Preparing for Fall 2020 - Resilient Pedagogy


What is resilient pedagogy? An approach to teaching that takes into account the resiliency of course design, faculty, and students during uncertain times and changing circumstances. The framing of our preparation around resiliency appeals to us at this moment.

Read and learn more here: 

These resources address the need to weigh aspects of this coming fall, balancing online and face-to-face instruction, advance planning and the need for flexibility, maintaining a sense of community with colleagues and with students, and making instructional choices in light of trauma-informed pedagogy. This approach recognizes that our ability to learn and focus is altered by traumatic experiences. This coming academic year, being a college student during a pandemic is not going to be easy. Instructors can best help students learn through closer attention to items such as: a supportive learning environment, transparency of expectations, flexible/adaptable course policies, regular communication, peer connections and collaborative opportunities, and quality vs. quantity of assignments.


Course Design

In the Twitter thread mentioned above, Dr. Eyler advocates for a resilient, flexible approach to course design. What is worth considering is how to proceed so that faculty design learning experiences only once. Rather than preparing for three different possible modalities, what kinds of engagement can be planned that can be either online (synchronous or asynchronous) or in-person? Akin to the flipped model of instruction, which course elements make the most sense to be either online or asynchronous (individually watching videos, reading, journaling, practicing problems) and which are most appropriate for either synchronous online or in-person modes (group discussion, presentations, providing individual or collective formative feedback)? I invite you to consider how you might apply the "design one time" idea. 

A new resilient pedagogy planning guide from Carleton College offers a path forward in three areas – course design, modes of engagement, tools and software – and a Gallery of Examples.

Several pieces that have come our way recently are offered as inspiration:

What might this look like in practice? Consider the following sample syllabus statement:
Your health and your family's health should be your priority. If you are dealing with illness, sick family members, travel difficulties, a bad internet connection, increased anxiety, childcare challenges, or any other issues, please reach out and we will figure out accommodations.


Hybrid and In-Person Approaches

Are you looking for ideas for teaching in a socially distanced classroom? Strategies for active learning? Guiding questions and examples can be found on our Hybrid In-Person Course Planning page


Community & Connection

Many instructors are looking for new ways to stay connected and communicate effectively with their students. 

 


Learning More about Online Learning

Are you looking to learn about virtual approaches for engaging students? We are maintaining a list of resources on the Pew FTLC Virtual Learning Refresh Options page

Do you need to complete professional development in order to be approved to teach online/hybrid courses? Visit the Pew FTLC Workshop Options page

Would it be helpful to review resources aligned with the principles of quality online teaching established with the Grand Valley State University Online/Hybrid Course Peer Review Rubric? Visit the Essential Components of Online Courses page

Seeking assistance with Blackboard or other educational technologies? Visit the Teaching with Technology Support page to be connected with the eLearning and Emerging Technologies team. 


Remote Teaching Spring 2020

Looking for the page we put together in March? Follow this link to the Pew FTLC Academic Continuity site