Category: community in the classroom

The Black Box Problem: Why Cameras Matter in the Online Classroom – Faculty Focus

It started with small talk at one of those laid-back faculty mixers—the kind designed for exchanging ideas and sparking new connections. As an online graduate psychology professor, I find these in-person moments to be, quite literally, grounding. During one conversation, a colleague chuckled and said, “Online teaching is almost too mild and peaceful sometimes. I feel like throwing in something controversial just to keep things lively!”

We all laughed, but beneath the humor was a plain truth: online learning, while valuable, convenient, and accessible, can sometimes lack the tension and spontaneity of in-person discussion and debate. My colleague’s observation wasn’t just about livening up the virtual classroom. It was also about cohesion and presence—something online classrooms most certainly lack when students keep their cameras off (Yoon & Leem, 2021; Xia et al., 2024).

Ghosts in the Machine

Faculty across various online institutions have noted the striking stillness of teaching to a grid of black boxes—no visible students, no expressions, only disembodied names suspended in silence. Research shows that when students choose to stay invisible, it’s not just the teacher who loses out—the entire class dynamic suffers (Pi et al., 2024). It’s well documented that visual presence in online learning increases engagement and social connection (Chen & Chen, 2015). The reality is that many online students are reluctant to speak up— there’s seemingly more at stake when your comment hangs in a recorded cloud that can be replayed and scrutinized. And without real-time facial feedback or the encouragement gleaned from someone else’s nod of agreement, students are more likely to retreat into passivity. In fact, more than 3 in 10 college students are less apt to participate in online discussions than their in-person peers (Chacon et al., 2023).

As I’ve learned both from teaching and parenting, the online space provides ample room for multitasking. One of my children, currently a college undergrad, “attended” a class recently while sautéing vegetables, chatting with a sibling, and tossing treats to our dog, Lemon. And no, I don’t fault her—she’s a bright, capable student. The responsibility, in this case, rests more with the instructor, who didn’t require cameras to be on and appeared resigned to teaching to what was basically an empty room.

Cameras On: A Case for Presence and Politeness

At the university where I teach online, students are expected to keep their cameras on, not because we’re attention-hungry control freaks, but because we understand how people actually learn. We know that attention is fragile, and focus is fleeting. Connection and concentration are bedrocks of meaningful and effective education (Chen & Chen, 2015).

Having cameras on isn’t just a matter of preference. It’s a matter of politeness. It’s about showing up for others, not just for yourself. Just as you’d make eye contact in a physical classroom (or anywhere, for that matter), nod in response, or lean in when someone shares a vulnerable insight, keeping your camera on says: I see you. I’m here. I’m listening.

For group discussions and breakouts, this becomes even more critical (Santacroce et al., 2025). The group dynamic depends on feedback loops—on tone, facial expression, and gestures (Santacroce et al, 2025). Without cameras, we strip these interactions of emotional nuance. Colleagues share that camera-off students are far less likely to challenge each other, less likely to support each other, and less likely to forge the kind of connections that make grad school so meaningful.

Teaching Professionals, Not Spectators

Let’s not forget—we’re teaching future professionals; in my field, that means guiding the next generation of psychotherapists and psychologists. These aren’t just students aiming to pass exams—they’re future professionals who’ll be supporting people, solving problems, and making decisions in complex, real-world situations. They must become experts at observing, interpreting, and responding thoughtfully to the world around them. For example, if they can’t learn to read a room, interpret subtle cues, or stay attentive during collaborative work, how will they respond effectively in their chosen field?

In fact, attunement— being aware of and responsive to subtle emotional cues—is fundamental to clinical work (Siegel, 1999) for my students and professional success for students in any discipline. Without practicing these skills in the classroom, students may enter the workforce without a full toolkit. It’s like learning to swim by watching videos—helpful in theory, but it doesn’t prepare you for the feel of the water.

Avalon and the Art of Connection

Recently, while playing the board game Avalon with my college-aged kids and their friends, I had a revelation. For those unfamiliar, Avalon is a game of secret identities, deception, and deduction. Players are secretly assigned roles—either loyal members of King Arthur’s court or villainous minions of Mordred. The “good” players must complete missions without being sabotaged, while the “evil” ones seek to stealthily undermine them.

It gets loud. It gets passionate. People argue, analyze, accuse, and defend. It’s part logic puzzle, part psychological combat. As I watched my kids animatedly playing this game, I imagined them trying to do so with their figurative cameras off. No gestures, no expression, no eye contact, no interaction. It would be confusing at best, and completely unenjoyable at worst.

