Five Strategies for Teaching Through the 2024 U.S. Election
Five Strategies for Teaching Through the 2024 U.S. Election
By Anastasia Williams
At TILT, we recognize that many instructors seek guidance on managing their classes during the 2024 U.S. election period. To support the CSU community, we offer five evidence-based teaching strategies to foster a supportive learning environment while addressing election-related concerns. These strategies aim to create inclusive classrooms, encourage relationship-rich education, and promote meaningful reflection, enabling instructors to maintain an empathetic and productive learning atmosphere even during potentially turbulent times. Each strategy includes a rationale, practical implementation suggestions, and sample communication to help you to adapt the strategy to your personal context and teaching practice.
We recognize that each instructor brings a unique pedagogical approach, personality, and lived experience to their teaching. These “possible communication” starter statements are designed to inspire and serve as a foundation, illustrating what’s possible rather than prescribing a rigid script. We strongly encourage you to modify, adapt, or completely reimagine these statements to align with your individual voice, identity, positionality, and teaching philosophy.
1) Acknowledge the Moment
Why It Matters
Research by Huston & DiPietro (2007) demonstrates that students appreciate it when instructors recognize significant events rather than continuing with scheduled material without pausing to acknowledge, reflect, or connect. This simple acknowledgment helps build a supportive and inclusive learning environment, honoring the humanity of all participants.
How It Can Look
- Briefly recognize the election at the beginning of class.
- Express understanding that students may be experiencing a range of emotions, such as stress or distraction.
- Offer a short reflective activity, such as a one-minute paper or a short mindfulness exercise, to help students process their thoughts.
- Inform students about available support resources, including campus Mental Health and Well-being resources and the opportunity to drop-by at your office hours.
What It May Sound Like
“I want to take a moment to acknowledge that we are a significant political event. While we will continue with our scheduled material, I recognize that this might be a challenging time for some of you. You may be feeling nervous, excited, or distracted, and that is completely okay. Personally, I feel a mix of being overwhelmed but also hopeful. Please know that I am here to support both your learning and your well-being. I am available during my office hours, and the course syllabus lists additional campus services and resources that might be helpful. If you need guidance on how to navigate these resources, please talk to me so we can determine the best next steps.”
Note: While we may have assumptions about certain groups of students and their potential reactions to the election, it is challenging to predict exactly which individuals might be personally affected. Some students may choose to openly discuss how they have been impacted while others might prefer to keep their experiences and identities private.
2) Provide Flexible Support Structures
Why It Matters
Our students are “intellectual, social, and emotional beings” (Ambrose et al., 2010). During potentially stressful periods, such as elections, they may benefit from flexible support options. This approach aligns with Universal Design for Learning (UDL) principles, particularly the guideline of providing multiple means of engagement. Offering flexible support can foster a sense of trust and respect in the classroom and reduce stress and anxiety, which can interfere with learning and impact academic performance.
How It Can Look
- Offer additional office hours or virtual support sessions.
- Provide flexibility with assignment deadlines (e.g., offering a standard two-day extension) (Feldman, 2018).
- Consider alternative assessment formats, such as switching to open-book or take-home exams if a high-stakes assessment is scheduled near the election (Feldman, 2018).
- Offer multiple ways to participate in class discussions (e.g., verbal, written, or online contributions).
What It May Sound Like
“I recognize that the upcoming election may impact your ability to focus or meet the approaching deadline, as it falls in the same week. To support your learning during this time: I’ve added extra office hours on [days/times]. Feel free to drop in for academic support or just to talk. If you need more time for assignments, you can automatically use a two-day extension. For longer extensions, please reach out to discuss your situation.
Our upcoming exam will now be in a take-home format, allowing you more flexibility in when and how you complete it. My goal is to ensure you can engage fully with our course material while paying attention to your well-being and personal needs. Please don’t hesitate to reach out if you need additional support.”
3) Integrate Relevant Course Connections
Why It Matters
Connecting course content to current events, such as elections, enhances student engagement and demonstrates the relevance of your discipline to important social issues outside of campus. This approach fosters deeper understanding and stimulates interest in the subject matter by bridging academic concepts with contemporary contexts.
How It Can Look
- Draw explicit links between course content and election-related themes, using concrete examples to illustrate these connections.
- Encourage critical thinking. Use election issues as a lens to analyze and discuss course topics, promoting nuanced analysis and evaluation of complex ideas.
- Facilitate structured discussions with clear objectives, enabling thoughtful engagement with sensitive topics.
- Develop assignments that prompt students to explore and articulate the relationships between course material and current events.
What It May Sound Like
“Today’s topic in [course subject] in a way relates to several issues being debated in the current election. Let’s examine how the analytical and problem-solving tools from our field can provide unique insights into these complex matters. To begin, take a minute to reflect on any connections you see between our course material and the election process. We’ll then discuss your thoughts as a class.”
4) Prepare in Advance for Potentially Heated Moments in the Classroom
Why It Matters
Elections can evoke strong emotions and conflicting viewpoints. Being prepared to handle heated discussions nurtures an inclusive learning environment where all students feel respected and able to engage productively with challenging topics.
How It Can Look
- Plan Discussions: Co-create transparent community guidelines and objectives for discussions to set a respectful tone from the outset. Brainstorm with your students active listening strategies and examples of respectful dialogue (e.g., I-statements, follow-up questions: ‘That’s a unique perspective. Can you tell me more about…?’). See PDF A Method for Helping Students Create their Own Class Norms/Community Standards.
- Use Frameworks to address difficult conversations: Structured approaches like the Critical Incident Questionnaire, ACTION, or RAVEN foster respectful dialogue. These frameworks encourage reflection on intentions and potential impact, aligning with restorative practices.
