Creating Community

2.2 Creating Community

Why is it important?

Community refers to a sense of belonging and mutual support among students and between students and instructors. Building community in a college classroom is crucial for fostering a supportive and inclusive learning environment. McKinney et al. (2006) found that students with a high sense of community showed increased perception of their course performance, course satisfaction, and exam scores. Similarly, Cope et al. (2021) found that a sense of community is positively associated with satisfaction in General Education (GE) courses. When students feel a sense of belonging and connection, they are more likely to engage actively, share ideas, and collaborate effectively.

How can we implement it?

Building a connection with each student can feel out of reach for many courses, especially large enrollment courses. Reaching out early and often through faculty introduction emails, quintile messaging, or spontaneous messaging is a good way to build strong connections with students. Helping students build connections with their peers is a good way to build the students’ social capital. When possible, think of ways to limit lecture time and increase group work and peer-to-peer learning. Similarly, make yourself available for questions and support outside of class hours. Inviting students to attend office hours or communicate via email and other communication channels can build a personal connection and strengthen trust.

References

Berry, S. (2019). Teaching to connect: Community-building strategies for the virtual classroom. Online Learning Journal, 23(1), 164–183. https://files.eric.ed.gov/fulltext/EJ1210946.pdf

Cope, M. R., Muirbrook, K. M., & Jarvis, J. A. (2021). Experiences with general education: How sense of community shapes students’ perceptions. SAGE Open. https://doi.org/10.1177/21582440211050399

McKinney, J. P., McKinney, K. G., Franiuk, R., & Schweitzer, J. H. (2006). The college classroom as a community: Impact on student attitudes and learning. College Teaching, 54(3), 281–284. https://doi.org/10.3200/CTCH.54.3.281-284

Resources 2.2: Creating Community

Checklist for this section:

• Reaching out early and often
  • faculty introduction emails
  • quintile messaging
  • spontaneous messaging
• Build connections with their peers
• Group work and peer-to-peer learning
• Make yourself available

Reaching out early and often

Reaching out to students throughout the semester by email can build a strong connection with your students. It provides a platform for sharing updates, celebrating achievements, and addressing concerns, which helps to create a supportive and connected environment. Additionally, it can create an open line between the students and the instructor, ensuring students feel seen and recognized.

Faculty Introductions

Subject: Welcome to [Course Name]

Dear Students,

Welcome to [Course Name]! My name is [Your Name], and I will be your instructor for this course. I am excited to embark on this learning journey with you.

A little about me: I have been teaching at [the University of Illinois, College Name] for [number]. My research interests include [briefly mention your research interests or areas of expertise]. Outside of academia, I enjoy [mention a hobby or personal interest].

In this course, we will explore [briefly describe the main topics or goals of the course]. My goal is to create a classroom environment where [Briefly describe your classroom culture and climate].

Please feel free to reach out to me via email at [your email address] or visit me during my office hours [mention office hours and location]. I look forward to getting to know each of you and working together to make this a successful semester.

Best regards,

[Your Name]

[Your Title/Position]

[University/College Name]

Back

Quintile Messaging

A good time to catch students' interest in your email is right after a major assessment or immediately after posting the major assessment grades. Using quintile messaging, instructors can deliver semi-individualized content that highlights accomplishments, recognizes areas of improvement, connects students to course resources, and opens a direct line of communication with the faculty.

Consider crafting a series of email templates to send to each student based on their performance in the assessments. For example, students who performed well would receive an email, and students who performed poorly would receive a different email. Instructors can create as many groups as they see fit, and the emailing process can be automated by using Mail Merge and other similar applications.

How to Mail Merge: Option 1 and Option 2.

Email Templates:

Template for Students Who Scored Over 80%

Subject: Congratulations on Your Outstanding Performance!

Dear [Student’s Name],

I am thrilled to congratulate you on achieving over 80% in our recent assessment! Your hard work and dedication have truly paid off, and you should be very proud of your accomplishment.

Keep up the excellent work and continue to strive for excellence. If you have any questions or need further assistance, please don’t hesitate to reach out.

Best regards,

[Your Name]

[Your Title/Position]

[University/College Name]

Template for Students Who Scored Between 60% and 80%

Subject: Great Effort on Your Recent Assessment

Dear [Student’s Name],

I wanted to commend you on your effort in our recent assessment, where you scored between 60% and 80%. This is a solid performance, and I encourage you to keep pushing forward.

