinar on trauma-informed pedagogy by Mays Imad. Dr. Imad was in her mid-teens during the 1991 U.S. invasion of Iraq; after surviving forty days of bombing, she returned to her school to discover empty desks in her classes. Dr. Imad is a professor of Genetics, Biotechnology, and Bioethics, and her talk is a powerful blend of science and the humanities. This video is rather, long particularly at the start (the webinar was over-enrolled, and the site crashed), but is worthwhile, particularly toward the end where Imad presents thoughtful pedagogical advice.

Still on the topic of student perspectives, I’m linking this piece, forwarded to me by Helen MacDermott, on students’ responses to the shift to virtual instruction. It’s a short article, and does a nice job of summarizing data–scraped from social media–on how students are seeing their own learning, their peers, and their professors as we make this giant pivot.

Finally, when W&L announced it was closing campus and moving to virtual instruction, Professor Toni Locy urged her students to document this moment of crisis in their lives. Some of the results are linked below. They’re a great read, both for their polish and insight, but also simply as a reminder of why we do what we do. I’ve included Tony’s introductions to each piece.

Many many thanks, all, for your hard work these last few weeks. Please continue to take care of yourselves and your families.


Paul Hanstedt

W&L Student Reporting on the COVID-19 Crisis

Jimmie Johnson, a senior in Journalism 362, Producing for TV and the Web, put the Rockbridge Report website together today, creating pages for the stories and deciding their order of importance. He also chose national Associated Press stories about the coronavirus crisis to keep our readers informed of national developments.

Prof. Kevin Finch oversaw Jimmie’s work, and technical director, Michael Todd, made sure everything worked as it should.

CARPE News #11

Hello, everyone!

I hope this finds all of you well and that classes this week have been, if not as productive as they would be under usual circumstances, at least a means of bringing some small degree of routine and normalcy back into your lives. Keep in mind, of course, that a slightly rocky shift to virtual instruction is to be expected. And remember that, always, you have it in your power to change your approach in order to get better results.

I apologize, again, for the length of this e-mail. Since I’m shifting to a semi-daily delivery, information and resources tend to accumulate. Please feel free to skim or use the Table of Contents below for quicker reading.

One quick note: starting next week, I’ll be shifting to two-day-a-week office hours: Tuesdays and Thursdays, from 10 a.m. until noon. Please feel free to stop in–but also know that you can contact me to set up a one-on-one appointment at any time.

Thanks, all. Remember to breathe deep. And to go for walks. And to laugh. All three will reduce your anxiety and increase your brain’s capacity to function normally during this peculiar (but finally, finite) moment in our shared history.



  1. CARPE and Academic Technologies Zoom Happy Hour!
  2. Not feeling the energy in your Synchronous Classes? Here’s a tip.
  3. Not feeling the energy in your Asynchronous Classes? Here’s a tip.
  4. Speaking of connectivity in a time of physical distancing . . .
  5. Still wondering what to do about testing and the Honor Code?
  6. Rethinking grading in a time of virtual instruction
  7. YuJa Faux Translations: A Request
  8. Whiskey, Guns, and Sponge Bob: Always Hit “Record”!

1) CARPE and Academic Technologies Zoom Happy Hour!

Yes, yes, this likely is something of a ploy to get around W&L’s rule about alcohol consumption before 5pm, but it is also, very sincerely, an attempt to find out how everyone’s first week went–to vent, to trouble-shoot, to reconnect with colleagues. So, whatever your reason–the chardonnay, or the camaraderie–please join us tomorrow, Friday, 3 April, at 4:00 for this event co-sponsored by CARPE and Academic Technologies.

Oh, and it perhaps goes without saying: BYOB.

Topic: CARPE/Academic Technologies Zoom Happy Hour!
Time: Apr 3, 2020 04:00 PM Eastern Time (US and Canada)

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2) Not feeling the energy in your Synchronous Classes? Here’s a tip.

Teaching synchronous class sessions, but feeling like the energy is a bit low, like students seem to be atypically passive? Part of it, of course, might just be the students getting used to the new format. Particularly in times of crisis, transitions can be difficult.

If you’d like to warm up the (virtual) room, however, adapt this old trick from face-to-face teaching:


  • Pause twenty minutes into your lecture or discussion. Ask students to write about the single most important thing they’ve heard so far–and WHY they think it’s important–OR about a question they have.
  • After giving students 1-2 minutes to do this, use the Zoom breakout rooms function to put them into teams of 2-3. Ask them to share ideas with each other, and take notes on what they’re hearing.
  • Allow them 2-3 minutes to share.
  • Reconvene as a large group, and ask a few teams to share their thinking/questions.
  • Repeat after another 20-30 minutes.

