Posts About Sociology

Have you found yourself sitting in your office during office hours wondering why students are not there for help? If so, you are not alone. Before the pandemic, I spent most of my office hours feeling frustrated because I wanted to help my students who needed help but were reluctant to seek the help they needed. Determined to mitigate this help-seeking dilemma, I enrolled in professional development courses on fostering belonging and effective teaching strategies, with a focus on remote learning. I also read a 2019 study from Dr. Ervin J. China on Academic Help-Seeking Behaviors. One of the most important things I learned is that students are more likely to seek help when their professors display what Dr. China described as “professorial concern” in his study. We as instructors can achieve this by expressing genuine concern for our students and creating a learning environment where students feel safe, supported, and valued. Other results from the study along with the tools I learned in the courses lead me to the strategies I share in this piece Here are five practical strategies that I use to create a sense of belonging and connection in my classes: Use The Syllabus To Set The Tone For Your Classroom Culture Our syllabus is more than just a list of rules and objectives. It is an opportunity to communicate our values and expectations to students. When crafting the syllabus, use personal and inclusive language. Be clear about our commitment to creating a supportive learning environment. I developed an equity-minded syllabus based on the Center for Urban Education’s Syllabus Review Guide. This syllabus includes information about both academic and non-academic support services, such as counseling, the food pantry, and finances. It also helps students to navigate the course and learn where and how to seek help when needed. Promote Help-Seeking Let our students know that we are there to help them succeed. Remind them that it is okay to ask for help in whatever way they are most comfortable, and that we will not judge them for not knowing something. To promote help-seeking, I first rebranded my office hours as “student support hours.” I then changed drop-in student support hours to appointments through a Calendly link. Having students schedule their support sessions encouraged them to be thoughtful and intentional about time management. This new, post-pandemic option for a virtual conference provides greater flexibility for those who are working, caring for children, or otherwise may have difficulty coming to the main campus I also created an online discussion forum where students were able to ask questions and get help from each other. Embrace Diversity and Inclusion Create a learning environment where all students feel welcome and respected. This means being mindful of our language and teaching practices and being open to hearing different perspectives. One way I achieve this is through the images I display in my instructional presentations. I intentionally highlight unique perspectives and experiences—from military veterans to members of the LGBTQ community, along with those of different races, ethnicities, and those with both visible and invisible disabilities. This is important because these perspectives are representative of the students that I teach. Representation is an essential component for creating a sense of belonging. Additionally, I begin each lesson with a different motivational quote from a wide range of voices, including humanitarians, scholars, civil rights leaders, poets, hip-hop artists, pop-culture icons, and sports figures. Communicate Regularly and Provide Timely Feedback Keep students informed and motivated by reaching out to them regularly. Regular contact and timely feedback for students, particularly in online courses, signifies our presence and concern for their success. I frequently share information with my students through email, announcements, and news posts in the course learning management system. I make a point of responding to student questions and concerns promptly and also provide detailed feedback on each student’s tests. To ensure the line of communication flows in both directions, I incorporated a weekly “check-in” requirement. On Sundays, students submit a check-in form where they share their progress for the week along with any questions or issues. On Mondays, I read those check-ins and respond appropriately, many times extending a direct invitation for students to meet with me for assistance. Specific and timely feedback is essential for student success. When students know where they are going wrong, they can make the necessary corrections and improve their performance. Give Students Voice and Agency Partnering with students and allowing them to have input into what happens in our classroom is another way to promote engagement and a sense of community. One way to give students voice and agency is to use a Start-Stop-Continue survey. This type of survey asks students to share what they like, do not like, and would like to see changed about our classes. I administer this survey after the first test and incorporate immediate changes based on the feedback. As a way to provide agency, students in my introductory statistics course were permitted to choose their own teammates for the group project along with their research topic. This autonomy led to group cohesiveness and genuine interest in the content they studied. Letting students have a say in what happens in the classroom helps them feel more invested in their learning. I have had an 800% increase in the number of students who met with me for assistance this academic year. Results: Improved Student Help-Seeking, Success Rates The results of these changes have been overwhelmingly positive. I have had an 800% increase in the number of students who met with me for assistance this academic year (54 appointments this year compared to 6 last year). Additionally, overall success rates in my online courses have also improved. These small but effective practices positively impacted student help-seeking and success rates, underscoring the importance of creating a supportive learning environment for students. By creating a sense of belonging and connection, we can encourage students to seek help when they need it, fostering greater academic success. About the Writer April Crenshaw is an Associate Professor of Mathematics entering her 17th year at Chattanooga State Community College. Professor Crenshaw serves as lead teacher for precalculus and is a Co-PI for the Tennessee Board of Regents OER grant for Introductory statistics. Additionally, she is a second-year doctoral student in Peabody College of Education and Human Development’s three-year Learning and Leadership in Organizations (LLO) program at Vanderbilt University. At home, April is a devoted wife and loving mother to her two intelligent, beautiful daughters.