Building a sense of community is critical to creating an academically rigorous learning environment (Davis, 2009). One step instructors can take to achieve this is setting/reinforcing expectations before and at the start of the course (Oberstein, 2024). For me, the most important things to communicate to students are my beliefs about learning and their role in the the learning process. Here is an excerpt from an email I send to students once they appear on my course roster:
"GOALS/BELIEFS
We all play a role in creating an active, inclusive learning environment.
Feedback is central to learning.
Critical and creative thinking can be developed.
Learning is a lifelong process.
I value your voice and lived experiences.
I am committed to your growth as a student and professional.
Here are some additional things to keep in mind:
The course requires a substantial time commitment.
The course is designed as an active learning experience so be prepared to bring your best energy to the work this semester.
I love teaching and mentoring students so you will have my complete attention.
I expect everyone in the class to help everyone to learn and achieve the learning outcomes."
Since my teaching emphasizes social constructivist learning, I also highlight aspects of the course structure that I think are important for students to be aware of:
"COURSE STRUCTURE
A. The course is organized as an experiential group learning journey. Much of the work will be done in groups. Since you play a central role in everyone's learning, attendance at all class and project/portfolio meetings is mandatory.
B. The class is highly structured with specific activities to be accomplished each week. You will be required to meet with your project/portfolio team every Monday for one hour (15% of final grade). Additionally, you must be available to meet with me and your classmates every Wednesday for one hour (15% of final grade).
C. The course requires you to be an active participant during all our class and project/portfolio meetings. During our meetings, please be focused on the learning activities and your fellow learners. Be sure you are in a location that is conducive to uninterrupted dialogue. Additionally, you must be on a device that enables you to share screen, participate in the chat, and have your camera on."
Although the above excerpts were for an online asynchronous course with required synchronous recitations, they can easily be adapted for any course modality.
To learn more, check out "Creating a Positive Classroom Environment" (NYU login required) from Davis (2009).
References
Davis, B. G. (2009). Tools for teaching. San Francisco, CA: Jossey-Bass.
Oberstein, S. (2024, July 18). What to Do When Students’ Knowledge Levels Vary. Harvard Business Publishing Education. https://hbsp.harvard.edu/inspiring-minds/what-to-do-when-students-knowledge-levels-vary
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