Care of Students

Do we see our students as real people?


When using online resources instructors need to consider how their students will receive and interact with the material for the class.  Recent debates about content warnings and trigger warnings are an important part of the larger discussion about care of students. This highlights the need for an understanding of both terms.  This website run by the LSA Inclusive Teaching Initiativen at the  University of Michigan provides an overview on the use of content warnings and trigger warnings in the classroom.  It also provides links to other sources about the topic.

List of Resources about the Care of Students

Assessment should be evaluative offering ample feedback to the student regarding their recognition of criteria or dimensions.

Aerial view of a university walkway, showing the side of a building on the right hand side of the photograph with students walking down a pathway next to the building.  Trees line the the pathway on the other
Photo by Andrés Gerlotti on Unsplash

Questions to Consider about the Care of Students

  • What institutional and discipline-specific oppressive expectations have we inherited both explicitly and implicitly that directly harm our students in our ways we might not even recognize?
  • What do our instructors need to know and do to offer all students equitable opportunities for success? For more discussion, see “Equity in the Classroom: Opportunities for Faculty Reflection” by Laura Sanders. She encourages you to heavily borrow and revise this presentation to meet the needs of your institutions and the students you serve.
  • Consider white language privilege. How can we address Standard Edited American English in our classes in a way that does not oppress students from other linguistic communities?
  • Consider syllabi and teaching personas. How can we demonstrate our authentic care for our students and their learning, so they know we are on their side?
  • Select non-dominant course texts and materials. How can we avoid dominant culture course content and explore resources that challenge oppressive practices, including student-created materials?
  • Consider community-based learning options. How can we develop experiential assignments that allow students to see their own value in their communities and to see their classroom learning as relevant and useful?

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