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We are approaching the end of a tumultuous and exhausting academic term – for instructors and students alike. The challenges we collectively faced leading up to, and throughout, the Fall 2020 term laid bare the inequities of higher education, and elevated the urgency of our mandate as educators to more fully support the success and well-being of our students. Over the past several months, we have watched our colleagues rise to the challenges of this term, despite facing obstacles in their own lives, in order to provide thoughtful, quality instruction in courses disrupted by physical distancing requirements and social unrest. We have also seen students demonstrate incredible commitment to their learning and academic success in the face of these challenges. In an unprecedented term, our students have shown us their resiliency, engagement, and determination to realize their academic goals. 

As we finish this academic term, it is important to consider how we can continue to share messages of growth and inspire belonging for our students, even in the final weeks of the term and as we transition to thinking about the next term. The end of the Fall term is always a significant transition point for students — particularly first year or transfer students, who are wrapping up their first term in a new environment. Under normal circumstances, it would not at all be uncommon for students to be doubting their abilities, and wondering if they have what it takes to succeed in college, or in their desired major. During a term like this one, students, particularly those from underrepresented or underserved groups, are more likely than ever to be questioning whether or not they belong in college, and can reach their academic goals. When paired with the recognition that we will be heading into the Spring term facing many of the same obstacles that we faced in the Fall, and that the academic challenges faced during this term may be exacerbated in the next, motivation to engage through this term and persist to the next one may be harder to sustain. 

Now, more than ever, the end-of-term messages that we send our students about their academic performance and potential for growth is critical for supporting students’ academic retention and well being. By communicating clearly that ability is something that can be grown over time, and that challenges in this term do not indicate a lack of potential, instructors can help ensure that students will remain engaged, and persist in their educational goals, despite any setbacks they may have faced. Messages that convey a belief in students’ abilities to learn and grow their skills can also decrease experiences of identity threat, and increase levels of trust among students who belong to groups that are targeted by negative stereotypes about their abilities.

Below, we share a version of a brief end-of-term email that SEP Lead Scholar Dr. Kathryn Boucher sends to her students in the weeks before finals. In this email, Dr. Boucher acknowledges the challenges students may have faced in their academic careers this term, and reiterates the key aspects of effective growth mindset messaging: 

1. Communicating that ability is something that students develop, and not the result of innate qualities
2. Providing assurance that ability can be improved over time by applying effort, seeking feedback, and developing effective strategies for learning

Good afternoon all-

In this end of the week announcement, I wanted to send some encouragement for finishing out this semester strong. Across the course of this semester, we have focused on learning and applying our statistical knowledge. This hard work has required our effort, learning from feedback, and trying new strategies to succeed on our quizzes and homework assignments. I have seen growth, big and small, across the term. Importantly, it is not too late to grow in our mastery of our course content: ask questions, review my feedback, try out the additional practice problems, and find new ways to focus on our remaining course pieces. Even if your final grade in this course prompts the need to retake it in a future semester, this work will not be in vain. You will have a firmer foundation to start from and have more tools in your toolkit for how to be successful from the outset. Also, this semester isn’t the best yardstick for your eventual success in our major and in college. It’s been a rough one for many, so you should be proud of your persistence and resilience; I know I am. I might not see you in another class until closer to graduation, but I will look forward to seeing you then. 

Best,

Dr. Boucher   

 

Authors:

• Kathryn Boucher, PhD, Assiociate Professor, College of Applied Behavioral Sciences, University of Indianapolis, and Principal Investigator,  College Transition Collaborative 
• Krysti Ryan, PhD, Director of Research, College Transition Collaborative 

How can institutions take an anti-racist approach to diversity and inclusion initiatives? How can institutions include faculty in efforts to transform student experience? These are just some of the questions that Dr. Claude Steele and Dr. Mary Murphy addressed during a Reinvention Collaborative town hall on October 13. Steele and Murphy’s conversation introduced the town hall audience to many of the social-psychological concepts and studies that inform the work of the Student Experience Project. These studies speak to practices that fundamentally redesign the learning environment to engender trust between faculty and students  and support equitable experiences for all students.

Following Steele and Murphy’s conversation, Dr. Denise Bartell (University of Toledo), Dr. Tiffany Mfume (Morgan State University), and Dr. John Smail (University of North Carolina at Charlotte) highlighted the success of incorporating these principles into institutional change efforts through their involvement with the SEP. Each campus has engaged faculty to revise their syllabi to include social belonging and growth mindset messages, reinforcing Steele and Murphy’s emphasis on the critical importance of empowering faculty as part of institutional change and anti-racism efforts.

