LAKERS TOGETHER: COVID vaccine required by September 30. Face coverings required indoors.
Resilient pedagogy is 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 coping, adapting, and persevering appeals to us at this moment.
Learn more here:
- Resilient Pedagogy for the Age of Disruption, Joshua Eyler interview blog post
- 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
- Connecting Tools to Teaching Strategies - a graphical overview of digital toolsets (independent of distance and time) and proximal toolsets (dependent on location and time)
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.
As we face the coming fall, we are all balancing the need for 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. Being a college student during a pandemic is not 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.
- Trauma-Aware Teaching Checklist, Karen Costa
- Trauma-Informed Teaching: How to be more intentional with course policies, LMS, and scaffolding feedback, Faculty Focus blog post
- Trauma-Informed Pedagogy, webinar recording, Mays Imad, author of the impactful Inside Higher Ed piece, Hope Matters
- Trauma-Informed Pedagogy, Tea for Teaching podcast episode on the subject with Karen Costa
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 person while we are either masked or social distancing? 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.
- 5 Ways to Connect with Online Students, Flower Darby, Chronicle of Higher Education, June 26, 2020
- The Single Most Essential Requirement in Designing a Fall Online Course, Cathy Davidson, HASTAC blog, May 11, 2020
- Office Hours (better yet: Student Hours)
- 6 Ways to Move to Virtual Office Hours, Bruce Caraway, McGraw Hill blog, January 18, 2019
- Scheduling Virtual Office Hours, a brief Zoom guide, University of Dayton
- Platform ideas: Zoom, Blackboard Collaborate, Google Meet
- A sampling of scheduling tools: YouCanBook.Me, Calendly, Google Calendar Appointments
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.