Ok. Many of us are having to quickly adapt and shift our courses (and our pedagogy) mid-semester. It is tempting and natural to start by looking at our courses (and how they intersect with our discipline) and try to figure out what we need to “cover.” 1/n

And that’s generally a fine approach, particularly if we are realistic about our expectations and gentle with ourselves and our students.

I would like to suggest, however, that we also take a step back. 2/n

What is the point of this work we do in higher education. On a regular day and in normal circumstances we would probably say it is to “teach our students about X” or to help our students “master X”.

But is that really the point of all of our collective labor and care? 3/n

I think if we give ourselves a moment to think more broadly and more critically about the “point” of what we do we might agree that we are invested in helping our students become adaptive learners, critical citizens, and caring, thoughtful humans. 4/n

I remember almost none of the scientific facts I learned from my high school marine biology professor. But I remember his care for the world and his investment in making me care for the world. His impact on me was HUGE. I carry it to this day 5/n

And guess what? My day to day life literally has nothing to do with marine biology.

Our students and we living through a pivotal moment in modern human history. We have the opportunity to be at their sides as they learn how to navigate and process this moment. 6/n

What your students learn and experience between now and the “end” of this act in our collective lives will resonate and reverberate for many years to come. It will probably shape who they are and the choices they make (we are being shaped as well). 7/n

So, maybe, the point isn’t to “teach X”. Maybe the point is to “teach the now.” Be in this with our students as partners, advocates, sounding boards. Bring them into conversation about what the rest of the class should be about. 8/n

Worry less (or not at all) about content coverage, learning objectives, and “fair grading.” Instead think about conversations you can foster, thinking you can encourage, and grace you can extend that will help them absorb this critical moment into their story as a learner. 9/fin