Avalon, like the online classroom dynamics I’ve described, thrives on presence—on people being fully engaged and visible to one another in real time. Success in the game requires attention to subtle shifts in tone and confidence, keen observation of behavior, and collaboration. These skills mirror the very competencies we hope to cultivate in future clinicians.

What the Research Says: Nonverbal Speaks Volumes

The importance of nonverbal communication isn’t just anecdotal—it’s backed by research. In a seminal study, Mehrabian (1971) found that 93% of communication is nonverbal, with 55% attributed to body language and 38% to tone of voice, leaving only 7% to the actual words spoken. While these numbers have been debated, the consensus remains: nonverbal cues are crucial to understanding and connection. And more recent research highlights that body language conveys emotion, regulates interactions, and builds trust (Burgoon et al., 2021). These functions are central in the therapeutic alliance—and they begin in the classroom.

Nice Doesn’t Mean Neglect

Some instructors avoid requiring cameras because they want to be “nice.” They worry about students feeling judged, self-conscious, or overwhelmed. These concerns are real, and there are compassionate ways to address them. But we must not confuse niceness with neglect. There are many ways to support students: flexible deadlines, empathetic check-ins, diverse teaching and evaluation methods. But we can’t support what we can’t see. Connection begins with visibility. Eye contact. A wave. A smile. Greeting your student by name. These simple gestures remind students—and us—that we’re in this together.

Cameras On, Learning Up

The online classroom is not inherently sterile or mellow. It can be alive, dynamic, and even spirited. If we want to train thoughtful clinicians, if we want to foster meaningful dialogue, if we want to stir the pot in all the right ways, then let’s challenge the online black box. Let’s make the virtual space not just a platform for content, but a community, with cameras on and curiosity engaged. Connection doesn’t happen by accident—it’s built, moment by moment, face by face.

Beverly Wertheimer, PsyD, DMin, LCSW, is an adjunct professor of psychology at Pepperdine University, a child and adolescent psychotherapist specializing in cognitive and meaning-centered therapies, and a certified life coach. She was previously a TV news anchor, reporter, and bureau chief at ABC and NBC affiliates, and CNN’s Turner Entertainment.

References

Abargil, M., Schenkolewski, A., & Tishby, O. (2024). Therapists’ emotional responses and their relation to patients’ experience of attunement and responsiveness. Psychotherapy Research, 35(1), 54–66. https://doi.org/10.1080/10503307.2024.2403422

Burgoon, J. K., Wang, X., Chen, X., Pentland, S. J., & Dunbar, N. E. (2021). Nonverbal behaviors “speak” relational messages of dominance, trust, and composure. Frontiers in Psychology, 12, Article 624177. https://doi.org/10.3389/fpsyg.2021.624177

Chacon, M., Levine, R. S., & Bintliff, A. (2023). Student perceptions: How virtual student-led talking circles promote engagement, social connectedness, and academic benefit. Active Learning in Higher Education, 25(3), 569-587. https://doi.org/10.1177/14697874231179238

Chen, H.-R., & Chen, J.-H. (2015). Design of attention-based recommendation learning mechanism in the cloud computing environment. In 2015 IEEE 15th International Conference on Advanced Learning Technologies (ICALT) (pp. 456–457). IEEE. https://doi.org/10.1109/ICALT.2015.91

Halpern J. (2003), What is clinical empathy? J Gen Intern Med.18(8):670-4. https://doi:10.1046/j.1525-1497.2003.21017.x. PMID: 12911651

Mehrabian, A. (1971). Silent messages (1st ed.). Belmont, CA: Wadsworth.

Pi, Z., Zhang, L., Zhao, X., & Li, X. (2024). Peers turning on cameras promotes learning in video conferencing. Computers & Education, 212, 104986. doi:10.1016/j.compedu.2023.104986

Santacroce, L., Appiah, R., Sullivan, MD., Spaniol, J., (2025) Brief social presence improves delayed memory for online lecture content. doi:10.1371/journal.pone.0318149. PMID: 39879187

Siegel, D. J. (1999). The developing mind: Toward a neurobiology of interpersonal experience (1st ed., pp. 69–70). Guilford Press.