- Implement Reflective Pauses. When discussions become tense or complex, consider pausing the conversation for a brief reflective activity. This allows you to gather your thoughts and plan next steps, gives students time to process their emotions and ideas, and provides an opportunity for a “temperature check” of the class climate (e.g., “Let’s take a few minutes to reflect silently. Please write down your current thoughts, feelings, and any questions you have. We’ll use these notes to guide our further discussion.”)(Souza, 2016).
- Try to address heated or uncomfortable moments calmly and constructively. Acknowledge the tension, refer to the classroom community agreements and CSU Principles of Community, and guide the conversation to maintain a productive and inclusive learning environment.
- Watch this video on Understanding, Preventing, and Supporting Around Microaggressions from CSU’s Office of Inclusive Excellence
What It May Sound Like
“Let’s take a moment to revisit our community agreements. I’d like us to consider how our discussion aligns with these guidelines. If anyone feels that a comment that was made or direction of the conversation is at odds with our community agreements, I encourage you to share your thoughts. Our goal is to maintain a respectful and inclusive learning space for everyone. By addressing concerns openly, we can have a constructive dialogue and, if necessary, refine our community agreements.”
Note: If you find yourself frozen or unsure how to respond immediately, consider following up later, either during the next class session or via email. Instead of letting it pass, reflect on the incident, and formulate a thoughtful response. When following up, acknowledge the specific incident, reaffirm your course expectations, and commit to addressing similar issues more promptly in the future. This response models continuous learning and accountability, demonstrates your pedagogical commitment to a respectful and inclusive classroom environment.
5) Promote Civic Engagement
Why It Matters
Encouraging civic engagement helps students understand their role in the democratic process and fosters active citizenship. This approach emphasizes the importance of participation in community affairs and democratic institutions regardless of whether they are eligible to vote.
How It Can Look
- Provide Nonpartisan Information: Share objective, factual information about voting procedures and civic engagement opportunities.
- Acknowledge Diverse Eligibility: Recognize and respect that some students, including non-U.S. citizens, may not be eligible to vote, while emphasizing that civic engagement extends beyond voting.
- Encourage Broader Civic Activities: Promote participation in various forms of civic engagement, such as community service, advocacy, and local government involvement.
- When discussing civic engagement, it’s valuable to emphasize the importance of principled impartiality, especially in our current hyper-partisan climate. This approach can help students engage more effectively with diverse viewpoints and foster constructive dialogue.
What It May Sound Like
“Civic engagement is a cornerstone of a thriving democracy, and there are many ways to participate beyond voting. I encourage all of you, regardless of your political views or voting eligibility, to explore ways to engage with your communities and the democratic process. Here’s some nonpartisan information about voting procedures and alternative civic activities. Let’s discuss how civic engagement connects to some key competencies in our field.”
Final Note
While TILT is proud to lead the way in evidence-based teaching and learning practices, navigating the complexities of an election year is a shared responsibility across our campus community. Creating an inclusive, supportive environment requires collaboration, open dialogue, and a collective commitment from all of us. Together with our campus partners, we strive to ensure that students and faculty alike feel equipped to approach election-related discussions with respect. We’re here to support you, and it’s through our joint efforts that we can make the most meaningful impact. For more resources, consultations, events, or to register for a Best Practices in Teaching course, reach out to us at [email protected].
Resources
Upcoming Events
The Critical Role of the Well-Designed Discussion Guide
November 7 | 12:30 – 1:30 PM | TILT 221 & Teams
Teaching in Tense Times: The Classroom After the Election
November 12 | 12:30 – 2 PM | LSC 376-78
References
- Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. Jossey-Bass.Brookfield, S. D. (2017). Becoming a critically reflective teacher (2nd ed.). Jossey-Bass.
- Center for Research on Learning and Teaching. (n.d.). Preparing to teach about the 2020 election (and after). University of Michigan. https://crlt.umich.edu/blog/preparing-teach-about-2020-election-and-after
- Center for the Advancement of Teaching. (n.d.). Election Resource Guide. Temple University. https://teaching.temple.edu/ja/node/436
- Cheung, F., Ganote, C., & Souza, T. (2016). Microaggressions and microresistance: Supporting and empowering students. In M. Bart (Ed.), Diversity and inclusion in the college classroom (pp. 15–17). Faculty Focus.
- Feldman, J. (2018). Grading for equity: What it is, why it matters, and how it can transform schools and classrooms. Corwin Press.
- Huston, T. A., & DiPietro, M. (2007). In the eye of the storm: Students’ perceptions of helpful faculty actions following a collective tragedy. To Improve the Academy, 25, 207–224.
- Pitman, C. (2021). Ten in the moment responses for addressing micro and macroaggressions in the classroom. https://www.scholarlyteacher.com/post/10-in-the-moment-responses-for-addressing-micro-and-macroaggressions-in-the-classroom
- Sheridan Center for Teaching and Learning. (n.d.). Teaching during the U.S. election. Brown University. https://sheridan.brown.edu/resources/classroom-practices/teaching-times-disruption/teaching-during-us-election
- Souza, T.J. (2016). Managing Hot Moments in the Classroom: Concrete Strategies for Cooling Down Tension. In Faculty Focus Special Report: Diversity and Inclusion in the College Classroom. Magna Publication.
- Stanford Teaching Commons. (n.d.). ACT to sustain learning through current events. Stanford University. https://teachingcommons.stanford.edu/news/act-sustain-learning-through-current-events
- Wood, J. L., & Harris, F. H., III. (2020, May 5). How to respond to racial microaggressions when they occur. Diverse Issues in Higher Education. https://diverseeducation.com/article/176397/