Getting Specific (& Realistic) about Flexibility

“Flexibility” may have been one of higher-ed’s most-used words in the last several years. The word evokes an opening up of possibility, an emphasis on revisiting what matters to us, and the invitation to treat our students (and ourselves) as humans in human contexts. “Flexibility” is also a word that conjures up an increased expectation to teach in any modality, requests for responsiveness that may not fit every course context, and a not-good-enough answer to a continued student mental health crisis.  

This session offers a concrete framework for considering “flexibility” (in the format of course content, or in options for student engagement, or in the timing or format of assessments) that includes a “decision tree” of questions you might ask to get you to a clearer solution. We’ll share illustrations from your colleagues’ practices of enacting flexibility in particular areas for particular goals, with an emphasis on ones that are transferable, straightforward, and work with the Senate’s “reason neutral” Attendance and Engagement Policy; we’ll also share illustrations from students about the impact of flexibility on their learning. You’ll leave having identified one flexibility-related practice you might try in your course—one that increases both your and your students’ capacity for engaging in your course.