This was written to address the pivot to remote learning, but the advice applies to any crisis, including the current political situation. There's value in your lengthy, developed teaching philosophy, and there's value stating in your principles in ways which are easy to recall under pressure.
A list of 10 points to remember in helping students in crisis. From The Guardian, the list uses UK terminology, but the points apply on both sides of the pond. I particularly like the bookends: "find out about the support services your university offers" and "lead by example and take care of yourself too."
"What if you decided that difficult times call for radical self-care? In other words, start with a basic assumption that your health is your top priority. Without it, nothing else is possible." Kerry Ann Rockquemore offers suggestions for maintaining your health in times of crisis.
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.
Bryn Mawr hosts an annual "Community Day of Learning", with programming determined in a highly democratic manner across all areas of the college, to discuss issues of equity and inclusion.
Many faculty members struggle with how (and whether) to address current events in the classroom. Chad Williams used social media to build a categorized reading list related to the Charleston shootings. It also makes some interesting points about faculty members' potential role as public intellectuals.
Xavier University of Louisiana uses the "deliberative discussion" framework in a public speaking class to facilitate community conversations about current political issues.
"Play is intellectually rigorous. But it can also bring joy to the classroom. In this moment of multiple elongated crises, I believe that we need all the joy we can get."
On this day off from classes, we hope you find some time to play, and to consider how to build in more opportunities for playfulness in your courses.
From the abstract: "This paper investigates the most common instructor responses following a tragedy and which of those responses students find most helpful."
When people's feelings about a discussion topic boil over, how can you guide the conversation back into a zone where deep listening and learning are possible?