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Students conduct a controlled burn at the Green Oaks Biological Field Station.

Care in the Academy — CITA

Contact

Catherine Denial

Mary Elizabeth Hand Bright and Edwin Winslow Bright Distinguished Professor of American History

2 East South Street

Galesburg, IL 61401

309-341-7382

cdenial@​knox.edu

The windows of Old Main.

Pedagogies, Communities, and Practices of Care in the Academy after COVID-19

Funded by the Andrew W. Mellon Foundation

Over the past two years, administrators, faculty, staff, and students have held higher education together with willpower and determination. In the midst of a global pandemic, administrators have juggled increasingly complex financial realities and public-health considerations. Faculty and staff have been repeatedly asked to adapt to new workplace circumstances, juggling in-person, hybrid, and online modalities for teaching and student outreach. Campus communities have expended tremendous energy in reimagining educational programs, support services, and co-curricular activities to reach students located on campus, within commuting distance, and multiple time zones away. 

Even before the pandemic began, higher ed was riven with fracture. The competing stresses born by institutions following the 2008 economic crash, state-level funding cuts, the expansion of contingency, the student debt crisis, and the increasingly politicized attempts of legislatures to direct curriculum decisions within institutions themselves have taken a toll on those who work within our colleges and universities. Deeply embedded legacies of racial exclusion, socio-economic gate-keeping, and gender-based discrimination continue to shape our student bodies and the professional experiences of all those involved in higher ed. Administrators, faculty, and staff across higher ed report that they are burned out and exhausted. 

This is a crisis. In contrast to reactions driven by a mentality of scarcity and a desire to return to a normal that was already broken, we need to generate forward-looking responses grounded in compassion and justice. We must recognize the distinct challenges our campuses face while concurrently prioritizing the emotional, physical, and intellectual health and well-being of every member of our community. We need leadership on these matters, and this project aims to identify, cultivate, and support such leadership from members of all sectors of higher ed. 

This project contends that compassion and care can be expanded beyond classroom activities to be centered and then applied to the work done by all members of a given campus community. What does it mean to imagine and generate structural change rooted in the principle of compassion? This project will ask and answer this query first in the work of thematic teams that will identify processes for turning abstract ideas into concrete change, and then in the work of teams organized by institutional type that will take action on their individual campus and disseminate information and action plans across higher ed. 

PHASE ONE

Phase One of this project organized thirty-six higher ed administrators, faculty, and staff into three teams, each focused on a particular area of concern:

  • Trauma: How do we work toward ensuring that our interations with--and support of--all members of the campus and community are trauma-informed (particularly in light of the effects of an ongoing pandemic)?
  • Disability: Academia, as a sector, is predicated upon ableist understanding of how humans work best and transmit knowledge. How might we acknowledge and transform this ableism in and out of the classroom, particularly as we consider the implications of the ongoing pandemic and the long-term effects of COVID on teaching, learning, and working?
  • Pedagogy: What does it mean to practice pedagogy of care that extends to faculty and staff who are coming to terms with the effects of the pandemic on instructional modalities and student engagement?

Our work on each of these questions was driven by a collective commitment to justice--to pushing the boundaries of current thinking on Diversity, Equity, Inclusion, and Belonging in all we do. All three teams read widely about burnout, care, and mutual aid, and worked diligently to identify actions large and small that would make meaningful change in academia. You can read those reports at the links below:

Trauma

Disability

Pedagogy

PHASE TWO

In February 2023, equipped with all three reports from Phase One, the participants in this project sorted themselves into campus-type teams for Phase Two. These teams are focused around R1 institutions, regional rpublic universities, liberal arts colleges, and community colleges, as well as folding in participants whose influence stretches beyond the parameters of any single kind of campus. The remit of each team is to make change that is appropriate for their campus--to prioritize the findings of the Phase One groups, take inventory of the offices, departments, and individuals on their campuses who are ready to support change, and take a range of actions to see care implemented in their particular academic space. Phase Two will also involve critical consideration of further funding for this work, both on individual campuses and at the national level.

Meet the Care in the Academy Participants

Old Main
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Knox College

https://www.knox.edu/care-in-the-academy

Printed on Saturday, February 24, 2024