Culturally Responsive Teaching: Community Building from Day 0
April 29, 2024
by Dr. LaKisha Barrett, Culturally Responsive Teaching Faculty Fellow, Biology
In the changing tapestry of education, it is essential to weave in threads of inclusive excellence, humanizing education, and culturally responsive teaching (CRT). These concepts embody a commitment to acknowledging and celebrating students’ and instructors’ diverse identities and backgrounds. During the CRT fellowship, I discovered three fundamental themes to belonging in the classroom: Awareness, Embracing Partnership, and Demystifying the Learning Experience (collectively known as Humanizing Education). These themes are the foundation for a relationship with lifelong learning and academic growth, better communication, increased understanding, and collaboration to empower purpose and belonging.
Belonging is the Key to Retention and Success
Evidence-based strategies that connect students and faculty members while creating a sense of community learning in the classroom and meaningful faculty-student relationships involve understanding students’ goals, responsibilities, the current level of comprehension, metacognition, and life situatedness (e.g., financial and family pressures). Students bring so much into the classroom, including insecurities with housing and finances, personal and family struggles, and academic/student under-preparedness. When we understand our students, it can lead to finding purpose and insightful learning.
To be more intentional in knowing my students personally and academically, I implemented a pre-course survey and assessment to learn about my students. The pre-course survey allows me to connect with the students on a personal relationship-building level and connect them to institutional resources. Before the first classroom meeting, asking students about themselves allows me to see, hear, and learn more about them. This is a welcome and purposeful connection to the community and to me, the professor. I asked students to choose which information they would like to share for specific questions, especially regarding personal issues or sensitive information. I am forthcoming with my intentions to help build a personalized learning experience and intentionally connect them with resources before the semester starts. This survey allows me to bridge the gap between students, resources, and their success.
Knowing students’ learning behaviors and needs and establishing a personal connection with the instructor positively correlates with success. However, time can be a limiting factor when we get into class. Communicating with our students before the semester even begins intentionally builds relationships and provides time to get to know each other- building a relationship-rich education. The classroom, resources, and ACC offices feel familiar, and knowledge of them eases first-day tension. It also gives an authentic and personal connection with the instructor. Professors are subject matter experts. Additionally, we know how institutions work, how to access the needed resources, and how to deal with performance stress- so let’s share the wealth! Our students benefit from belonging and a welcoming environment, and a simple survey can begin to build a relationship and open communication from day zero.
Intentional Relationship Building with Surveys
I used Google Forms to create my survey (Example Student Survey). I crafted questions to understand the students academically and personally, connecting them with resources and information about ACC. Additionally, I use the survey information to put personal touches on email and student interactions and better understand the strategies students need to succeed. I also wanted to know more about where my students are academically. I use a pre-course assessment with questions about pre-requisite knowledge or any foundational concepts essential for understanding and learning the material. This helps me bring awareness to what they learned in their previous courses, demystify the ‘why’ of learning it, and iterate the need for prerequisite knowledge for their future professions. Student feedback on what they know and bring into the classroom, and their confidence or metacognition will allow the instructor to provide them with more personalized support. I use Blackboard and adaptive learning platforms to complete this assessment. Another idea is to ask students to rate their confidence on each pre-assessment question with something as simple as a happy face, a mad face, or a sad face (which can also be done throughout the semester anytime there is a sticky topic). Then, I use this formative assessment to learn more about each student and how they work together as a cohort.
Surveys are a proven way to put your finger on the pulse of your students. This can be done at the semester’s beginning, middle, and end, providing a rich opportunity to reflect on students’ learning and measure their growth. Student metrics can focus on persistence and success by measuring confidence, navigation of resources (e.g., tutoring), metacognitive data, and course outcomes. I use this to inform my classroom practices and policies. When students believe you are for them, personally and academically, they gain self-agency and self-belief to achieve their successes. My course surveys help them see how they mature as learners. I have seen an increase in engagement and retention with an impact on my most vulnerable population, male brown and black students.
Students are drawn to having a personal relationship with their professors. How many teachers, instructors, or mentors have changed your path by how they interacted with you? The opportunity to be heard and provided with actionable items to support and change the outcome is invaluable. Knowing about the personal and situational insecurities that my students are experiencing and their knowledge helps me to guide and support each student, understand the learner personally and academically, create better lessons, and tailor those lessons to the students and the class’s needs. By providing this personalized learning, connection to resources, and student-focused technology to support their growth, I can help each student achieve their idea of success.
In summary, the key elements of building community from day 0 in the classroom include engaging evidence-based strategies for connection, understanding your students, bridging the gap between students and resources, getting started with pre-course surveys, and using pre-course assessments for academic understanding. This intentional relationship-building enhances student belonging, retention, and success.
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