Dr. Bartell emphasized how the Student Experience Project has allowed faculty at the University of Toledo to support one another in establishing identity safety in the classroom. A community of “equity champions” participating in SEP activities have been meeting weekly to discuss how classroom practices can mitigate some of the structural and systemic bias that leads to inequitable outcomes. Additionally, the University of Toledo has used the SEP’s principles of psychologically-attuned messaging to develop a rubric that departments can use to evaluate their websites and get recommendations on how to include more attuned messaging to better support student experience.

At Morgan State University, part of the Peer Learning Network, over 30 faculty members have taken part in workshops on growth mindset and utilized SEP materials to revise their syllabi. Dr. Mfume emphasized that faculty can make small messaging and policy changes, especially in the syllabus and on the first day of class, that have a big impact on students and how they feel in a particular course. One method for communicating care for students that resonated with faculty at Morgan State was putting a note in the syllabus about email communication, indicating that faculty sometimes fall behind on emails when balancing heavy course loads, and encouraging students to follow up with faculty if they don’t receive a response.

UNC Charlotte’s approach to student success includes supporting a large population of transfer students, many of whom are low-income and from underrepresented background. Dr. Smail highlighted that working directly with faculty to improve the classroom experience is one lever for change that is within the institution’s control and relatively insulated from outside factors. With over 60 faculty currently involved with the Student Experience Project, UNC Charlotte is considering how to scale these efforts to more faculty and more classrooms. Additionally, UNC Charlotte’s SEP team has been developing student-attuned messaging for early alerts.

Thank you to the Reinvention Collaborative for sponsoring this event and highlighting the work of the Student Experience Project. Click here to view the recording of this town hall.

With the 2020 Election nearing, we find ourselves navigating students’ (and our own) complex reactions to the leadership and direction of the country and preparing for what we can say and do to support students in the days leading up to and after Election Day. As college instructors, especially those not in disciplines like political science and law, we may feel relatively unprepared for conversations about the election, uncertain whether to bring it up when it is not linked to course content, and concerned about possible negative reactions to such a discussion. 

In this blogpost and corresponding resource, I describe how this upcoming election can be an identity-threatening event to students. Moreover, I share how we can work to ensure that students experience identity safety— the feeling that they are welcomed, valued, respected, and recognized as having the potential to succeed in the classroom– in the coming weeks and provide specific scenarios that may arise and suggestions on how to implement these tips within them. 

An identity-threatening incident is an event that makes an individual feel unsafe as a result of their membership in a particular identity group, or one that provokes social identity threat — the worry that one will be viewed and treated negatively because of their group memberships. The 2020 Election can be an identity-threatening event to students in many ways. In the classroom, students may be anxious to have conversations with classmates and instructors about the election because they fear biased comments, being asked to speak for their identity group, or having their lived experiences and concerns minimized. 

Identity-threatening events can also occur on campus or in the community and involve individuals making derogatory statements, harassing or threatening harm, or exhibiting symbols that convey prejudice against particular identity groups. Students may also worry about how the election results can directly impact their lives based on their social identities. Although these events may not occur in the classroom, their effect on students’ mental health and ability to concentrate can extend into it by impacting learning and performance.       

To begin preparing for how you might address the election in your course:

• Identify the campus resources where students can access services to support their health and well-being (e.g., university counseling centers) and can build community with other people who share their identities (e.g., identity-based student organizations, campus cultural centers, and offices involved in equity and inclusion efforts). 
• Review your university’s student conduct and freedom of speech policies so that you know how to respond and who to reach out to if a student says something or behaves in a manner that may be against university policy. 
• Prepare what you might say to address election-related identity-threatening events.   

From conversations with students through my work at the College Transition Collaborative and with the Student Experience Project, here are key things to consider when preparing your response to an identity-threatening event:

• Do not make it overly complicated. 
• Acknowledge the incident. 
• Say explicitly that it was hurtful and harmful and affirm that it is not unusual for this incident to lower one’s sense of belonging, feelings of safety, concentration, etc. 
• Connect students with campus resources for support, and if you feel equipped to do so, offer yourself as a resource if students want to talk about it after or outside of class.
• Reiterate your support for students as an ally and a partner in their academic success, and if applicable, communicate what you are doing to address the incident further. 

