Travis N. Thurston, Kacy Lundstrom, and Christopher González
Utah State University
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This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
When venturing into wild or unknown territory such as a swiftly moving and ever-changing mountain river, a raft may be a necessary tool for basic survival. But what if during the careful navigation of rapid currents around rocks and other obstacles, you discover that your buoyant and flexible tool helps you to float through the fast and turbulent waters in a way that is meaningful, awe-inspiring, and exciting? As COVID-19 first hit our campuses, many of us switched to emergency remote education as a survival raft, just trying to stay afloat long enough to get to the other side of the semester without drowning. We quickly abandoned in-person teaching and jumped aboard online platforms, scrambling to provide continuity in learning and curriculum for our students. But as we begin to further explore these new waters, perhaps we will see our pandemic year as a catalyst for building a better equipped, sturdier, and more graceful model of resilient and flexible teaching (RAFT).
Fabrey, C., & Keith, H. (2021). Resilient and flexible teaching (RAFT): Integrating a whole-person experience into online teaching. In Thurston, T. N., Lundstrom, K., & González, C. (Eds.), Resilient pedagogy: Practical teaching strategies to overcome distance, disruption, and distraction (pp. 115-129). Utah State University. https://doi.org/10.26079/a516-fb24.