During the summer of 2020, over 20 faculty, staff, and two administrators gathered to discuss the future of teaching and learning at LCC. Our conversations happened in the context of the COVID-19 pandemic and the Black Lives Matter movement. These public health and justice issues demand that we understand and change our approaches to pedagogy.
The conversations were open and free flowing, and they started with only two premises, both of which we feel will dramatically change teaching and learning at LCC, all community colleges, and indeed all higher education:
- COVID-19 changes everything. Even after a vaccine might be available, none of us, including students, are going back to the world we knew before.
- The Black Lives Matter (BLM) movement has marked a turning point. Previous efforts at diversity, equity, and inclusion, focusing on attitudes, awareness, and hiring are necessary but no longer sufficient. We must become anti-racist and eliminate the systemic racism that exists in the higher education system, including LCC.
Our conversations were driven by these questions:
- What will/should pedagogies and tools look like?
- What do we (LCC) need to do or learn in order to be teaching and learning leaders in a future that is emerging, not yet clear, but coming rapidly?
- How do we eliminate systemic racism and become anti-racist?
- How do faculty lead in this effort?
- What and how do we have to change at LCC to do these things?
While these conversations initiated by the CTE were happening, other faculty spontaneously began to discuss similar topics on social media.
We feel LCC faces both extraordinary challenges and also extraordinary opportunities. These opportunities require significant change and learning from all of us. The world has changed. We cannot go back to the old world of 2019 and earlier. This document is not a plan. It is an effort to expand and extend the conversations started last summer. We are asking the Academic Senate and leadership of the college to engage, embrace, and extend this conversation centering learning and teaching. We need a conversation that not only models a collaborative and transformative design, but also builds structures and processes that are transparent, honest, and inclusive. We argue that this learning moment is a call for action to not only engage in the conversation, but also to do the work. This moment demands active engagement by the entire college, not just faculty.
We are called upon to seize this moment and in our role as educators to fight for “good trouble” that creates a more just and humane world for all. We are uniquely situated to engage students in deep and slow thinking and to encourage students to ask questions and seek answers by providing them with the holistic education necessary to become participatory community members.
We must create, invent, improvise, and innovate our way forward. This living document is a call to action to faculty, staff, administration and students to change the future of teaching and learning at LCC.