Bringing Equitable Pandemic Pedagogy to the Post-Pandemic Classroom

Kathleen Krueger

Anne Arundel Community College

The COVID-19 pandemic brought both rapid and then deliberate changes to the college classroom. Despite initial emergency adjustments required by an major unforeseen and unexpected shift in teaching modes and practices, pandemic pedagogy also gave educators the opportunity to recognize and address equity gaps in their teaching. New and changed strategies arose, bringing fresh chances for faculty to bring equity to the forefront of their teaching toolkits. Recognizing equity challenges arising from income inequality, the digital divide, family and home living situations, race and ethnicity, language, sex, gender, and gender identity during the pandemic was the first step most sociology educators took in improving their teaching for a new era of education. Once these gaps were identified, faculty had the chance to take action, improving their teaching to meet students’ ongoing needs in myriad new ways, such as not requiring cameras on in Zoom class sessions, increasing availability by virtual meetings, and changing assignment types and submission policies, along with radical shifts general course policies.

Take-aways:

  • Creating an equitable classroom and course; 
  • recognizing a broad range of equity challenges; 
  • how to use tools gained in pandemic teaching to make continuous improvements