Teaching Race: Pedagogy and Practice — a guide from Vanderbilt University with guiding principles and corresponding pedagogic strategies, synthesized from a comprehensive review of literature related to teaching race
Teaching in Times of Crisis — Vanderbilt
A 2007 survey by Therese A. Huston and Michelle DiPietro (2007) reveals that “from the students’ perspective, it is best to do something. Students often complained when faculty did not mention the attacks at all, and they expressed gratitude when faculty acknowledged that something awful had occurred” (p. 219). Students report that “just about anything” is helpful, “regardless of whether the instructor’s response required relatively little effort, such as asking for one minute of silence…, or a great deal of effort and preparation, such as incorporating the event into the lesson plan or topics for the course” (p. 216). The exception, the least helpful and even most problematic responses are a “lack of response” and “acknowledging that [the crisis] had occurred and saying that the class needs to go on with no mention of opportunities for review or extra help” (p. 218).
Talking with Students About Racism –from the Chronicle
First, don’t avoid talking about current events. Maybe you don’t discuss them in depth until you have established some familiarity with your students. But debates about social and economic inequality, race, and the coronavirus have become such a part of the national conversation that virtually everyone has had to wrestle with them. “We can’t ignore this issue,” says Mays Imad, who runs the teaching and learning center at Pima Community College. “If we do that, then we may inadvertently send the message that either (a) I don’t know what’s going on or (b) I don’t care. Both of those messages are hurtful.”
Second, it’s OK to be uncertain. Professors are used to being the expert in the classroom. But in this case, they might be better off listening, particularly if they don’t know what it’s like to be a person of color living through these events.
How Should I Talk about Race in my Mostly White Classroom? –from the ADL, a concise set of tips
Five Principles as Pathways to Inclusive Teaching –Inside Higher Ed; offers principles by which to guide your teaching, plus links to suggested practices
Inclusive Pedagogy Framework — Helpful graphic with evidence based practices — practices that foster inclusive learning, including the creation of a welcoming environment and co-construction of classroom norms for dialogue and work
University of Maine System
Together for Maine — Rules and Guidance for all the different groups (employees, students, etc.)
UMS COVID-19 Testing Summary/Dashboard — number of tests, positives, etc.