THE PLUMS DISPATCH

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REMOTE LEARNING EDITION FALL 2020

THE PLUMS DISPATCH

Effects of Online Semester on the Learning & Performance of LUMS Students..……………………………….........................

What it means to be a Freshman in 2020...……….……………………………………………………..………………...Page 2 &3

LUMS Student Protest…………………...……………………………………….………………………………..…….....….Page 2

Questions of Spring……………………………………………………………………………………………...………….Page 3 &4

Insider Take on Phase 1…………………………………………………………………………………………………………Page 3

In Conversation with Dr.Farrukh Khan & Dr.Maryam Mustafa………………...………………………………………….Page 4

The Baloch Struggle for Equal Opportunity………………..………………………………………………….....…...Pages 5

LUMS Survives the COVID Scare…..…………....………………………………………………………...…….…….....Page 5

Societies During the Pandemic……………………….……...…………………………………………...….………Page 6&7

Sports in Pandemic………………………….………………….………………………..……………..…………….Page 7&8

Grill Shut Down……………………………….…………………………………………………………………...….…Page 8

Urdu Poetry………………………………………………………………………………………………………………………………………...Page 6

IN THIS ISSUE

Disclaimer: The views and opinions expressed in this publication are those of the authors. They do not necessarily reflect the opinions or views of LUMS.

The Effects of Online Semester on the Learning & Performance

of LUMS Students

Since fall semester began mid-September, students have made their concerns apparent regarding new online frameworks that most claim have exponentially increased workload. In order to determine to what extent students felt this was true, what they felt about the quality of their learning, and which learning components students particularly took issue with, PLUMS created a survey that was circulated amongst the student body. The survey received a total of 331 responses, from students across all four schools belonging to four different batches. These students also come from areas all over Pakistan, ranging from big cities and towns to small villages. Most notably, within this sample, 80.7% concurred that connectivity issues had negatively affected their ability to learn and perform well. When asked what could be improved in order to alleviate stress, many students believed the class participation component could be rigorously reworked to accommodate various constraints. Students also believed less assignments and readings to reduce screen time, differently structured quizzes to help combat academic dishonesty, and less weightage for components such as attendance and CP (components that place some students at a disadvantage as compared to others) would be appropriate alterations to make. Also evident in the responses were feelings of panic, anxiety, and overall distress: students unable to deal with workload, having no leisure time even on weekends, and struggling with constraints both to do with connectivity issues and personal upsets.

The infographics above quantitatively summarise the information collected.

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THE PLUMS DISPATCH

The LUMS that this year’s new students have had to learn to navigate is an entirely different place altogether: a veritable maze of dropped connections and high-pressure deadlines under the umbrella of a college-level curriculum many struggled to orient themselves with. Significant hurdles such as course selection and enrolment - which would otherwise have been collectively overcome in the bolstering presence of friends, peer advisors, and lab attendants - had to be confronted in quiet, closed rooms over phone lines and Zoom calls. Moreover, as time went on, it became clear each student was experiencing online education differently: this difference was rooted in individual constraints, and the impact these constraints was felt deeply.

Now that things have settled down, we have begun to grudgingly accept our reality. It is a reality characterised by collective suffering, burning eyes, back pain, heartaches and so on and so forth. “Because half my day is screen time, I splash my eyes with cold water frequently because I have no other way of dealing with eye strain”, says , an SSE student. It seems that instead of making questionable - and often frivolous - financial decisions on campus, students like him are starting to worry more about paying for vision tests and spectacles at this point in time. He also mentions how instructors have been accommodating, in that they’ve reduced the weightage of midterms and finals, but this has come at the cost of an increase in net workload. For those not acquainted with basic algebra, if you subtract something from one side of the equation, you’ll have to add it to the other side. So, in order to balance everything out, instructors are conducting more quizzes and handing out more assignments, much to most freshmen’s chagrin. The intense

workload and their sheer unfamiliarity with the system means freshmen are starting college while at an impossible disadvantage that cannot be overcome simply by working hard and being consistent.

In exploring nuances of the freshman experience, it is also necessary to talk about the other side of the spectrum: individuals who are content with this framework. There is a certain appeal of attending classes from the comfort of one’s bed, perhaps while treating yourself to some paratha and chai. Some courses adopting more lenient attendance and class participation policies, or completely discarding these factors altogether, provide us with an opportunity to catch up on lectures at our own pace. While it seems convenient at surface level, this practice encourages many students to be a bit too carefree - the ramifications of which they’ve just begun to experience as midterms draw near.

While most freshmen have grown accustomed to an online semester, there are those that can’t benefit from it, let alone enjoy it. These are the individuals with home environments not conducive to an online mode of study, for reasons ranging from lack of privacy, inconsistent internet availability, and unsafe domestic conditions. There are some freshmen who, often due to financial reasons, do not have access to a webcam for their computers or laptops; while there are instructors who accommodate such students, others demand students have their cameras on for the entirety of class time. Continued on

What it means to be a Freshman in 2020

By Zohair Abbas Rizvi & Reza Khan

On October 24, about 150 students chanting Kholo LUMS while displaying placards adorned with a series of demands and complaints including “LUMS Kholo”, “Hybrid Over Online” and “We pay for LUMS not Zoom”, protested outside the main entrance of the university. These students were invited inside the premises and were given an opportunity to voice their concerns to the Vice Chancellor, Dr. Arshad Ahmad.

The students presented three demands: first and foremost, the announcement of a tentative plan and date for the reopening of campus. Secondly, they requested a hybrid opening of campus post mid-term examinations as well as confirmation that the spring semester will be on campus too. Thirdly, students demanded updates regarding the standardization procedure the Provost and the Health and Safety Committee have set for campus reopening and what measures the administration planned to take to accommodate 6000 students on campus in spring - and within this, to share certain reservations and parameters, if any, with the students.

Similar demands had been presented by the students in an email, which highlighted the problems faced by students in navigating online education. An email asking that updates regarding phased opening and the eventual reopening of the university be shared with the student body was also sent to the Vice Chancellor, Dr. Arshad Ahmad earlier this month.

