Transition to Post-Pandemic Teaching

This page and the resources that follow highlight important areas of consideration as we move forward with planning. Additional information will be provided on this site as more precise guidance on course formats and public health measures becomes available.

Fundamental question: How to leverage lessons from the pandemic and the renewed emphasis on anti-racism as we exit the pandemic in ways that acknowledge the wide-range of activities and efforts that faculty will undertake during this transition?

Diversity, Equity, and Inclusion as the foundation: The transition to remote teaching and the national conversations surrounding anti-Blackness highlighted issues of diversity, equity and inclusion in unprecedented ways. We need to ensure that we retain an intentional focus on ensuring our teaching and classrooms are equitable and inclusive. This should be a fundamental measure by which we evaluate the transition to post-pandemic teaching.

Number one structural lesson: Teaching excellence is best achieved as a collective effort with the core unit being the Department. We need to keep the connections and structures in place that supported us through the pandemic into the post-pandemic world. Likewise, leverage the central resources and support through DTEI to support the ongoing teaching efforts.

Considerations

As we move forward, consider these three categories:

1. Policy changes: late/missing assignments, approach to academic integrity, etc.
2. Pedagogical Changes: leveraging lecture recordings, options for engagement through “chats” and “discussions”, increased low-stakes and/or formative assessments, decreased reliance on high-stakes assignments, etc.
3. New Tools: “advanced” discussion boards, Perusal, etc.

For each of these three categories it is worth asking, what changes to in-person instruction require no additional work, such as certain policy changes or continuing to use assets/tools that do not need revision.

A useful reflection on this transition:

https://www.chronicle.com/article/when-this-is-all-over-keep-recording-your-lectures

This suggests the following set of base questions:

• Will you emphasize use of discussion boards and/or chat functions to make class participation a more inclusive process?
• Will you have an informal place on your course website for students to meet virtually to study or connect beyond the course content?
• Will you revise your assessments to de-emphasize high-stakes exams?
• Will you allow students to attend your office hours virtually?
• Will you excuse absences and grant extensions without asking for documentation?
• Will you tell your students to stay home when they’re sick?
• Will you keep recording your lectures?

Resources & Guidance