Teaching Tips: 5 Instructional Compassion and Equity Reminders

This story is part of a series between Pittwire and the University’s Center for Teaching and Learning that will help instructors plan for and feel more confident in remote and Flex @ Pitt learning. If you know of instructors who are succeeding in the classroom or who might have advice for their peers, pittwire [at] pitt.edu (subject: Flex%40Pitt%20Teaching%20Successes) (we’d love to hear about them). Below is a reproduction of one of the many teaching resources offered by the teaching center. 

Compassion and equity help foster resilience and respect for each other, especially in times of distress and particularly in the classroom, according to the staff of the Center for Teaching and Learning. As instructors forge ahead with remote learning this summer and teachers plan for Flex @ Pitt in the fall, students will benefit from knowing that high quality course content will only go so far if their well-being is not taken into consideration, too. As their instructor, you have the opportunity to model what compassionate, equitable leadership should be.

To that end, here are five reminders from the University’s Center for Teaching and Learning for those teaching during the summer term—and beyond.

1. Acknowledge the angst

Let the first line of your next email be one in which you acknowledge that this is a scary and precarious time for students. It is OK to tell them if you identify with any of those feelings. You don’t need to go into details, but students may be thinking about (and worried about) you, too. While some of the resources below may already be in your syllabus, this is a good time to remind your students of their options to reach out for help. Feeling scared or nervous is valid and normal, and there is a support network of specialists in place available for them:

• University Counseling Center: 412-648-7930
• Care And Resource Support (CARS) Team: 412-624-5756
• resolve Crisis Services: 1-888-796-8226

Students are likely experiencing disruptions in multiple areas of their lives, too. Social distancing and closures may affect their income, which can create financial stress and instability. Immediate solutions may come from reaching out to The Pitt Pantry and—more broadly—to Pittsburgh’s Community Food Bank. There are also Emergency Assistance Funds available for students who need financial help.

2. Consider their grieving

Some of your students may also be grieving the losses of specific experiences. Some of them will lose the ability to graduate on time or lose the final months of their senior year of college. Some will miss out on research opportunities or meaningful experiences with mentors and friends. Be aware that there will be emotional grief during this transitional, uncertain period, which may go largely unacknowledged by most, since it will fall under the category of “limbo losses.” Consider asking your students if they are trying to exercise at home, or if they are limiting their exposure to the news. Your questions could be guided by the CDC’s recommendations on how to take care of our emotional health.

3. Avoid “no place like home” talk

Remember the concept of what constitutes a “home” is relative. For some students, Pitt is home, and their roommates are their family. Some students may have returned to unsafe living environments or simply can’t “go home.” And it’s not always about financial limitations—LGBTQI+ youth are particularly vulnerable, as are international students, especially those that come from countries that have restricted travel. Be willing to listen to students’ individual needs and be ready to share information about organization-based resources. 

4. Be extra flexible

Know that your students may be attempting to learn in environments where they will be interrupted and distracted, and they could benefit from the same considerations you extend to students registered with the office of Disability Resources and Services.  

Remote or online delivery of course content means heavily relying on technology. Be careful about how you talk about technology and any assumptions about what devices, and even level of internet connectivity your students may have to access learning. Pitt has a 24/7 IT Help Desk that could be of tremendous help in dealing with technological challenges. Nevertheless, remain sensitive to the fact that the majority of your students are no longer on campus and cannot rely on Pitt’s infrastructure (i.e., computer labs) and services (i.e., Hillman’s equipment borrowing of mobile devices).

Some students may be teaching or providing tutoring to other students as well. The dual roles can be very challenging and stressful. Consider reducing the load of their tasks, and point them toward resources that can help them feel better prepared, such as the Teaching Center’s resources for instructional continuity.

5. Keep it simple

Appreciate that, just as you might find the uncertainty of working during the pandemic difficult, so might your students. Focus on using technology that students are most likely to have access to (while offering work-arounds as needed) and delivering content that is most vital to achieving course learning objectives. Use the best scalable communication practices for your class: instructor presence in discussions, meaningful and timely feedback, individual contact via email, virtual office hours and web conferences are all good ideas. Pick ones that will help you and your crew.

Finally, remember to ask about outreach efforts handled at the administrative levels of your own department, as well as broader community-oriented efforts.  

Thank you so very much for all your work and your caring for students. A future piece will offer tips for instructors to keep their well-being in mind as well.