Teaching in Turbulent Times
"Teaching is a radical act of hope. It is an assertion of faith in a better future in an increasingly uncertain and fraught present. It is a commitment to that future even if we can’t clearly discern its shape."-Kevin Gannon, Radical Hope: a teaching manifesto
We are teaching in challenging times, a context characterized by economic insecurity, political tension, global military conflicts, climate change, and heightened student stress and anxiety, among other significant factors. How do we consider this context in our classes in a way that’s productive for our course goals, supportive of students and their learning, respectful to all involved, and mindful of our own time and well-being? Worry and fear about the future can influence how students show up in classrooms and their ability to focus on learning—even in those courses where the content might seem removed from broader circumstances.
Instructors may feel uncertain about how to address current events or question whether it is appropriate to bring up sensitive or difficult topics in their classrooms. They may be asking themselves, “Is this relevant?” or “Do I have the necessary facilitation skills?” or “What if I make things worse?” While these are valid concerns, there are useful resources that can inform instructors’ efforts to respectfully acknowledge distressing incidents and ongoing turmoil that can disrupt students’ learning and overall wellness.
Faculty burnout is also very real. We encourage you to self-assess: “Am I okay?” Please acknowledge and process your thoughts, feelings, and health, particularly in difficult situations or prior to heavy classroom topics. If you have bandwidth to do so, check on peers around you. We all need to vent about a challenging situation, but if you notice patterns of agitation, anger, sadness, fatigue, or other indicators of distress in yourself or other colleagues around you, taking time to ask someone how they’re doing or finding someone to talk to about how you’re doing can be a small and important step forward. The topics we have identified below only address the tip of the iceberg. We welcome conversations and enjoy talking about specific circumstances. Please reach out to us and consider setting up a time for more in-depth discussion.
If there is a particular local, national, or global event or tragedy, what do you do?
Huston and DiPietro (2007) noted that students prefer that instructors acknowledge when a tragic or traumatic event has occurred (or is continuing to unfold). It may be as simple as taking a moment at the beginning of class for a collective moment of silence. This simple practice shows your humanity and a pedagogy of care for your students (and it helps us gather ourselves too!). Stanford University shares the ACT framework (Anticipate, Create Space, and Tie to Course Learning) in a resource to help students consider active citizenship and the impact of events and uncertainty. We also are impressed by the mediation and listening skills shown in two documentary specials (which include discussion guides) from Divided We Fall television series.
Consider this sample instructor statement from Brown University’s Harriet W. Sheridan Center for Teaching and Learning:
"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."
You may also consider including options to support students, such as recording the class for students who struggled to focus or offering additional office hours. Encourage your students to check in on each other and to take advantage of relevant campus resources.
Should You Prepare a Trigger Warning?
A trigger warning is a written or oral statement given directly before presenting material commonly known to cause trauma. In this white paper from Suzanne Tapp (Associate Vice Provost for Teaching and Learning) and Dana Weiser (Chair, Human Development and Family Sciences) provide tips for using trigger warnings on your syllabus.
How Do I Handle Difficult Conversations?
The Center for Research on Learning and Teaching has prepared an excellent resource to help instructors facilitate and even plan classroom discussions with appropriate boundaries: “Guidelines for Discussing Difficult or High-Stakes Topics.” We appreciate the focus on pedagogies of care and taking care of yourself found in a similar resource is offered from Columbia University, Center for Teaching and Learning, “Teaching in Times of Stress and Challenge”.
Establishing guidelines for classroom discussions is a common practice. This article by Robin DiAngelo and Özlem Sensoy offers an examination of traditional classroom guidelines and alternative strategies designed to support space for dialogue. The Center for Teaching & Learning at Boston University offers a resource for instructors, Creating Community Agreements with Your Students to help you consider ways to build a transparent agreement of expectations and boundaries with your students.
What about me? Pedagogies of Kindness/Pedagogies of Care
Pedagogies of care emphasize instructors’ social and emotional presence in the classroom, helping students see that they are recognized as whole beings. However, before instructors can show up in this way for their students, it is important that they show up for themselves.
Consider this resource by Michelle Miller (former Burns Conference keynote speaker!) titled, “Balancing Feasibility and Quality while Teaching in Uncertain Times” or this teaching toolbox article, “Pedagogy (and Practice) of Care” written by Daisy L. Breneman of James Madison University.
What resources does Texas Tech offer for Students?
Several resources recommended by Student Health Services include Alcohol and Drug Resources, Crisis Support and Reporting (including off-campus resources) and Mental Health Resources (including off-campus resources). You might also consider recommending the Office of Risk Intervention and Safety Education (RISE) or Therapy Assistance Online (TAO) (facilitated by the Student Counseling Center).
If you are worried about a student or notice concerning behavior, consider the Dean of Students: Students of Concern site.
What resources does Texas Tech offer for Staff and Faculty?
Employee Assistance Program (EAP) Employees who are experiencing personal problems are encouraged to seek the private and confidential services of the EAP whose staff of trained professionals are committed to providing quality counseling and assistance for individuals, couples, families, and work groups. Please see OP 70.33 for the relevant operating policy regarding EAP. An employee may seek assistance or learn more about the program by contacting the EAP directly at 806.743.1327 or 800.327.0328, or by emailing counselingcenter@ttuhsc.edu. The EAP is in the Counseling Center at TTUHSC, Texas Tech University Health Sciences Center, 1A300 HSC building.
The Office of the Faculty Ombudsperson provides a safe place where faculty may seek assistance in addressing conflicts, disputes, or complaints beyond turning to their supervisors. The ombudsperson acts as an independent, impartial, confidential, and informal resource for faculty who are dealing with any work-related difficulty including interpersonal conflict or academic or administrative concerns. Visiting with the Ombudsperson does not replace any steps required in formal internal or external procedures of Texas Tech University. The Ombudsperson is an advocate for a fair and equitable process, not an advocate on behalf of individuals or the institution.
The TTU Couple, Marriage, and Family Therapy Clinic upholds a strong tradition of providing affordable, high-quality therapeutic services to individuals, couples, and families of Lubbock and surrounding communities. Our diverse team of faculty supervisors and graduate student therapists utilize effective, contemporary therapeutic techniques to address client needs and promote healthy relationships. The Family Therapy Clinic is offering teletherapy services to clients whose needs are appropriate for online services and traditional face-to-face counseling sessions.
The TTU Psychology Clinic is a training and research center that provides psychotherapy and assessment services to the University, Lubbock, and neighboring communities. The clinic is housed in and operated by the Department of Psychological Sciences and is the primary training facility for graduate students in the Counseling and Clinical Psychology Ph.D. programs at Texas Tech University.
The MINDSPA Stress Reduction and Relaxation room provides students, faculty, and staff a space for deliberate and intentional relaxation and stress management.
Teaching, Learning, & Professional Development Center
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Address
University Library Building, Room 136, Mail Stop 2044, Lubbock, TX 79409-2004 -
Phone
806.742.0133 -
Email
tlpdc@ttu.edu