During the protest the Vice Chancellor directly addressed the student body and announced that LUMS was planning on adopting a hybrid system for spring: however, he failed to expand upon the specifics of this hybrid reopening. Multiple sources have revealed that the 2021 Spring semester is planned to be at least 80 percent online. Moreover, the Health and Safety committee at LUMS has explicitly mentioned last week that they do not

plan on opening the campus anytime soon.

Despite there not being any substantial progress made, one of the organizers of the protest pointed out: “The protest was a win on moral grounds and served as a stepping stone for the negotiation process.” This protest showcased that students were actively involved in pursuing their cause. It was a success from the point of view that the administration invited 150 students inside the premises and engaged in conversation with them. Even further, the Vice Chancellor also acknowledged that the administration could have done more to accommodate the students. To keep students updated with the developments regarding reopening the campus, a mailing list has been prepared and a group consisting of the student council and the organizers of this protest has been formed which will stay in close contact with the administration.

The protest received substantial media attention; it was covered by academic and activist, Ammar Ali Jan, the Progressive Student Collective, and even prominent news channel, City 42 as well as being live streamed on LUMS Discussion Forum on Facebook.

Another organizer of the protest,

pointed out: “The administration did

acknowledge and recognise that

students are working for this

together.” She reiterated that the

administration recognised the efforts

of the student body and understood

that they had to take measures to

address student demands. In light of

the reemergence of coronavirus cases

in Pakistan, the students have taken

into account the inevitability of

campus remaining closed this

semester. However, they are hopeful

regarding the possibility that

university facilities - in a physical

capacity and to a certain extent - will

be available to students at some point

very soon.

LUMS Student Protest: A Success or Failure?

By Areej Akhtar and Maham Asif

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THE PLUMS DISPATCH What it means to be a Freshman in 2020

Continued from Page 1

One student narrated to us an incident in which an instructor, during their very first lecture, gave an ultimatum to a freshman: get an external webcam or drop the course. On the other hand there are some instructors who provide leeway in this regard and do not require students to keep their cameras on in order to be marked present.

In light of such bleak accounts, some students have chosen to combat the challenges by adopting a positive outlook on this entire ordeal. Injeel Lang chose to “go against the grain” by stating how convenient she finds the entire experience because of recorded lectures (we do too!). Another student also mentions how, “despite everything, it’s really nice to see how many people from different areas we get to interact with, and how

wholesome all of them are.” It is perhaps only a bright outlook such as this that can imbue freshmen with the inspiration and strength needed to deal with the disappointing, but inescapable

situation we find ourselves in.

For a majority of freshmen, a fully physical spring semester is the light at the end of the tunnel. Living behind a screen is not how most people envision the start of college life; however, extenuating circumstances could mean freshmen may not be able to experience life at LUMS till their sophomore year.

An Insider’s Take on Phase 1

By Hudaiba Soomro

The online fall semester started off with 150 students being invited back on campus to stay in hostels. Reasons varied from experimental final year projects, connectivity issues, and mental health concerns. To better understand the student experience, short interviews were conducted to gauge how students responded to living on campus. Six students volunteered to respond, all of whom were seniors, but their concerns were pressing, varied and diverse. This article is an unbiased review of these responses.

Firstly, students were asked about the accessibility of facilities on campus. Almost invariably, students responded by saying they had a rough start. They arrived at a poorly lit campus where Khokha, superstore, and gym were closed, there was a strict curfew, and cycles were also not available. Students had to write emails to OSA urging them to make these basic facilities available. Fortunately, these facilities were made accessible soon enough. Yet, female respondents are still concerned about the poorly lit campus, and don’t feel safe at night. At the same time, a female student tells me that a group of five men collectively stared at her while she was studying at the Khokha in broad daylight. After a difficult thirty minutes, she felt forced to leave.

Even though Khokha and superstore are now open, their timings are limited and restricted to weekdays. While PDC is the primary option, its meals had been more limited during phase 1. Even though Jammin Java café is operating, it is an expensive option and not one that most would opt for. Most students dearly miss Zakir Tikka and are really hoping that food options on campus will be expanded.

X tells me no one is really here purely because they want to be. Most don’t have an option, due

to obligations regarding final year projects, connectivity issues at home, or the desire to escape abusive households. Q agrees with this and when asked if the shift was worth it, they mention how it’s not really much of a choice for someone who routinely experiences some form of abuse at home and is already in a financially compromised situation. This situation was made especially worse for students who rely on off campus part-time jobs, as the curfew prevented them from leaving campus. The curfew was relaxed till 8pm, although this took quite some time and negotiation.

Then, there are students like Z, who feel that the pandemic actually made learning a more comfortable and enjoyable experience for them. They had found their previous years at LUMS to be extremely demanding and used to feel bogged down in a competitive environment which hampered their learning severely. The pandemic allowed them to work at their own pace, and now, being back on campus, they are very happy to have rediscovered their passion and interest while not having to worry about connectivity issues.

When students were asked about how comfortable they feel reaching out to the LUMS counsellor, a variety of responses were received. Some said they preferred reaching out to a friend

instead, others said they had to push themselves to meet the counsellor when things got really difficult, and yet another student reported having a positive experience with the entire counselling team at LUMS, claiming the team helped them through an extremely difficult time. The same student mentioned that while the counsellors were very understanding of their predicament, their communication with the LUMS administration on the other hand had been met with dismissive responses.

X tells me she had to write a long email to OSA so that bicycles could be made available again. It is almost as if students had to keep reminding OSA of their requirements and needs which were gradually and painstakingly made available, rather than assuredly promised. X tells me her best day on campus was a few days ago when she discovered that bicycles had been made available. M tells me that while they find the dimly lit atmosphere of the campus to be strangely soothing, they also miss their family - especially missing out on occasions like birthdays and bridal showers makes them homesick. For M, days are relatively nicer when the lab results turn out to be more fruitful; also, simple acts of leisure like visiting the swings with a friend can be peaceful.

