Post-Election Pedagogy

The results of the 2024 election will have varying effects on our students, colleagues, and community. In a time of heightened political polarization, these high-stakes outcomes can affect individuals in diverse ways – impacting mental health, motivation, energy levels, and more. To further complicate the learning environment, we might not know the results on November 6.

Many educators are uncertain about whether to allocate class time for learning activities—such as discussions or other low-stakes assignments—that encourage students to critically engage with the election results. This decision often involves considering students’ varied emotions surrounding the outcome (or the anticipation if results are still pending) and exploring the broader social, political, and cultural implications of the election.

To make learning-centered decisions, L.D. Fink (2013) recommends that we carefully examine the situational factors that affect teaching and learning. We have modified Fink’s situational factor analysis list to help guide your decision-making and planning for post-election teaching and learning, focusing on how to approach these activities thoughtfully, prioritizing inclusivity, educational relevance, student learning, and student and faculty well-being.

Before you begin your situational factor analysis consider the following.

• What factors are contributing to your feelings of uncertainty about incorporating learning activities focused on election results or related issues?  
• What is motivating you to incorporate learning activities focused on election results or related issues?

You can download the situational factor analysis here.  Once completed, here are a few tips on how to implement your plan.

Based on your analysis, you might have decided one or more of the following:

• to NOT incorporate learning activities related to the election results or issues.
• to delay incorporating learning activities to a later date in the semester when it seems to be more useful for student learning.
• to optional opportunities to engage in a discussion (outside of class)
• to incorporate learning activities related to the election into the course.

Regardless of your decision, it is beneficial to acknowledge the political moment and make your decision transparent. Sharing your pedagogical reasoning with students helps them understand your approach and goals. Recognizing this moment communicates to students that you are aware of and sensitive to the broader context affecting their lives and learning.

Here are some sample statements, you can use/edit as needed.

If you have decided not to incorporate learning activities related to the election results or issues.

“I want to acknowledge that the outcome (or pending outcome) of the 2024 election is likely on many of your minds right now. These results can have significant effects on individuals and communities. I have decided not to devote class time to in-depth discussions or other learning activities about the election results or related issues. Here’s why. First, the primary focus of this course is on (insert course content/skills focus), and I want to ensure we can engage with the core learning outcomes effectively. Second, I’m mindful that students in this class have a diversity of political views and lived experiences. Delving too deeply into the election could risk turning our classroom into more of a political battlefield than a space for productive academic discourse. If you would like to discuss these issues further, I encourage you to take advantage of the resources available. Please let me know if you have any questions or concerns.”

If you decide to incorporate or have already planned to do so, consider the following:

“I want to acknowledge that the outcome (or pending outcome) of the 2024 election is likely on many of your minds right now. These results can have significant effects on individuals and communities. Given the relevance of these issues to the content and skills (insert relevant knowledge/skills) embedded in this course, I have decided that it is important to incorporate thoughtful discussions and other learning activities about election results and related issues into our class. Understanding these outcomes will provide helpful context for analyzing the course content more deeply. I want to emphasize that my goal is not to push any political agenda, but rather to facilitate critical thinking and a better understanding of the effects of the election. I recognize that this may be a sensitive and emotionally charged topic for many of you. If you have any concerns or need additional support, please don’t hesitate to reach out to me or access the resources available. I’m here to help you navigate these complex questions to the best of my ability.”

As you proceed, here are a few tips/things to consider (more tips and ideas @ Connecting Elections to Course Contentand on the CAFE blog).

Maintain self-other awareness. Continue to reflect on your own biases, political leanings, and comfort/skill level. When you design learning activities, make sure assignment expectations are inclusive of all learners; for example, some students are not eligible to vote in the U.S.

Be clear, transparent, and check for understanding.

• Clearly explain how election-related topics connect to the course material and support the learning outcomes.
• Articulate the goal for each learning activity. 
• Let students know that your assessment will focus on the quality of their work and how well it meets the grading criteria, regardless of their personal views or expressions.
• Check that they understand the why and hows.

Develop or reinforce communication ground rules.

• Encourage students to listen actively to each other and establish clear ground rules for respectful dialogue. 
• If you are facilitating a class discussion, communicate your role in the process.  The instructor should actively work to ensure all perspectives are heard.
• Be prepared for difficult moments.