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I just came across this article from UPenn physical chemist Prof. Zahra Fakhraai on "Teaching STEM at the Time of Political Distress" ( http://www.upenn.edu/almanac/volumes/v63/n20/teaching.html ) . I found the article inspiring at a time when it is often hard to focus on research, and when physics sometimes seems unimportant.
I think I'll try to keep her bullet pointed list in mind for the future. How about you all, do you have specific strategies to deal with distressing events impacting your classrooms?
I think I'll try to keep her bullet pointed list in mind for the future. How about you all, do you have specific strategies to deal with distressing events impacting your classrooms?
1. Student well-being is important to their learning. We make exceptions when a student faces a personal distress and try to accommodate them. Major political or social events could probably follow the same path. It is important, however, to remember that when the majority of our students are in distress, support networks on campus can be quickly overloaded, so there may be even more of a need to be lenient. Sometimes, just acknowledging the event could be a big step towards students’ emotional recovery.
2. Not everyone is affected in the same way. Our students have a diverse range of backgrounds and experiences. A major shift in the policy may mean just an inconvenience for one group, while others may face deportations, hate crimes, or attacks based on their sexual and religious identity. While we may instinctively want to help everyone, and rightly so, we may not always be able to. It is important to be conscious of how a discussion may affect those who are the most marginalized and ensure that they are given the chance to stay and excel in our class. A generic response may not address their specific concerns and can further disenfranchise them.
3. Classrooms are not safe spaces. Marginalized students may not feel safe to speak out or may find it traumatizing to share their concerns with strangers. One can consider providing a chance for students to discuss their concerns during office hours, over email, Canvas or even anonymously. While trying to be more generous with my time, I can also provide an alternative list of places they go for help.
4. Group assignments can be challenging. There has been significant effort on campus to promote SAIL (structured, active, in-class, learning) classrooms. While we typically assign students to random groups, the groups cannot function well if the students don’t work together. Major disagreements on political issues can reduce student participation and hinder learning. One could show flexibility by allowing students to request a group change or even to opt out if such action becomes warranted.
5. The instructor may not feel safe. Finally, when considering discussing politics in the classroom it is fair to ask whether one feels safe with the discussion, given the recent backlash against professors who speak about politics in their classrooms or on social media. An instructor from a marginalized group could consider whether their safety would be compromised and whether that is a price they are willing to pay. One can contribute differently, by reaching out to specific students in distress, or by volunteering their time outside the class instead.
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