3) Not feeling the energy in your Asynchronous Classes? Here’s a tip.

Feeling disconnected from your students? If you’re teaching asynchronously, this isn’t surprising. Many of us feed off of the energy generated by a room full of students engaged in meaningful intellectual work. Being there, seeing them shift their thinking or encounter an “a-ha” moment is what makes all the hours of prep and grading worthwhile.

If you feel like you need to just reconnect with your students, try this:

  • Send them a collective e-mail or message via Canvas asking them for there feedback on two questions.
  • Question 1: Tell me how you’re doing in general, on a scale of 1-5, 5 being very well, 1 being not-so-good.
  • Question 2: Tell me how you’re feeling as a student and a learner, using the same scale of 1-5. How’s this shift working out for you?
  • Feel free to encourage them to include brief paragraphs of explanation, if they’d like.
  • Feel free to write your own responses, on a scale of 1-5, of how you’re doing in general, and how you’re doing as a member of the professoriate, to share with the students. Do not write separate versions for every student (unless you wish to); just write it once, and share if they request it. Feel free to include brief explanatory paragraphs as well.

4) Speaking of connectivity in a time of physical distancing . . .

. . . here’s an excellent article, passed along by Gene McCabe, about how connectivity is essential to feeling fully human, and about how we can maintain a sense of connection even at this weird moment.

5) Still wondering what to do about testing and the Honor Code?

The issue of testing and the Honor Code has come up several times in conversations I’ve had with faculty. Here’s a very thoughtful take on this issue from the London Time Higher Education supplement. Should you find any of the proposed solutions intriguing, please reach out to me if you want to brainstorm ways to implement.

6) Rethinking grading in a time of virtual instruction

We’ve known for some time that, as much as grading can be a motivating factor for our students, they don’t necessarily help lasting and meaningful learning. Given that reducing the emphasis on grades might also aid our students at a time of high anxiety, now might be a moment to explore some different “ungrading” options. This article, shared by Mackenzie Brooks, is a good place to start, as is this piece by anthropologist Susan Blum, of the University of Notre Dame.

If you find yourself having further questions about this, feel free to contact me. I always find these conversations interesting and productive!

7) Yuja Faux Translations: A Request

Louise Uffelman ( has asked that anyone encountering bizarre, funny, or just plain peculiar Yuja closed-caption translations please forward them to her. The best she’s encountered so far? When Yuja translated “a trompe l’oeil painting” into “a Trump lawyer painting.”

Seriously. Sometimes I don’t know whether to laugh or cry.

8) Whiskey, Guns, and Sponge Bob: Always Hit “Record”!

And finally, as weird as things are, a little humor always helps. Here’s a nice piece about UVa’s sometimes rocky, sometimes drunken, sometimes just plain funny transition to virtual instruction. It’s a nice, quick read, with many take-aways, including, very seriously: always always always be sure to hit “Record.”

CARPE News #10

Hello, all:

I hope this finds you well, and that the transition to virtual instruction is going smoothly. If issues do arise, please don’t hesitate to reach out to me at I’m more than happy to talk, anytime.

If you’re more interested in exploring some options on your own, remember that we have two great resources that are available to all faculty and staff: Association of College and University Educators has opened access to their online materials, covering everything from overall course structure to managing lectures and discussions. And the Great Lakes Colleges Association has material covering everything from top to bottom as well, including grading and advising.

As your courses settle in, be sure to remind students to be deliberate and deliberative about both the transition to virtual learning and about self-care. Here are a few quick tips you can share with them:

  • Set a daily schedule and stick to it.
  • Create a calendar that includes all due dates and deadlines.
  • Establish a study areas or areas in your home that will allow you to avoid distractions. If at all possible, don’t study in bed!
  • Avoid multi-tasking. Stick with doing one thing at a time.
  • After about 25-50 minutes on a single task, take a short break; stretch, get a snack.
  • Attend virtual office hours, when available; remember that your instructors are, as always, the front line for advice to help your learning
  • Don’t forget that the “usual” study habits–flashcards, taking careful notes–all work. In addition, because things will be recorded, it’s easier to go back and view lectures, etc.
  • Be sure to take some longer breaks. Bake a cake. Write a poem. Get some exercise.
  • Now would be a great time to cut back on that caffeine habit. Among other things, caffeine can raises anxiety levels.
  • Establish a sleep routine of 6-8 hours per night and stick with it.
  • Remember to read a book for pleasure, to play games with your family, to get away from your screens.