If you have any questions or need additional support to improve further, please feel free to [list resources such as office hours, etc.]. Together, we can work towards achieving even better results.

Best regards,

[Your Name]

[Your Title/Position]

[University/College Name]

Template for Students Who Scored Less Than 60%

Subject: Let’s Work Together to Improve Your Performance

Dear [Student’s Name],

I noticed that you scored less than 60% on our recent assessment. I understand that this can be disappointing, but please know that I am here to support you.

This is a good opportunity for us to work together to identify any challenges you may be facing and find ways to improve. I encourage you to contact me or visit during my office hours to discuss strategies and resources that can help you succeed.

Here is also a list of resources that I think could help you prepare for the next assessment: [list resources such as office hours, etc.].

You can do this!

Best regards,

[Your Name]

[Your Title/Position]

[University/College Name]

Back

Spontaneous Messaging

Instructors do not need a reason to contact their students. Often, a random, spontaneous email is what students need to feel valued by their instructors.

Subject: Checking In

Dear Students,

I hope this email finds you well. I wanted to take a moment to check in and see how everyone is doing. As we progress through the semester, it’s important to me that everyone in the class feels supported.

Feel free to share any thoughts, questions, or concerns you might have. Whether it’s about the course material, upcoming assignments, or just how you’re managing everything, I’m here to support you.

Let’s continue to work together and make this a great semester. Looking forward to hearing from you!

Best regards,

[Your Name]

[Your Title/Position]

[University/College Name]

Remember, you could personalize the email using Mail Merge (see Quintile Messaging).

Back

Build connections with their peers

Instructors can use group activities to build connections between students through:

1. Group Projects and Collaborative Assignments: Assign projects requiring students to work in groups and assign members to a specific role. Rotate group members and roles throughout the semester to allow students to interact with different peers.
2. Peer Review and Feedback Sessions: Organize sessions where students review and provide feedback on each other’s work.
3. Mentorship Programs: Pair upperclassmen with freshmen or create peer mentorship programs within the class. Mentors can help new students navigate the course and college life.
4. Classroom Layout and Seating Arrangements: Arrange the classroom to promote interaction, such as in a circle or small clusters. Change seating arrangements regularly to encourage students to sit with different peers.
5. Interactive and Engaging Teaching Methods: Use interactive teaching methods like debates, role-playing, and case studies. These methods require students to collaborate, discuss, and share their perspectives.
6. Social Events and Extracurricular Activities: Encourage participation in social events, such as movie nights, game nights, or field trips related to the course content. Encourage participation in extracurricular activities and clubs.
7. Regular Check-Ins and Feedback: Conduct regular check-ins with students through email or office hours to discuss their progress and any challenges they face.

Back

Group work and peer-to-peer learning

Creating effective group work and peer-to-peer learning activities in college can enhance student engagement, foster collaboration, and improve learning outcomes. Here are some strategies to consider:

Project-Based Learning: Assign a project that requires students to work together to solve a problem or create something new.

Project Title: Sustainable Community Garden

Objective: To design and implement a sustainable community garden that addresses local environmental issues and promotes community engagement.

Project Overview: Students will work in groups to plan, design, and create a sustainable community garden. This project will involve research, collaboration, and hands-on activities, culminating in a presentation and a functioning garden.

Research and Planning:

• Group Formation: Divide the class into small groups of 4-5 students.
• Topic Assignment: Each group selects a specific aspect of the garden to focus on (e.g., soil health, plant selection, water conservation, community involvement).
• Research: Groups conduct research on their topic, exploring best practices, local environmental conditions, and sustainable gardening techniques.
• Proposal: Each group creates a detailed proposal outlining their plans, including sketches, materials needed, and a timeline.

Design and Development:

• Site Analysis: Conduct a site analysis to determine the best location for the garden, considering factors like sunlight, soil quality, and accessibility.
• Design: Groups collaborate to integrate their individual plans into a cohesive garden design. This includes layout, plant selection, irrigation systems, and any additional features (e.g., composting area, seating).
• Budgeting: Develop a budget for the project, identifying potential sources of funding or donations.

Implementation:

• Preparation: Prepare the site by clearing debris, testing soil, and setting up necessary infrastructure (e.g., raised beds, irrigation).
• Planting: Plant the selected vegetation according to the design plan, ensuring proper spacing and care.
• Maintenance Plan: Create a maintenance schedule to ensure the garden remains healthy and sustainable. This includes watering, weeding, and monitoring plant health.