On an online chat group for students on-campus, a text pops up saying: “Is the faculty immune to COVID?” Y tells me that various faculty members had been observed not wearing masks at places like the Khokha or the cricket ground. Y tells me that this was more rampant earlier during phase-1 although these instructors seem to be more considerate now. Increased visibility of faculty members which may be a sign mobility on campus is gradually being normalized ’ children also seems to be a feature of the sparsely populated campus.

Halfway into an online fall semester, the entire student body seems to be collectively on edge, contemplating one big question that manages to overshadow all other considerations: What will happen come spring? Will seniors be graduating virtually once again? Will students be subjected to another semester of online learning - an issue that is still being widely contested till date?

In reviewing the conditions and forecasts relevant to the spring semester, PLUMS interviewed some of the members of the administrative faculty. The first and foremost question raised was that of whether or not spring semester will be online.

According to Dr. Ali Khan, Dean of Mushtaq Ahmad Gurmani

School of Humanities and Social Sciences, the reopening of campus relies heavily on “how things are going to pan out in the next couple of months.”

He further adds: “If we continue with a downward trend in cases and we don't have a second wave, then certainly that allows us to continue planning a much broader opening than it had been the case at the moment. But if there is a spike in cases, then obviously you would have to reconsider because the situation would have changed.”

With relevance to hostel students, the government has currently only permitted thirty percent of them to return on campus. Continued on Page 4

Questions of Spring

By Shifa and Bakhtawar

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THE PLUMS DISPATCH In Conversation with Dr. Farrukh Khan &

Dr. Maryam Mustafa:

The Quality of an Online Fall from the

Instructor’s Perspective

This online semester has drained us emotionally and physically, of that there is no doubt. We’re stuck at home, forced to sit in front of our laptops and PCs for hours on end, and this has taken a toll on our physical and mental wellbeing. However, what we callously choose to overlook is how our instructors are coping with this new framework: instructors upon whose ingenuity, empathy, and hard work depends the success of an online semester, and who can’t complain about the system as we do. Knowing that numerous students are depending on them as gatekeepers of knowledge, some have tried their best to be as accommodating as they possibly can be. In this article we will try to explore just how two of our valued instructors are adapting to a new learning environment and, in turn, helping students adjust as well.

We interviewed two esteemed professors from the School of Sciences and School of Humanities and Social Sciences, Dr Maryam Mustafa and Dr Furrukh Khan respectively, for their thoughts on the shift to an online mode of teaching. When prompted to speak about their opinions on engagement in classes, they both agreed that class participation has noticeably increased in online classes as compared to in-person classes. Dr Mustafa expressed joy over how “there is a lot of peer learning” and how “students are discussing [the subject matter] in the chats.” She also claimed that students, in online classes, sometimes ask questions which even she sometimes doesn’t know the answers to, and she regards this as a shared moment of intellectual growth.

On the other hand, both instructors contend that even though class participation has increased, some students do not turn on their videos, due to logistical issues or otherwise, which makes it more difficult for the instructors because they feel like they’re simply talking to disembodied voices. Dr Furrukh also talked about interactions outside the classroom: when “you bump into someone at PDC or the Khokha... [help] build a certain kind of bond between yourself and your students, which is now missing”. He pointed out how the idea of teaching a class online is physically and emotionally more taxing, because now the instructors have to deal with an entirely new system To accommodate students in these troubling times, instructors have taken the initiative of reworking their course outlines and assessment methods. “What this means is that

you had to change the way you approached the teaching part of your course, [and] the components have had to be changed,” states Dr Furrukh. While some courses have had an easier time with this shift, due to their assessment methods being intensive in secondary research work, other courses have had to bear the brunt of the difficulty of this transition. The challenges pertaining to these specific courses include the difficulty of shifting all assessment methods online, where it is much harder for instructors to keep a check on students’ learning through quizzes. Dr Mustafa, who teaches an introductory computer science course, stresses on the importance of “fair assessments with meaningful learning” which obviously includes a ‘no cheating’ clause. But how can one ever be sure with online learning? This is why Dr Mustafa holds graded labs where students and TAs code together. This method ensures that students do not learn in isolation, and academic dishonesty can be actively combated.

Dr Mustafa also draws attention to how she has two roles: that of a professor at LUMS, and the other as a mother to young children. This is what sociologists call the “double shift”, whereby women work to earn for their households but are also responsible for significant amounts of unpaid domestic labor. Working women around the globe are feeling this burden even more significantly during the pandemic, as boundaries between work and home have blurred to a point that juggling both in the same space can be an insurmountable task.

In conclusion, contrary to what the average student may believe, a number of professors and teaching fellows at LUMS are actively engaged in adapting to this ‘new normal’ while also making sure students don’t feel left behind. Nobody has the perfect solution to working in a pandemic; instructors too are functioning within their own set of constraints. Ultimately, however, we have no choice but to collectively make the best of this unprecedented situation.

Continued From Page 3

The dean assures that so far, there is “no clear directive from the government in terms of how many we can take back” but should they allow more students, Dr. Khan personally suggests, the university should take back as many students as they can. However, triple occupancies are unlikely since that would be directly “asking for trouble.”

In addressing the chances of an online semester as opposed to an on-campus one, Dr. Alnoor Bhimani, Dean of Suleman Dawood School of Business, states:

“We want to ensure the safety of all our students while providing outstanding education which is LUMS’ hallmark but we must operate in the context of the evolving situation. We have made major investments in training the faculty to transition to online instruction which parallels that offered at top universities globally.

The administration claims they are doing their best to provide quality education during these unprecedented times of Covid-19. While their efforts are appreciated, it is an unfortunate but inescapable fact that the quality of education is often compromised and most importantly, inaccessible to a portion of the student body.

Dr Bhimani elaborates: “We are continuously assessing the situation on the ground, fine tuning our SOPs and preparing the campus facilities to accommodate all students by January should we successfully manage the partial opening this term. We also intend to progress with more hybrid teaching when circumstances allow. We are fully aware that the move to online teaching has implications for student learning and the faculty is advised to constantly assess and make adjustments to enhance the learning experience.”

