“It’s common to think that caring for oneself as a contingent faculty member is in direct competition with caring for one’s students, that we must sacrifice our wellbeing to be good teachers. What if it is possible to do both—care for ourselves and our students? It is. And these two forms of care can be achieved from some of the same thoughtful and effective teaching strategies: (inter)active, collaborative learning.”
On July 29, 2021, Hybrid Pedagogy published my piece on a pedagogy of self-care in which I share practical ways we can implement care into our course design, both for ourselves and for our students. This hardly is a “post-” pandemic fall, but the collaborative learning strategies within are as relevant as ever in a difficult return-to-campus period and all the uncertainty that comes with it.
Read the full article here.