Frequently Asked Questions and Tips

Frequently Asked Questions

What does a teach-in look like?

Teach-ins can be structured in any way. For example, a session may focus on a presenter with slides or a table of panelists. It might begin with a speaker before moving into group discussion, or it might be entirely discussion-based – there is no wrong way to structure a teach-in. For more detailed teach-in outlines, please contact a member of the Teach-In Team.

Will I be compensated for organizing a teach-in?

Yes. All teach-in organizers are compensated at the rate of $75 per person, or $300 to be split between facilitators in groups of five or more.

Can I work with someone else to host a teach-in?

Yes – many teach-ins are a collaboration between students as well as members of the faculty and staff.

What support systems are in place for teach-in organizers?

The Teach-In Team is a group of College staff members and student representatives whose goal is to aid in the creation of teach-ins. The Team helps connect organizers with organizers, works to promote teach-ins, and gathers feedback about how to strengthen the program. Please don’t hesitate to reach out to the Teach-In Team for help or guidance!

Tips for Planning a Teach-In

  • Prioritize accessibility during the event-planning process. The College Accessibility Policy is a great starting point, or Access Services can be contacted for help or questions about how to make your teach-in more accessible.
  • Assess the need for content warnings about your chosen topic. A content warning is a verbal or written notice given before potentially sensitive content is shared. Providing a notice allows your audience to prepare themselves to engage with your teach-in, or, if necessary, remove themselves from the space for their own wellbeing.
  • Introduce yourself at the teach-in using your name and pronouns. Wear a name tag when in-person or display your pronouns with your name when on Zoom.
  • Consider using collaborative tools to engage audience members or assess base knowledge at the beginning of a session. This could look like creating a quiz for your audience, or it could look like using Zoom’s Whiteboards, polls, and breakout rooms.
  • Think about the importance – and the differences between – learning about an issue and acting on an issue. Once your audience knows about the topic of your teach-in, what can they do about it? What resources might you end the session with?