As you prepare what you might say, it is important to keep in mind the distinction between feeling uncomfortable and feeling unsafe. Sometimes students who are members of majority identity groups may experience discomfort as a result of having conversations about identity or specifically about the experiences or perspectives of socially and structurally disadvantaged identity groups. Being uncomfortable hearing about the experiences of others is not the same as being unsafe in this setting. If students who are members of majority identity groups express discomfort or identity threat when instructors or peers point out or challenge policies, practices, or beliefs that are prejudicial or discriminatory, it is imperative not to equate the discomfort they might be feeling with the impacts of systemic oppression and prejudice for those who belong to minoritized or disadvantaged identity groups.

As an instructor, it is normal to feel some discomfort and anxiety when preparing and addressing identity-threatening events. It is okay that you may not be an expert in the issues students are facing. Practice what you intend to say. Reach out to colleagues about how they speak to these issues. Explore available resources. The resources available to instructors on how to navigate identity-threatening events have grown in visibility and breadth in recent years. I have found campus centers for teaching and learning to be valuable partners in this work and share a few other helpful resources below.  

Instructors are impacted by identity-threatening events too. Look for resources and affinity groups that are available and decide how far to extend yourself when supporting students. For those in leadership positions, it is critical to acknowledge the amount, and oftentimes unequal levels, of emotional labor expended in these discussions and in these times and support colleagues when they discuss identity-threatening events in their courses.

 

References and resources:

• Bandy (2016). Teaching in response to the election. https://cft.vanderbilt.edu/2016/11/teaching-in-response-to-the-election/
• Huston & DiPietro (2007). In the eye of the storm: Students’ perceptions of helpful faculty actions following a collective tragedy. In Robertson & Nilson (Eds.) To Improve the Academy: Vol 25. Resources for Faculty, Instructional, and Organizational Development. Bolton, MA: Anker. Pp. 207-224.
• Kite, Case, & Williams (2020). Navigating Difficult Moments in Teaching Diversity and Social Justice. American Psychological Association.
• Locks, Hurtado, Bowman, & Oseguera (2008). Extending notions of campus climate and diversity to students’ transition to college. Review of Higher Education, 31, 257-285.
• Logel, Iserman, Davies, Quinn, & Spencer (2009). The perils of double consciousness: The role of thought suppression in stereotype threat. Journal of Experimental Social Psychology, 45(2), 299-312.
• Major & Schmader (2018). Stigma, social identity threat, and health. In Major, Dovidio, & Link (Eds.), Oxford Library of Psychology. The Oxford Handbook of Stigma, Discrimination, and Health (p. 85–103). Oxford University Press.
• Murphy & Destin (2016). Promoting inclusion and identity safety to support college success. https://tcf.org/content/report/promoting-inclusion-identity-safety-support-college-success/

Author:

Kathryn Boucher, PhD, Associate Professor, College of Applied Behavioral Sciences, University of Indianapolis, and Principal Investigator,  College Transition Collaborative

Course syllabi are often written with the intention to set expectations and boundaries for appropriate student conduct, and as tools for holding students accountable for their learning. They often are instructors’ first communication with students and, therefore, give students their first impressions about what the course will entail, who you are as an instructor, and whether or not they will succeed in the course. Because syllabi are often updated and revised in response to negative experiences, however, they can become disproportionately punitive, with the policies, practices and messages implicitly communicating to students that the instructor doubts their ability to perform effectively in the course, or assumes that they will act unethically or irresponsibly. This was true before the pandemic, but the switch to different modalities of teaching and greater variability in how and when we are connecting with students have likely brought forth new issues for instructors to consider.

Students tell us that punitive policies and a critical tone can leave them feeling as though they are not valued or respected, and can cause them to doubt whether or not they can be successful in the course. This is particularly true for students from backgrounds that are structurally disadvantaged, negatively stereotyped in society,  or underrepresented in higher education, who, because they are aware of cultural stigmas and stereotypes towards their groups, are disproportionately likely to be vigilant for cues that they don’t belong. In a challenging year marked by many new and intensified existing sources of strain impacting our campus communities and the way we gather (or don’t!) to learn, it’s reasonable to assume that nearly all students are returning to school this year under new stressors, and possibly with heightened concerns around their ability to succeed. 

As part of the Student Experience Project, we’re leveraging learning from social psychology and higher education research to reimagine the task of writing syllabi: to view it as an opportunity to introduce a plan for learning that will support the success of all students, regardless of personal circumstances — one that details ways students can demonstrate their growing mastery of course content, and connects students with the support and resources that will help them thrive. 

