It has been one year since CRLT has broadened its lens to center equity in our teaching and learning frameworks.
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Guest Author: Joy Pehlke, Wolverine Wellness

A common theme we are hearing from instructors across campus is the level of stress they and their students are experiencing this term. To offer context about the current moment and suggestions for navigating it, we have asked Joy Pehlke, Health Educator and Wellness Coach at University Health Service and Lecturer in LSA, to write this guest blog post.

My role at Wolverine Wellness allows me to witness the student experience in multiple ways: through one-on-one wellness coaching conversations, well-being presentations, and discussions in my class, ALA 240: Living Well in College and Beyond. Many students, staff, and faculty hoped that things would get easier once we could go back to some sense of “normalcy.”  Instead, a common theme has emerged. We are struggling with the tension of wishing things would get easier and finding they’ve only become more complicated. We are seeing higher levels of stress and anxiety, and it has become clear that pre-existing issues on campus (burnout, overwhelm, perfectionism, imposter syndrome, racism, loneliness, etc.) have only been amplified by the pandemic. And these aren’t just student issues. Instructors are impacted, too.

Still in the midst of a pandemic, you may be wrestling with the question of whether or not to record your lectures. On the one hand, recordings provide a simple way for students to catch up if they become sick. On the other hand, you may worry about student learning or about teaching in an almost empty classroom. You are not alone.

Concerns about the effects of lecture capture on attendance and learning have existed since its inception. While some studies find that lecture attendance does indeed decrease slightly when lecture capture is introduced, many others show no significant effects. The relationship between lecture capture, attendance and student achievement is complex and shows different patterns for different groups of students (e.g. Banerjee, 2020).

As the fall term begins, instructors and students are returning to campus in ways that will be both familiar and unique. While a very high percentage of classes will be offered in person (over 97% in LSA), we continue to grapple with the delta variant of the coronavirus, and masks will be mandatory for everyone in classrooms across U-M. For many continuing students, and for those just starting their first year (including instructors), Fall 2021 will be their first experience with in-person teaching and learning since March 2020. While first- and second-year students will have no experience with fully in-person classes, even juniors will have had only one fully uninterrupted semester.

At the same time, we have heard from instructors that remote teaching led them to new insights and improved practices, which they plan to maintain in the in-person setting. This blog is designed to bring together insights from U-M students and instructors, as well as national and U-M resources, and provide suggestions for successfully navigating the unique circumstances of this term. CRLT consultants are glad to meet with you about any aspect of your teaching. We will hold daily office hours via Zoom, and you can sign up for an individual consultation on the CRLT website.

This week, CRLT kicks off our Inclusive Teaching at Michigan 2021 May Series. Our theme for this year, "Widening the Lens: Equity Focused Teaching," emphasizes the need for instructors to more clearly focus on developing an equity-driven teaching practice. We will offer a range of workshops designed to help U-M instructors think beyond inclusion in order to explore and develop equity-focused commitments and practices in their teaching. Register now to attend some or all of the workshops in the series.