Although Dr Bhimani stated that “we are slowly allowing more students on campus”, the ratio of these students isn’t even one-fourth of the whole student body. Even if we take into account the slow and steady progress of the admin towards partial reopening, it seems unrealistic that six thousand students will be accommodated at once during the spring semester.

In response to the mode of hybrid learning, Dr. Khan argues that the model may cause a “qualitative difference between those who are allowed back on campus and those who are not.”

He reasons:

“It is unfair on those people who are not on campus, because at the end of the day as an instructor, I am going to give you the same quizzes/exams. One person is very disadvantaged because of people coming in and out of their room. Their mother is saying do this, their brother is saying help me in that. There is no privacy. And the other person is sitting

with full concentration in front of an instructor. He is able to ask questions and get responses. That is a qualitatively different experience, so my problem with hybrid is that, if everyone comes back on campus, I still cannot see in-class teaching.”

Dr. Khan recognises that accommodating a larger class entails many risks, considering the issue of ventilation as well as social distancing. He would prefer that the limited number of students on campus should continue to learn online, facilitated by the university’s labs and libraries. The circumstances are too unpredictable, and so it would be a “logistical nightmare” for instructors to shift back and forth from physical to online classes.

On the other hand, Dr. Bhimani takes into account the recent approach that the Health and Safety Committee led by Dr. Samia Altaf, Director and Professor of Practice in Public Health at LUMS, has adopted:

“Currently there are over 1,000 students, faculty, and staff on campus, on any given day, which include daily commuters as well as residents. Next week an additional 300 students are expected to stay in the campus hostels. We invited the first batch of 150 students from far flung areas across Pakistan who did not have connectivity. The second batch includes students who have financial constraints and who are disadvantaged for a number of reasons at home. So we are slowly allowing more students on campus.

One of the reasons we have adopted a step wise approach is to stress-test whether our campus support structures can respond to critical incidents. Globally as well as nationally there are ongoing reports of Covid-19 infections on college and university campuses. This is making the situation complex and potentially dangerous as authorities have shut down institutions in Pakistan with an incidence of just 2 or 3 cases given their multiplier on others who can be asymptomatic.” While it is true cases have surfaced, some institutions have managed to cope and even reopen after a short period with improved SOPs.

Addressing the question of how our population is coping with the outbreak, Dr Samia states:

“The campus population, in the first four weeks (mid September to mid October), has done well in protecting itself by practicing protective behaviors, isolating on suspicion of being infected, taking care of one confirmed COVID-19 case and tracing potential contacts on campus - alerting them in time. Since the campus is "open" -- everyone can go out into the community, we assume that incidence and prevalence of infections on campus is the same as in the larger community. As many infections are asymptomatic, there is the need for all of us to practice protective behaviors all the time.”

By Zohair Abbas Rizvi & Ayman Faud

Questions of Spring

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THE PLUMS DISPATCH

LUMS Survives the COVID Scare:

What Does It Mean for Spring?

By Shaezal N. Cheema

On September 26, a COVID case was reported on campus. One of the housing officers tested positive, and this news took the entire student body and admin by storm. While the admin was busy trying to figure out if there were any more potential virus transmitters on campus, the student body was anxious because it meant that campus reopening would be delayed even more. An email from the provost confirmed that five individuals, including one student, had enough interaction with the COVID-positive individual to warrant further monitoring. All five individuals were following the health and safety protocols by wearing masks. The student was put into isolation on campus and did not show any symptoms later on while the other four individuals were sent into quarantine at their homes. Three of them remained asymptomatic; however, one person developed mild symptoms. This led to strict PCR testing on campus, including all staff and a few students who were called back in phase 1. In an email correspondence, Dr. Samia Altaf stated, “That case has not changed plans for expanding the student population on campus. The second round of students has already been invited on campus. You should expect the campus to continue to be safe for all those who use it.”

COVID cases also surfaced at IBA’s campus when they reopened in September. After the confirmation of two cases at the hostel, the IBA admin closed the campus within an hour for everyone, and all hostelites were bound to their rooms. In the next two days, the entire student body, staff, and faculty were

tested for COVID, and no one was allowed to move before the results came in. Moving forward, IBA introduced a flexible learning system – the faculty and students had the option to take classes either online, on-campus, or both. Whichever class happened in-person was simultaneously streamed online to students who opted for online classes. In the physical classes, no more than 25 students were allowed in order to maintain social distancing. IBA also excluded the attendance component from course outlines, and all assessment components, except the finals in January, were decided to be conducted online to spare students of stress. To maintain SOPs, IBA implemented temperature checks at entrances, set timers for the student center’s activities, made masks widely available, installed sanitizers on every floor, and suspended all societies’ activities and events. Moreover, as time went on, most faculty members and students opted for the online option for the sake of their health.

Having survived this COVID scare, the LUMS administration is still not very clear on its plans for the spring semester. Various administration members implied they were hesitant to reopen unless a vaccine is introduced and/or the filters have been replaced with new and improved ones. However, in an online session with Dr. Samia Altaf on 23rd October, it was disclosed that LUMS had made no decision regarding the situation of filters, deeming it an extreme measure, and how waiting for a vaccination before reopening is not going to happen. This indicates that

the rumor regarding LUMS remaining closed unless a vaccination hits the market may be unfounded.

For phase 2, three hundred more students have been invited back on campus and are being monitored by the health and safety office to plan for the upcoming semester.. The facts of the matter remain unchanged – the administration has yet to provide the student body with a confirmed action plan they will be following in case the campus reopens fully or partially in spring. At this point, it is not easy to predict what the spring semester holds for us. It mostly, if not entirely, depends on the virus’ transmission and situation in the country as well as the success of phase 2 by the end of fall semester.

The Baloch Students Struggle For Equal Opportunity in Education

The talk was reported by Laiba Siddiqui

Hum Aahang held a panel discussion on Saturday, October 24 with two Baloch students, Jamal and Zair. The purpose of the discussion was to shed light on recent scholarship cuts and the reasons behind these as well as the consequences this could have for academic opportunity and inclusivity for students in Balochistan, a province that has been historically marginalised while other states enjoy relative prosperity.