Over the summer, and led by SEP Lead Scholar and College Transition Collaborative co-founder Christine Logel, we developed a workshop series to help instructors revise their syllabi in this vision, by drawing on messages, policies, and practices designed to promote equity, belonging and growth in their courses. Here, we’ve outlined three impactful approaches we are using in this process, and share some examples of what we’re hearing from students who reviewed the syllabi from these workshops. For examples of how SEP instructors are implementing these ideas in their courses, click here to view the Three Approaches to Revising your Syllabus with Equity, Belonging and Growth in Mind resource.

Provide a plan for learning that empowers students to respond proactively and productively to difficulty. College students may need to “learn how to learn” in order to be successful in college courses, but they might not realize how common of an experience this is. For example, it’s not uncommon for students, especially those who are first generation, or who are members or negatively stereotyped social groups, to interpret routine challenges – like difficulty navigating an online learning system, or a poor grade – as signs that they don’t belong or can’t cut it in college. This experience can lead to a negative recursive cycle where students retreat academically and stop engaging with the resources that would help them succeed, ultimately leading to even worse experiences and outcomes. Thankfully, instructors do not need to be experts in pedagogy to help students break this cycle. By acknowledging and normalizing this experience for students, communicating confidence in students’ abilities to learn, sharing tips for how students can overcome these challenges, and point them to resources to support their learning, instructors can help students respond productively and proactively to academic setbacks.

What students are saying about this approach: “I feel that as long as I am able to remain organized and on top of my assignments I will be able to be successful in this class because my instructor has made it clear that they are available to help us if we really need it and they have reminded us about the resources that are available to us.”

Create flexible policies that acknowledge, and take into account the diversity and complexity of students’ lived experiences. Policies that disallow late work or accommodations under any circumstances are commonly intended to hold students accountable for their work, but they also unintentionally and disproportionately disadvantaged students who are balancing school work with other responsibilities, or those who are facing hardships. The ability to always meet course deadlines should not be more important than the quality of the work turned in. Students can show their learning and mastery even when they require some flexibility for when the work is turned in. For students who are facing significant challenges in pursuing their education – like homelessness or food insecurity, they could be even more likely to excel in courses with flexible policies. 

Students tell us that no exception policies can make them feel demoralized, and as though the instructor doesn’t understand, or perhaps doesn’t care about, what challenges they are facing. Policies that instead that acknowledge challenges students may encounter in meeting course expectations, and provide reasonable flexibility for students while also maintaining expectations for student work and accountability (i.e., not changing the content, but allowing for reasonable flexibility for when all work can be done) communicate care and support to students, while also helping to ensure that students’ academic achievement is not undermined by challenges or obstacles outside of students’ control. Such policies are likely to be particularly impactful during the pandemic, when students’ lives may be especially disrupted. 

What students are saying about this approach: “This [policy for quizzes] reflects thoughtfulness on the part of the professor and shows that they care about helping their students learn better and perform better in this class”; “I appreciate the fact that my prof knows STEM textbooks are expensive and is encouraging students to find cheaper options.”

Encourage students to connect with you, and your instructional team. We heard in our conversations with students that they very much want to make connections with the faculty who teach their courses, and we know from prior work that developing connections with instructors and TAs can meaningfully impact students’ learning and academic success. However, we also know that the professor intimidation factor commonly inhibits students from approaching and engaging with instructors and other members of the instructional team. During the pandemic, without having met the instructor in person before, students may perceive it to be (and may indeed be) harder to make that connection virtually. 

While large course sizes can make it difficult to form personal relationships with each student in a class, there are steps that instructors can take to help students feel greater connection to their learning team – even if one-on-one engagement is not possible. Including brief biographies to the syllabus that help students to see the members of the instructional team as real people with lives that extend beyond the classroom, reframing office hours as “drop-in” hours to more clearly communicate that students are welcome during these times, and providing guidance on professional communication norms, are all small examples of ways that instructors can help students overcome the intimidation of connecting with professors, and increase the likelihood that students will reach out when needed.

What students are saying about this approach: “Including a short bio really makes the professor seem easier to talk to!” 

 

Authors:

Kathryn Boucher, PhD, Associate Professor, College of Applied Behavioral Sciences, University of Indianapolis, and Principal Investigator,  College Transition Collaborative 

 

Krysti Ryan, PhD, Director of Research, College Transition Collaborative