Exam Period vs the Pandemic

Most subjects, due to the demanding nature of preparation for these tests, abandon traditional teaching (lectures) to give students the maximum opportunity to sufficiently prepare. Of course, individual consultations continue, but transform into hours dedicated to revision. Students are rewarded for their hard work in the so-called May Week. This week, most colleges hold a traditional "May" ball, and individual academic societies say goodbye to students in the form of garden picnics, boat parties, or group trips.

However, the flu epidemic that has struck the world has ensured that none of the expectations about the last "semester" realized. On March 30, 22 days before the start of the final semester, the faculties announced a modified form of examinations, because at that time it was already clear that from a security point of view it would not be possible for students to return from the spring break. Most faculties have decided to limit the number of final tests, assigning students the amount of time to complete each one of the remaining ones. Due to the inability to proctor these tests, however, the grades would be used solely for internal purposes and would not count towards the diploma. Humanities / social sciences (including Economics which I currently read) had the advantage of absolving the practical segment of examination in full. We had two weeks to assess the role of the state in promoting economic growth that was characteristic of the British Industrial Revolution. Since we do not currently possess enough knowledge to formulate our own academic work (we only had a six-month introductory course in Econometrics, which forms the basis of modern mainstream Economics), this project consisted mainly of combining economic theory acquired in micro and macroeconomics lectures with existing studies related to the topic (of course, simply paraphrasing existing studies is not enough to earn the best grade, and contributing personal insights and a high level of analytical writing is expected).

The online exam period was intercut with creative activities aimed at strengthening the team and, of course, also offering the opportunity to diversify an otherwise monotonous and somewhat exhaustive study routine. Within one week, a student mini-magazine was created at my college (Trinity College), which dealt with topics related to the pandemic, the implications of the whole situation for current students, and, last but not least, tips for how to overcome this unusual period, together. Although social life is an integral part of the university experience and it is difficult to imagine it without physical interactions between students, modern technology has so far, at least partially, helped us to adapt to the new conditions. Virtual Quiz Nights or just friendly video calls led, at least in my case, to a greater strengthening of many friendships. I don't think it's a long-term sustainable replacement for traditional interpersonal communication, but as a short-term experiment, it seems very interesting. In addition, the reduced workload allowed many to devote more time to hobbies, preparation for summer internships, or just socializing.