Community Engagement:

• Outreach: Develop a plan to involve the local community, such as organizing volunteer days, educational workshops, or garden tours.
• Partnerships: Establish partnerships with local organizations, schools, or businesses to support the garden and promote sustainability.
• Presentation and Reflection:
• Presentation: Each group presents their part of the project to the class, highlighting their research, design process, and implementation.
• Reflection: Students reflect on the project, discussing what they learned, challenges they faced, and the impact of their work on the community.

Assessment:

• Research and Proposal: Evaluate the thoroughness and feasibility of the group’s research and proposal.
• Design and Implementation: Assess the creativity, practicality, and sustainability of the garden design and implementation.
• Community Engagement: Consider the effectiveness of the group’s efforts to involve and educate the community.
• Presentation and Reflection: Grade the clarity, organization, and depth of the group’s presentation and reflection.

Project Title: Historical Documentary

Objective: To research, produce, and present a documentary on a significant historical event, demonstrating an understanding of historical context, perspectives, and impact.

Project Overview: Students will work in groups to create a documentary film about a chosen historical event. This project will involve extensive research, scriptwriting, filming, and editing, culminating in a screening and discussion.

Topic Selection and Research:

• Group Formation: Divide the class into small groups of 4-5 students.
• Topic Choice: Each group selects a significant historical event to focus on (e.g., the Civil Rights Movement, the fall of the Berlin Wall, the Industrial Revolution).
• Research: Groups conduct thorough research on their chosen event, gathering primary and secondary sources, including documents, images, and interviews.
• Outline: Create an outline of the documentary, detailing the key points, timeline, and perspectives to be covered.

Scriptwriting and Storyboarding:

• Script Development: Write a script for the documentary, incorporating historical facts, quotes, and narratives. Ensure the script is engaging and informative.
• Storyboarding: Create a storyboard to plan the visual elements of the documentary, including scenes, transitions, and special effects.

Filming and Production:

• Roles Assignment: Assign roles within the group (e.g., director, camera operator, editor, narrator).
• Filming: Film the documentary, using a mix of live-action footage, interviews, and archival material. Ensure high-quality audio and video.
• Editing: Edit the footage

age to create a cohesive and polished final product. Add music, voiceovers, and graphics as needed.

• Presentation and Screening:
• Screening: Host a screening of the documentaries for the class or a larger audience. Each group introduces their film and provides context.
• Discussion: Facilitate a discussion after the screening, encouraging students to ask questions and share their thoughts on the documentaries.

Reflection and Feedback:

• Reflection: Each group writes a reflection on the project, discussing what they learned, the challenges they faced, and the impact of their documentary.
• Peer Feedback: Groups provide constructive feedback on each other’s documentaries, focusing on strengths and areas for improvement.

Assessment:

• Research and Content: Evaluate the depth and accuracy of the group’s research and the historical content presented.
• Script and Storyboard: Assess the quality and coherence of the script and storyboard.
• Production Quality: Consider the technical quality of the filming and editing, as well as the creativity and engagement of the documentary.
• Presentation and Reflection: Grade the clarity and effectiveness of the presentation and the depth of the group’s reflection.

Case Studies: Use real-world scenarios for students to analyze and discuss.

Case Study: Exploring Idiomatic Expressions

Objective: To understand and use idiomatic expressions in Spanish, exploring their meanings and cultural significance.

Case Study Overview: Students will work in small groups to research and present on a specific Spanish idiomatic expression, explaining its meaning, usage, and cultural context.

Group Formation and Expression Assignment:

• Group Formation: Divide the class into small groups of 3-4 students.
• Expression Assignment: Assign each group a different Spanish idiomatic expression (e.g., “Estar en las nubes,” “Tirar la toalla,” “Ser pan comido”).

Research and Discussion:

• Meaning: Each group discusses and researches the literal and figurative meanings of their assigned expression.
• Usage: Find examples of how the expression is used in sentences. Discuss any cultural or situational contexts where the expression might be commonly used.

Presentations:

• Group Presentations: Each group presents their findings to the class, ensuring that each member contributes to the presentation.
• The idiomatic expression and its literal translation.
• The figurative meaning and example sentences.
• Any interesting cultural insights or origins.

Class Discussion: After each presentation, allow a brief moment for questions or additional insights from classmates.

Role-Playing: Assign roles to students to act out scenarios related to the course material.