Speaking of students, Sydney Bufkin pointed out that the most recent issue of The Ring-Tum Phi has several nice pieces providing student perspectives on this upheaval, including their anxieties about the disruption of their classes. There’s also a piece on a student who faces housing discrimination here in Lexington. If you have a moment, this is worth a read.

Finally, we want to check in with all of you and find out what challenges you’ve faced this week–and what solutions you’ve found. That in mind, CARPE and Academic Technologies will be hosting a Zoom Happy Hour this coming Friday, from 4-5:00 PM. Please come join the conversation–and feel free to bring along your favorite beverage (I know I will). Details below.

Thanks, all. Please continue to take care of yourselves, and your families.


CARPE and Academic Technologies are inviting you to a scheduled Zoom Happy Hour.

Topic: CARPE/Academic Technologies Zoom Happy Hour!
Time: Apr 3, 2020 04:00 PM Eastern Time (US and Canada)

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Meeting ID: 161 033 211

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Meeting ID: 161 033 211

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CARPE News #7

Hello, all:

There comes a point where too much information can be a burden, so I’m going to keep this e-mail short. First, just a reminder that if you’ve developed initial videos or e-mails to students to help restart the semester, and you’re comfortable with me sharing those with colleagues, please send them my way. I’ve already received some and have been impressed by the variety of styles and tones people have used, and by how much useful information they’ve provided about how they’ve restructured their courses. I hope to share these in the next few days.

Second, here’s a brief article about how to reclaim the joy we all have in teaching, even with our online pivot. Some of the early advice repeats materials I’ve already passed along, but some of the latter ideas struck me as key to our continued success working with students.

Next, an opportunity: Mays Imad, who’s written a great deal about teaching in times of stress, will be holding a webinar on Trauma-Informed Pedagogy (a term that, I swear, I never dreamed I’d have to use!) This event takes place tomorrow, Thursday 26 March, at 3:00 EST. I’ve included the webinar description, as well as a link for sign-up, at the bottom of this e-mail.

Finally, something on the lighter side, “The Introvert’s Guide to Social Distancing.” The title speaks for itself, and the piece actually contains sound advice for how to be happy when you’re at home (alone or otherwise) for a long time. A very very long time. A really really very long time. Give it a read.

Take care, all.


Webinar on Trauma-Informed Pedagogy
Mays Imad, Ph.D., presenter
Thursday, 26 March, 12-1:00 PM (PST)

As COVID-19 continues to spread throughout the country, many institutions of higher education have suspended classes, converted to virtual formats, and/or closed on-campus food and housing facilities. These changes not only disrupt students’ educational pathways, but also their daily lives, impacting their emotional and mental well-being. This webinar will examine the impact of traumatic experiences on students’ learning, and discuss strategies that can be used to mitigate this impact and improve educational outcomes.

When: Thursday Mar 26, 2020 12:00 PM – 1:00 PM Arizona (PST)
Topic: Trauma-Informed Pedagogy
Presenter: Mays Imad, Ph.D.

Register in advance for this webinar:

After registering, you will receive a confirmation email containing information about joining the webinar.

About the presenter: Mays Imad is the Coordinator of the Teaching & Learning Center at Pima Community College. She also teaches pathophysiology and biomedical ethics. She received her undergraduate training in Philosophy from the University of Michigan and her graduate training in Cellular & Clinical Neurobiology from Wayne State University-School of Medicine. Mays’s current research focuses on stress, self-awareness, advocacy, and classroom community, and how these relate to cognition, metacognition, and, ultimately, student learning.

CARPE News #9

Hello, everyone!

Every day, I swear to myself I’m going to make this e-mail shorter (see Lesley Wheeler’s advice, below, about how to keep e-mails manageable for students), and then every day more and more information appears that needs to be share. My apologies! As with last week Friday, I’m providing a Table of Contents to allow you to skim to find what you want/need.

Take care, all, and please continue to let me know if there’s any way CARPE can help!

