Pandemic Transformation of Teaching and Learning: Designing Pedagogy Using the Contents of Instructors’ “Pedagogical Pantry,” Rather than “Established Recipes.”



Using a “kitchen pantry” metaphor, this essay suggests faculty use a “what’s in my pantry” approach, rather than trying to replicate the in-class experience and following a previously identified “recipe.” Some faculty embrace new technology options with great gusto. Others are resistant, and still others wait until they’ve seen others use it first to consider incorporating it. This model allows for different entry points of interaction, and for different levels of experimentation, reflecting individual faculty’s strengths and capabilities. How can faculty use the ingredients they already have at hand, and thoughtfully expand their kitchen tools and ingredients to plan a successful online experience? While these efforts may result in a completely different pedagogical experience than they planned pre-pandemic, engagement, collaboration, and interaction are achievable. We propose not tackling an entire newly-stocked pedagogical kitchen and pantry inventory, but instead carefully considering new options, and adding in a select few to start. This may help transform the online learning space to include fully engaged, interactive, and collaborative course components.

Author Biographies

Sara Schley, Rochester Institute of Technology

Dr. Sara Schley is a full professor at Rochester Institute of Technology’s National Technical Institute of the Deaf, in the Master of Science and Secondary Education program in Rochester NY.

Carol E. Marchetti, Rochester Institute of Technology

Dr. Carol Marchetti a full professor at Rochester Institute of Technology’s College of Science, in the School of Mathematical Sciences program in Rochester, NY.