Xia, L., Wang, L., & Huang, C. (2024). Implementing a Social Presence-Based Teaching Strategy in Online Lecture Learning. European Journal of Investigation in Health, Psychology and Education, 14(9), 2580-2597. https://doi.org/10.3390/ejihpe14090170

Yoon, P., & Leem, J. (2021). The Influence of Social Presence in Online Classes Using Virtual Conferencing: Relationships between Group Cohesion, Group Efficacy, and Academic Performance. Sustainability, 13(4), 1988. https://doi.org/10.3390/su13041988

Source link

October 17, 2025
The Black Box Problem: Why Cameras Matter in the Online Classroom – Faculty Focus

It started with small talk at one of those laid-back faculty mixers—the kind designed for exchanging ideas and sparking new connections. As an online graduate psychology professor, I find these in-person moments to be, quite literally, grounding. During one conversation, a colleague chuckled and said, “Online teaching is almost too mild and peaceful sometimes. I feel like throwing in something controversial just to keep things lively!”

We all laughed, but beneath the humor was a plain truth: online learning, while valuable, convenient, and accessible, can sometimes lack the tension and spontaneity of in-person discussion and debate. My colleague’s observation wasn’t just about livening up the virtual classroom. It was also about cohesion and presence—something online classrooms most certainly lack when students keep their cameras off (Yoon & Leem, 2021; Xia et al., 2024).

Ghosts in the Machine

Faculty across various online institutions have noted the striking stillness of teaching to a grid of black boxes—no visible students, no expressions, only disembodied names suspended in silence. Research shows that when students choose to stay invisible, it’s not just the teacher who loses out—the entire class dynamic suffers (Pi et al., 2024). It’s well documented that visual presence in online learning increases engagement and social connection (Chen & Chen, 2015). The reality is that many online students are reluctant to speak up— there’s seemingly more at stake when your comment hangs in a recorded cloud that can be replayed and scrutinized. And without real-time facial feedback or the encouragement gleaned from someone else’s nod of agreement, students are more likely to retreat into passivity. In fact, more than 3 in 10 college students are less apt to participate in online discussions than their in-person peers (Chacon et al., 2023).

As I’ve learned both from teaching and parenting, the online space provides ample room for multitasking. One of my children, currently a college undergrad, “attended” a class recently while sautéing vegetables, chatting with a sibling, and tossing treats to our dog, Lemon. And no, I don’t fault her—she’s a bright, capable student. The responsibility, in this case, rests more with the instructor, who didn’t require cameras to be on and appeared resigned to teaching to what was basically an empty room.

Cameras On: A Case for Presence and Politeness

At the university where I teach online, students are expected to keep their cameras on, not because we’re attention-hungry control freaks, but because we understand how people actually learn. We know that attention is fragile, and focus is fleeting. Connection and concentration are bedrocks of meaningful and effective education (Chen & Chen, 2015).

Having cameras on isn’t just a matter of preference. It’s a matter of politeness. It’s about showing up for others, not just for yourself. Just as you’d make eye contact in a physical classroom (or anywhere, for that matter), nod in response, or lean in when someone shares a vulnerable insight, keeping your camera on says: I see you. I’m here. I’m listening.

For group discussions and breakouts, this becomes even more critical (Santacroce et al., 2025). The group dynamic depends on feedback loops—on tone, facial expression, and gestures (Santacroce et al, 2025). Without cameras, we strip these interactions of emotional nuance. Colleagues share that camera-off students are far less likely to challenge each other, less likely to support each other, and less likely to forge the kind of connections that make grad school so meaningful.

Teaching Professionals, Not Spectators

Let’s not forget—we’re teaching future professionals; in my field, that means guiding the next generation of psychotherapists and psychologists. These aren’t just students aiming to pass exams—they’re future professionals who’ll be supporting people, solving problems, and making decisions in complex, real-world situations. They must become experts at observing, interpreting, and responding thoughtfully to the world around them. For example, if they can’t learn to read a room, interpret subtle cues, or stay attentive during collaborative work, how will they respond effectively in their chosen field?

In fact, attunement— being aware of and responsive to subtle emotional cues—is fundamental to clinical work (Siegel, 1999) for my students and professional success for students in any discipline. Without practicing these skills in the classroom, students may enter the workforce without a full toolkit. It’s like learning to swim by watching videos—helpful in theory, but it doesn’t prepare you for the feel of the water.

Avalon and the Art of Connection

Recently, while playing the board game Avalon with my college-aged kids and their friends, I had a revelation. For those unfamiliar, Avalon is a game of secret identities, deception, and deduction. Players are secretly assigned roles—either loyal members of King Arthur’s court or villainous minions of Mordred. The “good” players must complete missions without being sabotaged, while the “evil” ones seek to stealthily undermine them.

It gets loud. It gets passionate. People argue, analyze, accuse, and defend. It’s part logic puzzle, part psychological combat. As I watched my kids animatedly playing this game, I imagined them trying to do so with their figurative cameras off. No gestures, no expression, no eye contact, no interaction. It would be confusing at best, and completely unenjoyable at worst.

