Dear faculty,
2020 has been a year of teaching through crisis. And now we are in the home stretch of a contentious presidential election on the heels of a controversial SCOTUS confirmation.
I write to you to underscore how valuable your classroom presence is for students during turbulent times. The election may or may not be on your radar for addressing in the classroom but if you are wondering how to navigate the “day after” (or days after, in the case of an uncertain outcome) and students who may be either celebrating or mourning, here are a few tips to consider.
Consider Acknowledging the Event/s in Small or Large Ways
Research tells us when there is a local or global event, it is best to acknowledge the situation (Huston & DiPietro, 2017). Brown University’s Sheridan Center provides a sample statement which you could start class with, and then move on, that signals your concern for students.
I understand that this is likely a challenging day to be thinking about [subject]. I also imagine that by being here today, like me, you find some reassurance in observing this moment as a community. In a minute, I will turn to the topic in the syllabus, but I do understand that it may be difficult to focus, and so I will both record the session and be available later this week in office hours to support your learning and well-being (Harriet W. Sheridan Center for Teaching and Learning, 2020).
Another quick and easy way to signal concern and take the class temperature is through the use of a two-question stress test. Dr. Scott Leutenegger shared this activity with the OTL that can be adapted to include questions related to the election.
In our Inclusive Teaching work, the OTL has produced resources regarding setting up classroom norms and community agreements. Now might be a good time to revisit those (if you have them) and get out in front of challenging conversations. Attempting to moderate a “hot” discussion without pre-planning can cause more harm. See Dr. Valentina Iturbe-LaGrave and colleagues’ new blog about approaching difficult discussions and revisiting classroom norms.
Some Curated Resources if You’d Like to Read More
From the University of Michigan, see these two segments in their three part series which provide guidelines for both preparation and leading discussions about the election. Part one, Preparing to Teach about the 2020 Election (and After), discusses how faculty might consider the role their discipline plays in the election, what’s at stake for students and faculty, and includes resources for civic learning by major and discussion techniques. Part two, Structuring Classroom Discussions about the 2020 election dives more deeply into leading an election-based discussion in class.
Remember Cognitive Load and Trauma Affect Learning
We have been working and learning under stress for some time. Keep in mind that it may be difficult for you and your students to focus. Moreover, colleagues and students from a broad spectrum of historically marginalized identities may be feeling that their very rights and futures are on the ballot. Beyond stress, you and your students may be experiencing trauma. For more information about being trauma-informed in the classroom, see Dr. Valentina Iturbe-LaGrave’s podcast, Trauma Informed Pedagogy.
We’re Here! Reach Out for Support
Please do not hesitate to take advantage of OTL supports as you continue to go above and beyond for our students. Let us know if we can help you record or edit a lecture, frame discussion rules in your Canvas container, or work with you 1:1 to respond to events that arise in the classroom.
If 2020 has taught us anything, it is that compassion for ourselves and others is critical. Please take care of yourself, your families, your colleagues, and your students as we continue to meet the challenges of this year.
In community,
