• Skip to main content
  • Skip to footer

Center for Teaching & Learning | Baruch College

  • About Us
    • Our Team
    • Appointments
    • Faculty Advisory Committee
    • Contact Us
  • Events
  • Resources
    • Pedagogy
    • Technology
    • Research
    • AI Resources
  • Appointments
You are here: Home / Pedagogy / “What do we do now?”: Teaching after the Election

“What do we do now?”: Teaching after the Election

Filed Under: Pedagogy November 10, 2016 by ctl

[This is a developing post, and will be continually updated with additional resources]

How do we process the election results in our classrooms?

As a school with a diverse student population, including many international and first-generation U.S. American students, members of your classes might be feeling afraid, angry, or sad about the results. Other students might fear for their bodily safety. And other students might be celebrating the results.

How do we provide a safe learning environment for all of our students?

Not every teaching style is appropriate for every instructor or class, so pick the ones that work for you. Be prepared to change things around if the discussion/lesson/work isn’t working.

But as the instructor, you will be able to read your students better than anyone else. Some students may need the structure of the planned lesson, while other classes can’t focus on the assigned readings and will need time to process their thoughts.

The University of Michigan Center for Research on Learning and Teaching lists guidelines for classroom discussions on difficult topics:

http://www.crlt.umich.edu/publinks/generalguidelines

Lauryn Mascareñaz at Teaching Tolerance, a project of the Southern Poverty Law Center, has resources on how to productively focus after the election:

http://www.tolerance.org/blog/day-after

Vanderbilt University, Center for Teaching, has a guide for how to have difficult dialogues in your classroom. The page includes a few specific tools to facilitate productive dialogues:

https://cft.vanderbilt.edu/guides-sub-pages/difficult-dialogues/

The Chronicle of Higher Education details a few examples of acknowledging your own political position or attempting to appear objective in front of your students:

http://www.chronicle.com/article/The-Tricky-Task-of-Teaching/238209?cid=cp40

Kalle Westerling, Futures Initiative Fellow, describes his class discussion and a few crowd-sourced tools for Humanities and Arts classes:

https://www.hastac.org/blogs/kallewesterling/2016/11/09/crying-front-my-class-first-time-ever

 

 

 

 

 

 

 

Tagged With: anti-oppressive pedagogies, classroom practices

Footer

Site Navigation

About Us

  • Appointments
  • Contact Us
  • Faculty Advisory Committee
  • Our Team

Events

Featured Projects

  • Active Learning
  • Blogs@Baruch
  • CUNY 1969
  • Student Experience Survey
  • Student Learning Guide
  • Teach Hybrid
  • Teach OER
  • Teach Online
  • Teach Open Tools
  • VOCAT
  • Zoom Guide

Resources

  • Pedagogy
  • Technology
  • Research

Search

Topics

  • Active Learning
  • Anti-Oppressive Pedagogies
  • Assessment
  • Assignment Design
  • Blackboard
  • Blogs@Baruch
  • Classroom Practices
  • COIL
  • Copyright
  • Course Design
  • Discussion
  • Ed-Tech
  • Experiential Learning
  • Faculty
  • Game-based Learning
  • Group Work
  • Hybrid
  • Jumbo Courses
  • Media Literacy
  • OER
  • Online
  • Research
  • SoTL
  • Students
  • VOCAT
  • Zoom

Baruch College Center for Teaching and Learning · 151 E. 25th Street, Room 648 · 646-312-1565 · [email protected]


Creative Commons License
Unless otherwise specified, all CTL site content is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.