Avalon, like the online classroom dynamics I’ve described, thrives on presence—on people being fully engaged and visible to one another in real time. Success in the game requires attention to subtle shifts in tone and confidence, keen observation of behavior, and collaboration. These skills mirror the very competencies we hope to cultivate in future clinicians.

What the Research Says: Nonverbal Speaks Volumes

The importance of nonverbal communication isn’t just anecdotal—it’s backed by research. In a seminal study, Mehrabian (1971) found that 93% of communication is nonverbal, with 55% attributed to body language and 38% to tone of voice, leaving only 7% to the actual words spoken. While these numbers have been debated, the consensus remains: nonverbal cues are crucial to understanding and connection. And more recent research highlights that body language conveys emotion, regulates interactions, and builds trust (Burgoon et al., 2021). These functions are central in the therapeutic alliance—and they begin in the classroom.

Nice Doesn’t Mean Neglect

Some instructors avoid requiring cameras because they want to be “nice.” They worry about students feeling judged, self-conscious, or overwhelmed. These concerns are real, and there are compassionate ways to address them. But we must not confuse niceness with neglect. There are many ways to support students: flexible deadlines, empathetic check-ins, diverse teaching and evaluation methods. But we can’t support what we can’t see. Connection begins with visibility. Eye contact. A wave. A smile. Greeting your student by name. These simple gestures remind students—and us—that we’re in this together.

Cameras On, Learning Up

The online classroom is not inherently sterile or mellow. It can be alive, dynamic, and even spirited. If we want to train thoughtful clinicians, if we want to foster meaningful dialogue, if we want to stir the pot in all the right ways, then let’s challenge the online black box. Let’s make the virtual space not just a platform for content, but a community, with cameras on and curiosity engaged. Connection doesn’t happen by accident—it’s built, moment by moment, face by face.

Beverly Wertheimer, PsyD, DMin, LCSW, is an adjunct professor of psychology at Pepperdine University, a child and adolescent psychotherapist specializing in cognitive and meaning-centered therapies, and a certified life coach. She was previously a TV news anchor, reporter, and bureau chief at ABC and NBC affiliates, and CNN’s Turner Entertainment.

References

Abargil, M., Schenkolewski, A., & Tishby, O. (2024). Therapists’ emotional responses and their relation to patients’ experience of attunement and responsiveness. Psychotherapy Research, 35(1), 54–66. https://doi.org/10.1080/10503307.2024.2403422

Burgoon, J. K., Wang, X., Chen, X., Pentland, S. J., & Dunbar, N. E. (2021). Nonverbal behaviors “speak” relational messages of dominance, trust, and composure. Frontiers in Psychology, 12, Article 624177. https://doi.org/10.3389/fpsyg.2021.624177

Chacon, M., Levine, R. S., & Bintliff, A. (2023). Student perceptions: How virtual student-led talking circles promote engagement, social connectedness, and academic benefit. Active Learning in Higher Education, 25(3), 569-587. https://doi.org/10.1177/14697874231179238

Chen, H.-R., & Chen, J.-H. (2015). Design of attention-based recommendation learning mechanism in the cloud computing environment. In 2015 IEEE 15th International Conference on Advanced Learning Technologies (ICALT) (pp. 456–457). IEEE. https://doi.org/10.1109/ICALT.2015.91

Halpern J. (2003), What is clinical empathy? J Gen Intern Med.18(8):670-4. https://doi:10.1046/j.1525-1497.2003.21017.x. PMID: 12911651

Mehrabian, A. (1971). Silent messages (1st ed.). Belmont, CA: Wadsworth.

Pi, Z., Zhang, L., Zhao, X., & Li, X. (2024). Peers turning on cameras promotes learning in video conferencing. Computers & Education, 212, 104986. doi:10.1016/j.compedu.2023.104986

Santacroce, L., Appiah, R., Sullivan, MD., Spaniol, J., (2025) Brief social presence improves delayed memory for online lecture content. doi:10.1371/journal.pone.0318149. PMID: 39879187

Siegel, D. J. (1999). The developing mind: Toward a neurobiology of interpersonal experience (1st ed., pp. 69–70). Guilford Press.