In 2012, Pakistan People’s Party introduced a scholarship scheme to encourage educational advancement in Balochistan; the scheme meant a number of reserved seats as well as ‘open merit’ scholarships were made available for Baloch students in universities across Punjab. This programme aided thousands of students who would otherwise have been unable to afford higher education.

However, the scheme lasted 5 years before hitting roadblocks. In 2018, merit scholarships offered by Bahauddin Zakariya University were reportedly suspended. Other universities followed suit, including Punjab University, and this year an attempt was made to also do away with the reserved seats system for Baloch students. Considering the state of universities in Balochistan, with minimal funding and poor resources, travelling to other provinces for higher education is often the only recourse available for Baloch students - as well as for students from FATA who have also faced similar scholarship cuts.

When questioned why these scholarship reductions were happening, Jamal explained it may be part of a larger pattern observed across institutions in Pakistan: “The federal government has introduced

multiple cuts in state university budgets. Online classes are being held to reduce professors’ salaries and also to cut down on staff. Universities are desperate to stay afloat, hence the scholarship cuts.”

Zair thought these cuts were detrimental not only for students’ futures but for the country as a whole. “Education is our constitutional right which has been denied to us in Balochistan, now denied to Baloch students outside of Balochistan as well. Cultural meets and exchanges actually lead to strong national integration which can be very useful for Pakistan. This opportunity is being stolen from us.”

Moreover, Jamal elaborated that although scholarships cannot fill education gaps and inequalities as well as large-scale educational reform policies potentially could, they are still hugely beneficial for individuals from Balochistan who wish for economic betterment. “These cuts aren’t just

affecting Baloch students, but are affecting the

common man in all provinces who can’t self-finance higher education.”

Jamal further went on to stress the importance of solidarity during this movement, asking private school students to take notice and highlight the issue: “Our concerns need to be communicated to the government and to the media. LUMS students have a responsibility to raise awareness.”

Zair and Jamal then brought attention towards the abysmal condition of female education in the province. They emphasised the critical need of integration of women within the education discourse since a gender equal system can enhance the prospects for national integration and progress.

In response to the difficulties faced when mobilizing the students against scholarship cuts, Zair highlighted that among numerous other impediments, financing issues, comfortable attire, inaccessibility to mobile net packages and dreadfully hot weather were some of the main challenges. Moreover, there had also been attempts made by ‘different institutions’ to shut down the cause once and for all.

The talk concluded with Zair and Jamal urging the students from other universities to come together for the cause of Baloch students. “We are not here begging for scholarship, instead we are here to demand our fundamental right that we have been deprived for years.” The issue can only be solved if we recognise the struggles of those fighting and collectively strive towards empowering ourselves as a one unifying force.

By Manaal Shuja & Saif Imtiaz

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THE PLUMS DISPATCH

Societies During the Pandemic:

How Have the Different Societies in LUMS transitioned

Every year, student societies at LUMS engage

in a process of induction: interviewing and

selecting new applicants wanting to join their

ranks. Being part of a society is a rite one feels

they have to fulfil in order to obtain the most

out of the “LUMS experience”: this experience

is tied closely to a feeling of family and

belonging, which is precisely what student

societies promise students. At this time of year,

halls and classrooms are filled to the brim with

nervous students fidgeting with society

brochures and filling in sign-up sheets

methodically and cautiously. However, in an

online setting, societies at LUMS had to

formulate a new and feasible structure to ensure

that students' (especially newcomers) exposure

to extracurricular activities would not be

compromised. This piece is an ode and

documentation of the ways various societies

have upheld their legacy during perhaps the

most trying time since their inception.

PLUMS

Here at PLUMS, the pandemic has served as a

double edged sword in terms of writing and

creativity. Owing to anxiety created by the

pandemic, team members have at times

encountered invasive bouts of writer's block but

together have attempted to overcome this sense

of stagnation by generating new activities and

diverse content: a brand new podcast series,

innovative articles on how to deal with

quarantine blues, book club sessions, and open

mic poetry slams. Moreover, geographical

distance and decreased mobility have actually

helped the society explore new avenues. To its

annual orientation, PLUMS invited talented

personalities such as Sarmad Khoosat and

Nirmal Bano - individuals who would otherwise

find it hard to take time out of their busy

schedules - to a panel talk regarding creative

expression and artistic dialogue. Nevertheless,

campus life is dearly missed by society

members. President PLUMS reminisces, "There

are a lot of things you look back at with

nostalgia; human interaction and getting to

know each other as a family, the coziness

surrounding the auditorium as we decorate it for

the orientation and the very act of reading,

holding and distributing the dispatch at the

Khokha". However, PLUMS hopes that in

uncertain times, students reading their dispatch

can find comfort and a tangible connection to

home. "We've also been trying to be more

empathetic towards the team," Maryam

remarks. Submission deadlines are extended

whenever a member reports they are struggling

with any mental or physical ailment - or simply

have too much on their plate - and workload has

been distributed evenly in order to ease out the

pressure for society members.

DRAMALINE

The year 2020 seems to have been an especially

tumultuous period for Dramaline. Being a

largely theatre oriented society, shifting to a

virtual atmosphere has been difficult to say the

least. "Being a theatre society and not being

able to fulfill our core activity i.e. organizing

plays was a very hard pill to swallow,"

President DRAMALINE notes. Their response

to this challenge was to relocate and redefine

their goals for the year; they began to prioritize

strengthening their online presence and

directing more focus to the internal ethos of

their society. Dramaline attempted to ensure

that the society would be a comforting and

inclusive space for its members by organizing

team-building activities such as informal Netflix

parties and impromptu games. Aashir stated,

"The most important factor for us was to

consider the mental health of our society

members. At the end of the day, it's always the

people who make a society!"

