John Jay College shifted to remote operations on September 26 because of anticipated inclement weather, providing a practical example of how universities use digital systems to preserve instruction and operations during short-term disruptions.
Editorial Note
John Jay College announced the September 26 operational change one day earlier because of anticipated inclement weather. The move was temporary and should not be interpreted as a permanent shift toward remote instruction.
Weather-related decisions can change as conditions develop, and students should always rely on official university and emergency communications for current instructions. This article discusses institutional continuity rather than providing weather or emergency advice.
John Jay College of Criminal Justice shifted to remote operations on September 26 because of anticipated inclement weather, asking students to monitor instructors and Brightspace for specific course instructions.
The college's CUNY Alert also stated that essential personnel were still required to report to work. That distinction shows how a campus can move much of its activity online while still depending on employees responsible for safety, facilities, infrastructure, and other functions that cannot be performed entirely remotely.
Bottom Line
John Jay's decision did not amount to a complete institutional shutdown. Instead, the college used remote operations to preserve as much continuity as possible while reducing the need for students and many employees to travel during potentially unsafe weather.
The approach demonstrates how remote-learning infrastructure has become part of emergency planning. Institutions now have more options than simply choosing between normal operations and full cancellation.
What Happened
John Jay issued a CUNY Alert on September 25 announcing that the college would operate remotely on Saturday, September 26, because of expected inclement weather.
Students were instructed to check with faculty members and monitor Brightspace for official course communication. Essential employees were told that they were still required to report to campus.
What This Means
Universities developed enormous remote-learning capacity during the pandemic, and much of that infrastructure remains available for shorter disruptions. That means a weather event does not always have to eliminate an entire instructional day.
However, emergency remote instruction is not necessarily equivalent to a course intentionally designed for online delivery. The goal during a short disruption may simply be continuity rather than reproducing every aspect of an in-person class.
Who This Affects
Students with reliable internet connections and appropriate devices may transition to remote activity relatively easily. Other students may face challenges involving connectivity, work, caregiving responsibilities, disabilities, housing conditions, or access to required materials.
Faculty members also need clear expectations because instructors may need to decide whether classes remain synchronous, shift to asynchronous work, change assignments, or postpone activities that require physical presence.
Essential employees face a different reality. Emergency operations often depend on people whose jobs require them to travel precisely when the institution is trying to reduce travel for everyone else.
Communication Is Critical
A temporary operational shift can create confusion if students receive inconsistent instructions from multiple channels. Universities therefore need centralized alerts and course-level communication that complement rather than contradict one another.
John Jay directed students to Brightspace and instructors, which provides both a central learning platform and a course-specific source of information. That structure is useful because different courses may require different responses.
The Remote-Learning Context
The long-term legacy of emergency remote learning is not that every course should move online whenever conditions become inconvenient. The more important legacy is that institutions now have digital systems capable of preserving communication, assignments, and some instruction during disruptions.
Those systems become valuable during storms, infrastructure failures, transportation problems, public-health events, or other temporary interruptions. Institutions can protect safety without necessarily losing every academic activity.
Equity and Access
Remote operations can reduce one type of barrier while creating another. A student who avoids unsafe travel may still be unable to participate effectively if the student lacks stable internet or a quiet learning environment.
Universities should therefore avoid assuming that moving online creates equal conditions automatically. Flexibility may be necessary when students encounter circumstances outside their control during emergency periods.
What This Does Not Mean
John Jay's September 26 decision does not indicate that the college is permanently moving Saturday instruction online. The announcement specifically connected the shift with anticipated weather conditions.
It also does not mean that every class operated in exactly the same way. Students were directed to individual instructors for additional information, meaning faculty could provide course-specific instructions.
Emergency Continuity Planning
Strong continuity plans establish procedures before an emergency occurs. Students should already know where alerts will appear, faculty should understand communication expectations, and employees should know whether their roles are designated as essential.
Institutions can also review each disruption afterward. Even a one-day closure can reveal weaknesses in communication, accessibility, technology, or employee coordination that should be corrected before a larger emergency occurs.
The Bigger Picture
Climate and infrastructure disruptions make operational resilience increasingly important for schools and universities. Institutions with strong digital systems can often continue key activities while prioritizing safety.
Technology should nevertheless remain a tool rather than a substitute for judgment. There will still be emergencies in which cancellation is more appropriate than remote instruction because students and employees need to focus on immediate safety or recovery.
What Happens Next
John Jay can return to normal operations once conditions allow, while students should continue watching official messages if additional changes become necessary.
The institution can also evaluate how well the remote shift worked. Student access, faculty communication, technical reliability, and clarity for essential employees are all areas worth reviewing after a disruption.
Why This Matters
The ability to continue learning remotely can reduce academic disruption during short emergencies. It also shows why institutions benefit from maintaining digital infrastructure even when most education takes place face to face.
John Jay's September 26 operational change provides a practical example of hybrid emergency planning. The goal was not to redefine college instruction but to use available technology to preserve continuity while reducing unnecessary risk.
Key Takeaways
John Jay College moved to remote operations on September 26.
The decision was made because of anticipated inclement weather.
Students were told to check with instructors and monitor Brightspace.
Essential personnel were still required to report.
Remote infrastructure can help preserve continuity during temporary disruptions.
Universities still need to address technology access and communication barriers.
Frequently Asked Questions
Were all classes canceled?
John Jay announced remote operations rather than a blanket cancellation. Students were instructed to check individual course communications.
Why did essential employees still need to report?
Certain safety, facilities, infrastructure, or operational responsibilities may require an on-campus presence even when most activity moves online.
Is John Jay permanently moving Saturday classes online?
No. The September 26 action was explicitly connected to anticipated weather.
Final Thoughts
Emergency planning is strongest when institutions have multiple options. Universities no longer have to choose automatically between normal operations and losing an entire day of activity.
John Jay's September 26 response shows how remote systems can support safety without becoming the default for every disruption. Clear communication, accessibility, and reasonable flexibility remain essential if those systems are going to work for the full student community.
Written by Cameron Smith, M.Ed.
Founder, New To Education
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Sources
John Jay College — CUNY Alert: John Jay Shifting to Remote Operations on September 26, 2026
