Serendipity35

 

I recently read the teaching newsletter at chronicle.com/newsletter/teaching/ that covered several topics around the question of what support faculty members will most need this fall. Without reading the newsletter, I would have guessed that much of the support needed in fall 2020 due to the pandemic will still be needed this fall. The news this summer is full of stories about how we are returning to some version of "normal." I would also predict that schools K-20 are expecting to not need some of that support. We expect to see students back in classrooms. We expect that there will be fewer online versions of courses.   

The author, Beckie Supiano, reached out to some directors of teaching centers and other faculty developers and asked that question about instructor support. Here are a few takeaways in brief.

We can expect that faculty will now be more likely to mix modalities in their teaching. This is more complex than just teaching in-person versus online. We also have asynchronous versus synchronous formats and hybrid settings. This is due to some teachers having been introduced to new modalities and technologies and discovering that some of it is good and applicable. I would also factor in students who were learning online for the first time who found some positives to learning in that way.

I know of teachers who used threaded discussions, video conferencing (Zoom et al) and simple tools such as polls and breakout room for group work for the first time and plan to continue using them even though they will be back in a physical classroom.

Some courses will not be officially labeled as hybrid or blended in the course catalog, but they will be a blend of in-person and online more than in the past.

The technology that allows this to happen will need IT support and, hopefully, pedagogical support towards its best application. Supiano quotes the director for teaching excellence at George Mason University who says that "We’ve been working this summer to support faculty through our Mixed Modalities Course Design project, but we need ways to reach more faculty with that kind of learning opportunity.”

This question seems to ignore what support students will need this fall. Teachers are often the "first responders" to questions students have about using course technology. The article suggests that instructors will need "a grounding in trauma-informed pedagogy." At apu.edu, a Trauma Informed Pedagogy Series was created this summer to educate and equip professors.

One director suggests that faculty will need opportunities for more conversations about what is happening in other classrooms and online, including "fewer readings and speakers and just more workshops with each other."

I do like the idea presented that faculty who have gone beyond the normal in this beyond-normal period need to be rewarded for their efforts. Presidents, provosts, deans, chairs, and teaching and promotion and tenure committees are most likely not equipped to consider some of the changes and efforts that were made in 2020 and so far in 2021. And full-time, non-tenure-track faculty and adjuncts also made extraordinary efforts that may have been assumed or overlooked. Moving an in-person course online even with a semester to prepare is difficult to do well. Doing it almost overnight in spring 2020 was a big ask.

I would say that the support need for fall 2021 is much the same that was needed for fall 2019, but the biggest change is the increased number of faculty and students who will need that support.

Read the article and if you want to share your own preparations or missing support, email the author at beckie.supiano@chronicle.com.