Links to Resources about Discussing “Thanksgiving”

During this fall semester, the need for Fall break is especially obvious, but the Thanksgiving holiday is not divorced from its history. Below are just a few resources we have come across in thinking through various topics around the holiday.

Racial Justice Resources for Thanksgiving from the POC Online Classroom blog.

Southern Poverty Law Center’s Teaching Tolerance lesson plan/resource on “Thanksgiving Mourning”

Philip Deloria’s 2019 New York Times piece The Invention of Thanksgiving:
Massacres, myths, and the making of the great November holiday.

Colorado College’s Crown Faculty Center page on Teaching & Learning on Indigenous Land.

Plimoth Patuxet Museums’ online game for school-aged children and families looking at Wampanoag life prior to European settlement and the “First Thanksgiving.”

Follow-up Resources for Academic Integrity Panel & Workshop

Many thanks to our panelists Bill Dirienzo, Nichole LaGrow, and Mark Olkowski for leading a conversation around academic integrity for our campus. Below are some clips from the panel that helped steer our discussion—feel free to comment below or join us in the Solidarity Café.

Videos segments from the panel

Resources to Follow Up on Panel Conversation:

Since we had quite a few questions about online proctoring services, we wanted to follow up with some links to articles about proctoring tools and the artificial intelligence programs many of these companies use to verify student’s identity and flag certain behaviors. 

Here is some research around using proctoring tools a method for mitigating academic dishonesty and cheating in online and in-person assessments—though these sources also provide plenty of alternatives to using proctoring services as well. 

Here is the PowerPoint presentation (in PDF format) including some links out to resources.


Here is a crowd-sourced collection of some strategies our attendees explored that seek to decrease one of the dimensions in the "academic misconduct" triangle.

If you’re interested in learning more about the resources that helped inform this panel and workshop, please check those out here:  

An "I Voted" sticker on green plaid fabric.

Civility in the Classroom Post-Election

While this fall semester looks and feels different, social distancing does not mean that we are socially distanced from the events of the world around us. In fact, it sometimes feels as though being socially distanced from one another amplifies the impact of the events in the world around us.  

As we navigate the days and weeks after the Presidential election, we may find ourselves confronted with realities of this significant event even if we have not invited the election into our classroom. Our students may ask questions, discuss reports about the election, or share perspectives that we may not be prepared to guide an entire class through, especially in an online, asynchronous modality.  

If you are concerned about how you will engage students in polite political discourse as we move through the post-election responses, you are not alone. Here are a few resources that you might find useful as you consider if and how you could include discussion of the election in your course.  

The Students Learn Students Vote Coalition’s Resources and Support Working Group and Ask Every Student hosted an hour-long Post-Election Training webinar to discuss resources for campus stakeholders and faculty. The detailed agenda provides a nice overview of the sections of the webinar and you can navigate to the relevant portions of the recording. 

Ask Every Student also provides a detailed Post-Election Campus Resource and Response Guide. The guide is broken into six key areas with suggestions and resources for each:  

  • Prepare partnerships ahead of time. 
  • Instill confidence in election results. 
  • Allow time and space for processing.  
  • Facilitate opportunities for healing.  
  • Hold spaces for dialogue and verbal expression. 
  • Move towards action. 

One way you can better support your students in engaging in polite political discourse is to create and frame a space for them to express their thoughts in your Canvas course. If you have a class discussion forum – you may call this the class questions, class forum, water cooler, or in the halls discussion board in your Canvas course – you could start a thread specifically to discuss the Presidential Election. Remind students with the initial thread that this is a public space for students to share their thoughts in a collegial and respectful manner. 

Maintaining civil discourse in an online environment is not a new concern and there are a lot of resources to help guide how you frame an online dialogue with students. Jean Dimeo’s 2017 article, “Keeping it Civil Online”, provides faculty-tested strategies. Alyson Klein’s more recent article, “Talking Civics in a Remote Classes in 2020: What Could Go Wrong?” contextualizes the challenges with online discourse to our current context. Plus, you can always join the Solidarity Café or reach out to CATL directly to share your ideas about how to frame a potentially charged conversation in your online class. 

Instructors may also be interested in attending our “pop-up” discussion session about the election to be held this Friday (Nov. 6).

If the thought of an open discussion forum leaves you a little uneasy, you may want to direct your students to other resources. You could post an announcement or refer students who reach out to you directly to any of the following virtual events: 

There are also resources on campus that can help students process their emotional response to the election. UW System provides access to Silver Clouda safe space for student, faculty, and staff explore resources to address stress, anxiety, insomnia, and depressionUW-Green Bay’s Wellness Center also provides a variety of counseling resources for students.

Every four years there is a significant political touch point that can ignite any classroom into incivility. Our goal as faculty is to foster polite political discourse. While that goal may seem more challenging in our current learning landscape, it is not impossible. 

Self-Paced Course: Pivotal Pedagogies (Jan. 2021)

This self-paced course helps instructors strategize ways to help all students be full course participants if they engage synchronously or asynchronously.  

🎯 Learning Outcomes 

  • Participants will plan to incorporate students synchronously and asynchronously in one of their courses. 
  • Participants will explore inclusive teaching strategies: Universal Design, and Culturally Relevant Pedagogy 

⏳ Time commitment

This self-paced course takes about ten hours to complete

🔨 Deliverable 

Participants will develop an “online core” for their classes that articulate how they will incorporate students synchronously and asynchronously. 

💵 Compensation 

Participants will earn $500 for completing their online core. 

🔑 To register 

Please see our registration form to register for this or any other January program. 

Self-Paced Course: Foundations of Teaching with Canvas

This self-paced course is for those who are unfamiliar with Canvas and would like to start building their courses from a solid foundation. 

🎯 Learning outcomes 

  • Participants will explore the key tools of Canvas: discussions, gradebook, assignment, quizzes, and pages. 
  • Participants will implement course elements in Canvas while learning about them.

⏳ Time commitment

  • This self-paced course takes about five hours to complete.
  • We ask that those who sign up at this time complete the course by the end of May, 2021.

🔨 Deliverable 

Participants will develop the beginnings of a course in Canvas using a guided checklist to demonstrate mastery of the core functions of Canvas. One of the CATL staff will review the course you’re working on with a rubric that is available within Foundations.

💵 Compensation 

Participants will earn $150 for completing their Canvas course checklist.

🔑 To register 

Please see our registration form to register for this program.