LUMS Religious Society

For those in dire need of connecting with their

spiritual and religious sense of self during these

distressing times, LUMS Religious Society has

acted as a beacon of hope and a source of

support. During the past few months, the society

has been organizing online talks, conducting

seminars with internationally acclaimed

religious speakers, and offering an online

Tajweed program. It is their firm belief that the

comforting message of religion knows no

boundaries and must be conveyed at all costs as

a heralder of hope. Moreover, they have put

significant effort into ensuring that every

society member feels included. Vice President

iterates, "The nature of work of some of our

departments such as Ethical Training Program

and Logistics is such that it cannot be conducted

online so we have assigned them tasks from

other departments such as marketing." In doing

so, no one feels left behind; even further,

members are able to learn new skills and add

value to society processes.

LUMS Photographic Society

Students at PhotoLUMS have been admirably

considerate and thoughtful of the plight of

freshmen; in order to help new students feel at

home, the society has invested in an exclusive

project by the name of “The LUMS Gallery”

aimed at capturing the very essence of life at

LUMS. (Be sure to give it a look!) President

PhotoLUMS comments, "There have been

certain changes in terms of how things are

conducted because it was impossible to recreate

the exact same thing virtually, but we do plan to

capture the essence of events and projects".

PhotoLUMS seems to have assessed all

dimensions of the virtual transition, keeping

constraints in mind and adjusting accordingly.

Highlights from their society include a monthly

photography contest called Aksbandi and a

webinar series called PhotoFM. "The virtual

setting has pushed us to think creatively -

beyond existing projects - and start up new

projects that we may not have considered

conducting had we been in a normal setting,"

Sarah observes. A change of perspective and

original thought can clearly make a world of

difference. Continued on Page 5

By Aiman Rahman

7

THE PLUMS DISPATCH

The Dance Society of LUMS

By Alina Anjum

Regardless of how much I tried, I never really felt like there was something in LUMS that I “belonged” to – I always felt like I was trying to force my way in but was failing miserably, regardless of how many societies I joined or how many people I talked to. No matter what, I didn’t understand what people meant when they said they found “home” or “family”. So, I guess this is me searching for home. Because when there is nothing else, there is dance… the one thing I’ve never felt rejected by.

LUMS is funny. We claim to be all-inclusive, for people of all types, for all cultures, but at the end of the day, we’re just another community of several small groupings. I wanted DanceLUMS to be more than this. I wanted it to be a platform where people from different places come together and teach each other their cultural dances, their favourite dances, and really just anything they enjoy about dancing.

Because when you’re dancing, you’re not an amalgamation of your

birthplace, your language, your school, your friends, your interests or whatever else… you’re just someone doing what you love.

So, I guess it’s difficult to explain what inspired me to start DanceLUMS. I’ve been thinking about dancing my whole life (and about a society since my first year here). I see the love for dancing all around me, yet nowhere at all. It’s so confusing how we all enjoy it so much, yet there is little to no representation of it. So… what inspired me to start DanceLUMS is you. And that’s what DanceLUMS is about too… all of you. It’s for the person who does it for fun, the person who does it for mental peace, and the person who does it because it’s a part of their identity.

And finally, it is for the person who feels passionate about something, yet they feel they aren’t good enough to do anything about it. Because that’s me, with dancing. But here I am. And I hope you join me here too.

Societies During the Pandemic:


LLS

For those passionate about literature,

the potential it possesses for catharsis

amidst turmoil and disorder is a widely

touted benefit of the discipline. LUMS

Literary Society is adamant upon

keeping a tradition of sharing words

and poetry alive - specifically

spreading hope through relatable

narratives. Although LLS laments the

absence of events like Shaam-e-Sukhn

during cold and crisp fall days, they

are striving to promote literary spirit

by conducting sessions with speakers

like Muhammad Hanif and Noshi

Gillani. President LLS observes, "You

can't replace things on the same level

but you sure can find alternatives''. He

speculates over the interesting change

that occurred recently wherein

societies are now expected to book

Zoom sessions instead of auditoriums;

also, the ice-breaking and literary

baithaks that used to be conducted in

close circles while sipping chai are

now held on WhatsApp.

Most notably, the fervently celebrated

Qavvali Night arranged by LLS will

surely be missed this winter!

DanceLUMS

The covid crisis meant it was

impossible for friends to come

together to enjoy music and celebrate

their love for dance. In this restricted,

colourless environment, DanceLUMS

is a welcome opportunity to gain a

new and lighthearted perspective. "We

feel like dancing is insanely important

especially now since it's so therapeutic

for people, and this is when people

need it most. People don’t need in

person activities to learn to dance or

enjoy the art," President of the society

asserts. DanceLUMS intends to

showcase students' talents by inviting

them to send in dance videos and

holding sessions with dancers and

performers. "As a new society, we

actually see this as a positive thing.

Being online means we can do so

much without having to spend a lot,"

Alina states.

It is apparent that our LUMS body is

capable of adaptation and innovation

even in the direst of times; students

have demonstrated admirable grit by

not succumbing to ennui but instead

fighting against the tide. Freshmen

have been reported to say that societies

at LUMS have helped anchor them in

these troublesome times as well as

offered them a promising portrait of on

-campus life that they can look

forward to. In times of isolation, being

part of a close-knit community is a

privilege; student societies have

understood this and attempted to build

mini support systems, with

considerable success.

Sports at LUMS: The Fight to Stay Relevant

Eeman Binte Fayyaz & Abdullah bin Muhammad

The pandemic and resulting closure of campus has drastically affected sports in the LUMS community. As perhaps the society impacted most, SLUMS has had to struggle to engage sports enthusiasts virtually. It has been compelled to rethink and revamp everything they thought this society had to offer to students this semester. From switching their training and practices online to introducing, among other initiatives, a series of video podcasts titled “Saturday with SLUMS”, they have tried their absolute best - despite all odds - to keep the enthusiasm for sports alive and active.

In order to gain some insight, we contacted the football team captain . According to him the pandemic has drastically affected their sport in particular. Staying at home for long periods of time worsens fitness levels. He states that the main problem is that once you start losing your fitness, soon pretty much your whole game is affected.

