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From Cathy Davidson: "There is almost no field untouched by this COVID pandemic or irrelevant to it. I do not mean we all have to suddenly become trauma therapists. That's dangerous (unless we are trained to that role). And it doesn't mean making every class "about" the pandemic (that would be awful). It means being sensitive to the devastating historical moment in which we are now living. Before we even think about a syllabus or videos or Zoom, think about what it means to be a student. Now."

This article is focused on K-12 environments, so some of its examples don't come up as often in higher education. Still a very useful set of principles, and useful to work through what the parallel situations might be.

How do culminating exams and assignments also account for ongoing stressors on ourselves and our students?

An interesting look at a digital archive set up to capture media and memories surrounding the Boston Marathon bombings, and the connections between the digital humanities and public history work.

This article came up at our recent lunch discussion on culturally responsive teaching. When we talk about students and resilience, are we fully informed about what things outside the classroom might be drawing on their abilities, and how they've been taught to act with "grit" in other situations?

Powerful NPR piece about students in a southern Ohio high school taking a course about the opioid crisis.

"What does it look like to do this kind of work online? How do we walk our virtual campuses to address accessibility concerns? Where do we hold the necessary town hall meetings to address hard questions about inclusivity?"