Given the events of the last month, we should all be critically aware that many CU students are feeling vulnerable, especially those with marginalized identities. How can we as educators recognize this precarity for students and signal that all students are welcome and their different identities are valued in our spaces?
I recently revisited an article by Dr. Frank Tuitt on transforming classrooms on traditionally white campuses and found this quote: “When we successfully model courageous transparency—a self‐awareness of our positionality— it allows our students to emulate their own reflexivity, resulting in a more dynamic space.” I feel inspired by this vision of dynamic and brave environments in remote classrooms. To create this space, educators may need to pause from content delivery, illuminate their identities and choices in instruction and listen deeply to what all students need to engage in learning at this moment. I offer a few suggestions along these lines. Include a personal narrative in your syllabus that highlights your values around inclusivity and equity. It is never too late to add important content to your syllabus and can illustrate your commitment to being responsive to the pandemic. Consider using surveys in large classes to open up a dialogue about current student experience, inside and outside of the classroom. Lastly, help students to connect with one another to reduce feelings of isolation. Networks of supportive relationships will help students navigate these challenging times and will, in turn, increase motivation to learn.