Guide for Faculty

Given all that we’ve brought with us from the pandemic experience, this semester (again) won’t be business as usual. We’ll need to approach our courses with deliberate attention to lessons learned, with a focus on flexibility and  particular sensitivity to student well-being. We’ve gathered resources here to help you get ready, and we’ve grouped them to make it easier to navigate to what you need. In addition to a list of considerations below that may help orient you as we all transition together, you’ll find:

  1. New protocols that we recommend you put into practice in the classroom.
  2. Particular issues and opportunities that will arise when teaching this year’s unique group of first-year students.
  3. What we learned about best teaching practices during the pandemic.
  4. How to build community in an inclusive classroom, which will be particularly important as we come back together after a long time apart.
  5. For those who are teaching in a hybrid format, we’ve pulled together resources focused on that mode of teaching.
  6. Support new-to-Georgetown faculty


Here are some major concepts to keep in mind as we return to teaching and learning anew this fall.

  • Attention span. Hopefully, you’ve seen the many articles on how stress and loss of differentiation in our days has influenced our attention spans, which are remarkably short to start.  

  • Attendance expectations. Students will be feeling their way through a ‘new normal.’ Falling ill may present newfound anxiety; expectations around attendance should be clearly stated on syllabi, course sites, and in class. Consider how you can use what you learned last year to help smooth the transition.  

  • Meet students where they are.  Fear of learning loss and lack of preparation are anxieties facing us all.  Students had a variety of experiences during the pandemic and taking time to learn about where they are may help you achieve a successful course.  Consider surveying your students and reserving class time to hear their reflections on how the year affected their skill-building. 

  • Take the time to connect students with campus resources.  Students may have felt disconnected from resources for quite a chunk of their time in college.  Go out of your way to ensure they know where to seek and find help. For example, you could consider inviting a campus guest into your course from the library, from Student Health, from CAPS, or other relevant center, in a way that connects with the topic of the course. This use of class time, which Engelhard courses do routinely, helps students feel comfortable accessing these resources.

  • Build community.  We learned new ways to do this in 2020 and beyond. We know how important it is, and we know our students have lost time in the typical college experience of developing close in-person friendships and mentoring relationships with faculty. Consider mandating office hours, holding group office hours, and continuing to hold some via phone or Zoom.

New Protocols

This page highlights components of the fall return to campus experience that you should pay attention to.

More on new protocols >>

Supporting First-Year Students

Here you'll find a collection of resources geared for first-year students, who hail from a broader spectrum of experiences than ever before.

How to support first-year students >>

Best Practices from Pandemic Learning

Here is a quick reference for components of your teaching practice to emphasize to address students needs in this particular moment.

Explore best practices >>

Inclusive Pedagogy for Building Community

As more than fifteen months of lockdown, community is more important than ever and students may need some nudging to create it.

Building community inclusively >>

Hybrid Modality and Strategies

Learn about the various definitions of hybrid teaching and specific techniques you can use to facilitate in-person and online interaction.

More on strategies for teaching hybrid >>

Support for New Faculty

Explore this collection of resources to help orient yourself to teaching at Georgetown.

Learn about teaching at Georgetown >>

Feedback matters

If you have a concern or see a trend to address, please reach out to Catherine Langlois, Main Campus Faculty Ombuds at Georgetown University.  An ombudsman is someone who can hear concerns, help process them, and make sure those concerns reach the right audience and become actionable.