Your grateful colleague,


  1. ITS Help Desk contact information, should you find yourself in need of aid as classes resume
  2. A comprehensive list of resources for making the shift to virtual instruction
  3. Resources on Twitter for using Canvas
  4. Advice on how to not overwhelm your students when using e-mail (or similar tools)
  5. A student guide to using Zoom
  6. Camscanner, an app that allows student to turn in assignments easily
  7. A virtual instruction faculty resource page developed by W&L colleagues
  8. A quick resource on effective presentations for Zoom or similar tools
  9. A resource for parents whose children have too much damn energy

1) ITS Information Desk contact information, should you find yourself in need of aid as classes resume

The ITS Information Desk is staffed from 8:30 am to 4:30 pm,, or call 540-458-4357. Email will get the quickest response. During those hours, if a professor calls/emails about a classroom problem, the help desk will send out someone from classroom technologies to respond. If a professor calls from her or his office, the help desk will send out someone from client services to help. Otherwise, the issue will be routed to the appropriate ITS staff person.

2) A comprehensive list of resources for making the shift to virtual instruction

The following site was developed by the Great Lakes College Association. If, over the weekend, you find yourself looking for some last minute resources, this site is nicely organized by topics, covering both the tech tools and pedagogical/personal challenges.

3) Resources on Twitter for using Canvas

This resource comes to us by way of the ever-resourceful Helen MacDermott: if you’re on Twitter, check out #Canvaschat for advice/troubleshooting on using Canvas. The initial hashtag lays out four major questions about discussion forums:

  • QUESTION #1 (Q1) How and when do you use discussion forums in your online course? (Answers will be posted as A1)
  • QUESTION #2 (Q2) Providing feedback in discussion forums can be tricky. How do you navigate grading/providing feedback to students? (Answers will be posted as A2)
  • QUESTION #3 (Q3) What are some of the creative or non-traditional ways you’ve used discussion forum tools with students? (Answers will be posted as A3)
  • QUESTION #4 (Q4) How can you best support student interactions in these tools? (Answers will be posted as A4)

Basically how this works is that you enter #Canvaschat into the search function of Twitter. Once you’re on the page, look for the answers (A1, A3, etc.) that coincide with the question that mosts interests you (Q1, Q3, etc.).

Let me know if you have trouble with this, okay? I stink at most tech, but I’m semi-dangerous with Twitter.

4) Advice on how to not overwhelm your students when using e-mail (or similar tools)

Dr. Lesley Wheeler sent along the following advice for writing e-mails to students. These are, of course, guidelines, which means on occasion you may need to break them, but they’re very smart, especially in these trying times, when our students’ cognitive function is always already at risk of being overloaded.

  1. Begin and end in a friendly way, with expressions of care.
  2. Keep the to-do list brief and clear (2-3 questions or instructions, max).
  3. Try to send no more than 1-2 messages per week using e-mail. When term resumes, do your best to communicate almost entirely through Canvas, so students’ reminders are right there on the Canvas calendar-all in one place to minimize confusion.

5) A student guide to using Zoom

This next resource comes from Dr. Erin Gray, professor of Chemistry and Bio-Chemistry. It’s a useful tool from LACOL, the Liberal Arts Collaborative for Digital Innovation (don’t ask me how that name leads to that acronym) and recognizes that, as much as we assume our students are digitally-savvy, it’s not a bad idea to give them some guidance.

6) Camscanner, an app that allows students to turn in assignments easily

This next resource also comes from Dr. Erin Gray: it’s a guide to using the app CamScanner, which allows students to take photos of assignments with their smartphones and convert them directly into pdfs.

7) A virtual instruction faculty resource page developed by W&L colleagues

Dr. Alison Bell and Dr. Sydney Bufkin have collaborated to create a Microsoft Teams site for faculty to share resources during our pivot to online instruction. All faculty are welcome–indeed, encouraged–to share resources and raise questions about the peculiar challenges we’re all facing.

8) A quick resource on effective presentations for Zoom or similar tools

Here is a pdf of tips for creating live online videos, developed by Dr. Stephen Lind in the Williams School. Stephen is a specialist in communication studies. His guidelines are simple and useful, particularly the last one about eye contact. As with everything else here, of course, you should feel free to adapt to fit the particular circumstances of your course, your topic, and your teaching persona.

9) A resource for parents whose children have too much damn energy

And finally, from Gene McCabe: if your kids (or even you!) are losing it from being cooped up too long, stick ’em in some workout close, plant them in front of a screen turned to Joe Wicks’ YouTube channel, and then lock them in the room until they’re good and sweaty (at which, point, of course, feel free to toss them in the shower, because, ewww).

Every crisis has its hero, and it appears this particular pandemic will witness the rise of a long-haired, six-packed, fast-talking PE coach from London. Wicks’ enthusiasm is reminiscent of Richard Simmons, though his accent is infinitely less annoying. Enjoy. Or don’t. In desperate times, the goal is simply to wear the rugrats out, whatever means necessary.