"[T]his essay will focus on how we, as scholars of communication and instruction, can address, mitigate, and even illuminate these issues of precarity in our pedagogy, our scholarship, and our professional lives. This argument is centered on three key premises: (1) it is the responsibility of instructors to care about student precarities, (2) as instructional scholars and experts in communication, we are well prepared to mitigate these precarities in our course structure and pedagogy, as well as (3) in the scholarship we produce and prioritize on teaching and learning."
LaBelle, S. (2020) Addressing student precarities in higher education: our responsibility as teachers and scholars, Communication Education, 69(2), 267-276. https://doi.org/10.1080/03634523.2020.1724311
National Communication Association
Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Education Economics Commons, Other Education Commons, Scholarship of Teaching and Learning Commons, Social and Philosophical Foundations of Education Commons