One of the major problems the football team has faced is the fact that its members are spread all over the country in different cities and provinces. This makes it almost impossible to organise a collective

training schedule. It’s also very hard to arrange a common training ground so as a result, training sessions must be done individually.

Keeping up the team spirit was another challenge that was faced. Besides the geographical distances, it is also hard to keep in touch with each individual as many face connectivity issues. Also, when the semester starts, priorities understandably tend to shift towards academics. Moreover, online resources such as Zoom can only be of use till a certain extent; online sessions can never be as intensive and valuable as in-person training and coaching.

Captain Football Team explained that they were aware of the changing circumstances and hence adjusted their operations accordingly quite early on. Firstly, everyone was in touch through WhatsApp and Messenger groups. Anytime someone went for a run, for example, they would share their statistics with each other. Team members would then try to beat that time. By initiating such activities, captains attempted to create a competitive environment in order to keep motivation levels high. Continued on Page 6

8

THE PLUMS DISPATCH Sports at LUMS


In addition, the team was divided into two parts - one in Islamabad and one in Lahore. There are about 8 people in Lahore and 11 people in Islamabad. According to the captain football team, every weekend, each team plays matches; once or twice a week depending on the schedule. To combat the training ground issue, some members go to another academy to train but when it comes to matches they play under the LUMS banner. Meetups and matches are used to keep the morale and spirit high. Moreover, the LUMS football team alumni community is pretty strong all over the country and wherever you go you meet someone who was affiliated with LUMS football at some point in time, which helps foster a sense of belonging and identity. Some online meetings have also been held for the entire team, for the purpose of catching up and simply having a good time as a team.

Elsewhere as well, training has been going on in full force. The boxing team has launched a series of MMA, Boxing and Workout videos to keep its members engaged while the Shredded team has also planned to introduce virtual workout classes. Moreover, the cricket team reports it has been focusing on building and honing fitness on an individual level. As, the

Shredded team captain pointed out, “I believe that fitness and training in general is such an integral part of a person’s life that you really need to incorporate it into your daily routine.”

The table tennis captain, spoke about team spirit, stating: "I just don't want team spirit to be affected by the pandemic."

Interestingly, E-sports have gained immense popularity within the SLUMS community. “I play online games every single day,” the boxing captain, says rather sheepishly. From NBA 2K to FIFA 20, online games have become a favorable way to bond with other students. Sitting at home with an avatar doing all the running and jumping may not be as stimulating as physical sports but it is a better alternative than falling out of touch with sports entirely.

In a world of fear and uncertainty, organisations and individuals alike have had to transform how they live their lives. Fitness, however, has remained an important priority throughout this pandemic, because of its many benefits when it comes to staying grounded and feeling healthy. It is inspiring to see people continuing to pursue their passions even in difficult times, and to see student societies such as SLUMS actively encouraging and facilitating the process.

Competition can be healthy, but on

what grounds and to what extent?

This is a debate that has been

plaguing first year students: the

hyper-competitiveness of LUMS

societies with regards to their

induction criteria. In one LDF post, a

student likens LUMS societies to the

“Harvard admissions board”, with an

emphasis on the highly selective

induction criteria apparently

stipulated by these societies - which,

much to students’ chagrin, is never

released to the pool of applicants. At

the same time, it is crucial to

consider the following: if LUMS

societies are to function efficiently

and live up to the prestigious

reputations carefully honed over

time, they require a highly ambitious

and talented group of individuals

with specialised skill sets in order to

steer them towards continued

success. However, before addressing

this problem, it is first necessary to

gauge the validity of the claim that

LUMS societies are, indeed,

becoming inadvisably selective in

their recruitment procedures.

In the past two weeks alone, nearly

8+ posts have been made on LDF

that illustrate how dissatisfied

students are with societies’ selection

criteria. a freshman, who will be

referred to as Shereyar Ali for

anonymity purposes was perplexed

when he received a rejection from

LUMS Entrepreneurial Society

(LES), stating, “I am an entrepreneur

running a small tech startup.

Possessing qualities such as

leadership, effective communication

skills, and a result-oriented approach

towards work, I believe I was the

best fit for this society.” Khubaib

Riasat’s surprise at being rejected

from LES despite having robust

professional experience in

entrepreneurship elicits the question:

to what extent does past experience

in pertinent fields influence

recruitment choices, if at all? To this,

Myra Waqar, a representative of LES

responds, “They do not influence the

process. Your dedication to work

and, for some departments, relevant

skills are what merit the selection

process.” This seems to be a fairly

reasonable framework for selection

from the students’ point of view,

considering many believe it is the

societies’ responsibility to hone and

refine the skills of its members given

they have demonstrated a pre-

existing natural proclivity for a

certain skill set or simply a desire to

learn. This view is endorsed widely

by students. In an LDF post, one

student comments, “Should

candidates be rejected because they

do not have vast experience?

Absolutely not, these are mostly

freshmen aged 18-19.”

Another noteworthy concern

highlighted by students is the

perceived tendency of societies to

overlook students of the Matric/

F.S.C stream in favour of those from

an O-Level/A-Level background,

allegedly because of a difference in

communication skills. While it is

important to remember that

communicative agility determines

selection decisions in all interviews

generally, students have maintained

that societies nonetheless harbor a

bias due to this. One student took it

to LDF to draw attention to this

particular aspect of the problem,

writing, “Should candidates be

rejected because they don’t display

exemplary communication skills like

a privileged DHA kid from an A-

Level college? No.” However,

representative of LES named , denies

the existence of any such bias,

stating, “I don’t believe this is true at

all. First of all, when conducting

interviews, we had no prior

knowledge of the background of the

applicant nor did we inquire. Even in

my department I have not inquired to

this day if someone is from the FSC

stream or from O/A-level.”

Continued on Page 9

Are LUMS Societies Becoming Increasingly

Selective?

By Areej Akhtar

9

THE PLUMS DISPATCH

Grill Shut Down: The Impact of Covid-19 on Small Businesses

The pandemic has not been easy on anyone. It has negatively impacted a lot of sectors, and essentially turned everything upside down. While Pakistan’s situation has improved, with most schools and businesses functioning as before, the impact of this fast-spreading virus will be felt for months – and years – to come.