Title: Nutrition Counseling Session

Objective: To practice nutrition counseling skills and understand the dietary needs and challenges of different individuals.

Activity Overview: Students will work in pairs to role-play a nutrition counseling session. One student will act as the nutritionist, and the other will act as a client with specific dietary needs or challenges.

Pair Formation and Role Assignment:

• Pair Formation: Divide the class into pairs and assign one student in each pair to be the nutritionist and the other to be the client.
• Provide each pair with a scenario card describing the client’s dietary needs or challenges. Examples include:
  • A college student struggling with meal planning on a budget.
  • An athlete needing to optimize their diet for performance.
  • An individual with a newly diagnosed food allergy.
  • A busy professional looking to improve their eating habits.

Preparation:

• Nutritionist: Prepares questions to ask the client about their dietary habits, preferences, and challenges.
• Client: Thinks about how to respond to the nutritionist’s questions, considering their character’s background and needs.

Role-Playing Session:

• Counseling Session: The pairs engage in a role-playing session where the nutritionist asks questions, provides advice, and helps the client develop a nutrition plan. The client responds based on their scenario, asking questions and expressing concerns.
• Focus Areas: The nutritionist should focus on understanding the client’s needs, providing practical advice, and offering support and encouragement.

Debrief and Discussion:

• Reflection: After the role-playing session, each pair discusses what went well and what could be improved. They reflect on the challenges faced and the strategies used.
• Class Discussion: Facilitate a brief class discussion where students share their experiences and insights from the role-playing activity.

Peer-to-Peer Learning Activities

Peer Review: Students review and provide feedback on each other’s work.

In this peer review activity, you will exchange essays with a classmate to provide and receive constructive feedback. Each student will carefully read their partner’s essay, focusing on the clarity of the thesis statement, the strength of the evidence and analysis, the organization of the essay, the clarity and style of writing, and the accuracy of citations.

After completing a detailed review and filling out a feedback form, you will discuss your feedback with your partner to help each other improve your essays. This activity aims to enhance your critical thinking and analytical skills, as well as improve your writing through collaborative learning.

Think-Pair-Share: A collaborative learning strategy where students think about a question, discuss with a partner, and share with the class.

Example:

Topic: The Impact of Social Media on Mental Health

Objective: To encourage critical thinking and collaborative learning about the effects of social media on mental health.

Instructions:

1. Think (5 minutes):
   1. Individually, students will reflect on the question: “How does social media influence mental health, both positively and negatively?”
   2. Students should jot down their thoughts and any supporting evidence or personal experiences.
2. Pair (10 minutes):
   1. Students will pair up with a classmate to discuss their reflections.
   2. Each pair should identify at least three key points from their discussion and note any differences in their perspectives.
3. Share (10 minutes):
   1. Each pair will share their key points with the class.
   2. The instructor will facilitate a class discussion, highlighting common themes and unique insights.
   3. Students are encouraged to ask questions and build on each other’s ideas.

Study Groups: Small groups of students meet regularly to discuss course material and prepare for exams.

Activity: Study Group Activity for Psychology

Objective: To collaboratively review key concepts and prepare for the upcoming psychology exam. Students will earn up to 5 points for their active participation and contributions.

This activity aims to enhance your understanding of the material through collaborative learning and peer support. It also provides an opportunity to earn extra points towards your final grade.

Instructions:

1. Formation of Groups:
   1. Students will be divided into study groups of [number] members.
   2. Groups will be assigned [randomly to ensure diverse perspectives].
2. Preparation:
   1. Each group will be assigned specific topics to review.
   2. Review your assigned topics individually before the group meeting.
3. Group Meeting:
   1. Schedule a meeting with your group (in-person or online) to discuss the assigned topics
   2. Each member should contribute by explaining concepts, asking questions, and providing examples.
4. Contribution Points:
   1. Active participation and meaningful contributions during the group meeting will earn you up to 5 points. (see rubric below)
   2. Points will be awarded based on the quality of your input, engagement in the discussion, and collaboration with group members.
5. Submission:
   1. After the group meeting, each group will submit a summary of their discussion, highlighting key points and any questions that arose.
   2. The summary should be no more than 1-2 pages and include contributions from all group members.
6. Deadline:
   1. The group summary must be submitted by [insert deadline date].

Rubric

Back

Make Yourself Available for Students

Effective strategies for faculty to make themselves available to students outside of class:

Back