Due to the pandemic, LUMS had to shut down for an indefinite period. Hostelites were sent home, the campus was closed, and learning shifted online. The whole transition process was a difficult one, with instructors and students alike struggling to adjust. Moreover, the closure of LUMS did not just affect education but the entire ecosystem as a whole; small businesses that had LUMS students as regular and loyal patrons suffered greatly, for instance, restaurants like Zaan and Grill, both famous among the LUMS student body.

Grill was known to be an affordable place where LUMS students could enjoy a good meal without breaking the bank. From the menu to taste and portion size, this eatery provided an ideal dining experience on campus. However, as a result of the lockdown, they ended up losing a major chunk of their customers and were consequently compelled to shut down. Abid Ali, brother to the owner of Grill, quoted the pandemic as the cause of closure. “We lost 90 percent of our customers when LUMS closed... we had to pay rent from our own pockets for 4-5 months,” he told PLUMS. Eventually, the financial loss became overwhelming, and they had to shut down. When questioned as to whether they would consider reopening, he said it would be impossible, and that another shop has already opened in Grill’s place. Unfortunately, this is not just Grill’s story; several other businesses have had to face the same fate.

In Pakistan generally, the impact of the pandemic on small businesses was largely debilitative. A partial

lockdown was imposed in the summer months, forcing many businesses to shut down (except for grocery shops, hospitals and pharmacies). Daily wagers toiling away to earn their livelihood suffered, arguably the most. Later when a curfew was imposed, selected shops were allowed to open – during specific time slots only. Local milk shops were facing decreased sales and as a result had to throw away excess milk and other milk products. Fruit sellers saw most of their products go to waste. Thaila walas (cart pullers) selling their wares had no choice but to pack everything up and leave.

Other businesses, such as beauty salons also had to remain closed for months. A woman who owns a beauty salon in Moon Market, Allama Iqbal Town, relied on earnings from her small salon as her primary source of livelihood. When the lockdown occurred and she had to shut it down, she had no other source of income left. Sometimes she would even secretly open her salon, the shutters open only a sliver to avoid getting caught. According to her, several other people running small shops did the same. There had been police raids, with policemen brandishing sticks to threaten people to shut down their shops immediately. People had to risk getting caught and punished, however, in order to earn a bit of money to help them survive; the government had left them mostly helpless. “Labourers who work with us are currently facing extremely tough economic conditions. As we are not opening shops due to government-imposed restrictions we can’t purchase commodities – primarily wheat at this point of time – so these workers are losing their wages”, a Mirpurkhas based trader of agro-based commodities, Riasat Ali Kaimkhani, told Dawn News in April.

Some small business owners, such as eateries and dessert shops, shifted their operations online to continue functioning during the pandemic. For many others,

however, shifting operations online was either not feasible due to lack of resources or because the nature of their business (such as beauty salons) simply did not permit the transition.

Internationally, things were no better. Smaller companies have fewer resources, and so are more vulnerable whenever an economic crisis strikes. According to the International Trade Centre COVID 19 Business Impact Survey, 4,467 companies in 132 countries were impacted by the pandemic. About two-thirds of small businesses and firms reported that the crisis had affected their business operations. As for small companies not registered with national authorities, such informal enterprises were said to be 25 percent more likely to say that the pandemic was pushing them towards bankruptcy. A research article put together by professors at the University of Illinois, Harvard Business School and University of Chicago (published in July 2020), stated that fifty percent of American workers are employed by small businesses. It was also revealed that forty three percent of businesses were temporarily closed, and employment had fallen by forty percent. Such a shock, according to the article, has “little parallel since the Great Depression of the 1930s”. Many businesses shut down, some having to throw away massive amounts of perishable goods that were not being bought.

Not only did the pandemic severely compromise the health of thousands of people, it also dealt a devastating blow to the economy that won’t soon be forgotten. The financially crippled masses believed that if the virus does not kill them, hunger will. During the worst months of the pandemic, the gap between the rich and poor became even more evident. The privileged locked themselves up in luxurious mansions with fully stocked pantries, while others had to risk their lives to make ends meet and put food on the table.

By Maha Uzair

Are LUMS Societies Becoming Increasingly

Selective?

Continued From Page 8

It is necessary that society representatives be mindful of their attitude towards interviewees, in order to ensure that all students, regardless of their academic background, feel equally comfortable in the interview setting. One student aptly suggested, “Societies should not ask applicants about their high schools or boards during interviews.”

Lastly, a rather popular suggestion within students is that when sending out rejection emails, societies should also explain the reason for rejection so students can improve themselves; especially considering how application forms are lengthy and taking out time for interviews is also difficult. Sudents feel they should at least get some productive feedback out of the process. Muhammad Ans’24 elaborates on this recommendation, “I think societies have to suggest rejected applicants what skills should they particularly improve in order to have a better chance at being inducted into the society next year. Society departments should organise a skills development course for these rejected candidates and should teach them the necessary skills in the first semester. These people should then be interviewed at the start of the second semester and the societies can select a certain number of applicants from that pool.” Receiving rejection emails is, according to Myra, “one’s personal preference”. She shares, “Not speaking as a society representative but as a student and individual: getting a rejection

email is not something that I would want to see in my mailbox and I believe that there are a lot of people that will agree with this”. However, she also acknowledges the merits of being cognizant and aware: “I do believe that I would not want to be left in the dark and I should know when the results are announced.” Among students generally, there seems to be a consensus that some improvement tips must be incorporated in rejection emails.

In these exceptionally distressing times, it is crucial that we all be mindful of one another’s well being. Society representatives should be conscious of the struggles faced by freshmen and try to alter their processes if need be, whereas students should also take into account the many challenges society representatives may encounter during selection procedures. Perhaps an in-between can be negotiated, keeping the spirit of competition alive while practicing empathy and inclusivity

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THE PLUMS DISPATCH

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