Xia, L., Wang, L., & Huang, C. (2024). Implementing a Social Presence-Based Teaching Strategy in Online Lecture Learning. European Journal of Investigation in Health, Psychology and Education, 14(9), 2580-2597. https://doi.org/10.3390/ejihpe14090170

Yoon, P., & Leem, J. (2021). The Influence of Social Presence in Online Classes Using Virtual Conferencing: Relationships between Group Cohesion, Group Efficacy, and Academic Performance. Sustainability, 13(4), 1988. https://doi.org/10.3390/su13041988

Source link

October 17, 2025
The Importance of Connection in the Age of AI – Faculty Focus

As educators, we must stay current. What could be more current than Artificial Intelligence? Our students are using this tool at an unprecedented rate, and every technological tool we have is guided by it. We are taking classes to learn how to use it in the classroom and how to teach our students to use it. Grammarly is editing this very article! You are not alone if you feel a bit reticent to jump on the bandwagon. Will it ultimately replace us as educators? As people?

“Artificial Intelligence”. The issue is embedded right in the name: Artificial means not real. Is it here to stay, and can we even fight it? One of our generation’s premier philosophers, Dr. Yuval Harari, said that if we hope to survive, we better fight it (2015). Technology has been hypothesized to be an evolutionary mismatch (Li & Colarelli, 2017). This term implies that behaviors that once supported a species have become injurious. An example of a mismatch is sugary foods. Our nomadic ancestors struggled to procure enough daily calories to sustain life. When they found sugary food, they filled up on it and stored it. In our modern day, too much sugar leads to issues related to early mortality.

Technology can be used as a tool to keep us connected. Unfortunately, it has also slowly evolved into a system that answers every question, educates, and can now act as a companion, moving us slowly away from one another, like the frog in the hot water who realizes too late it is boiling.

The Hidden Costs of Disconnection

What is the cost of this instant ‘answerer of all questions’ and constant companion? It is hard to quantify, but the loss of human interaction is vast and far-reaching. Humans, with their higher cognitive functioning, can live on their own and survive thanks to technology. But should they? The longest social science studies suggest that healthy aging is directly related to meaningful and supportive relationships (Bosworth, & Schaie, 1997; Waldinger, & Schulz, 2023).

Additionally, humans are creatures who are, to simplify, guided by neural stimulation. When we are stressed, or trying to manage life alone, the stress hormone cortisol increases (Doane, L. & Adam E. 2009). High cortisol levels are directly related to inflammation, aging, and many other ailments, and we know that loneliness leads to early mortality (Holt-Lunstead & Layton, 2010). The most efficient home-grown remedy to combat an increase in cortisol is face-to-face meaningful engagement, which will release oxytocin, called the ‘love drug’. Our bodies, meant to be social, will release oxytocin when we engage, which will help to mitigate the system that manages cortisol. Unfortunately, artificial intelligence does not release meaningful amounts of oxytocin, and no pills exist to take because they do not cross the blood-brain barrier (Young-Kuchenbecker, Pressman, Celniker, Grewen, Sumida, Jonathan, Everett, & Slavich, 2021). We are left with the innate and evolutionary need for connection.

If we are to believe Darwin, then the fittest will make it, and most of us know what fitness entails. Fitness is about the mind, the body, and the demands (either placed on you or by you) of your environment. Recent MIT findings suggest that AI has a deleterious impact on our memory and has a high cognitive cost. Participants in the study could not even quote their own work (Kosmyna, Hauptmann, Yuan, Situ, Liao, Beresnitzky, Braunstein, & Maes, 2025).). As we are living longer than any previous generation, our sophisticated society necessitates that we maintain our cognitive fitness for as long as possible. AI certainly appears to be a mismatch in healthy long-term aging.

Educators as Builders of Connection

As educators, our job is to teach the topic at hand along with the soft skills of connection, engagement, community, teamwork, and the power that can be harnessed by more than one mind. Our college-age students suffer the most from loneliness and all the physical and psychological challenges inherent in that experience (Caccioppo & Caccioppo, 2018). In a classroom study, my students investigated loneliness on our campus and found that out of 100 students, 99 of them reported feeling lonely, and it influenced their use of technology (2024).

Artificial Intelligence brings information to our fingertips that might otherwise be unobtainable. It can teach, educate, partner, and save us a lot of time, but we need to learn to use it as a tool and not have it use us. We used to ask questions of experts, older or wiser, which invited connection. Now we ask our device questions, which invites disconnection in that how we phrase our questions to AI will determine the breadth and depth of the answer. In our digital age, the user curates their information (Kjerstin & Wells, 2016). Without another person to offer insight and possible opposing views, the user will often be left with tremendous confirmation bias.

Evolution has taught us that an organism has the best chance of survival if it is connected to others. The Pando in Utah is an ideal example. In Fish Lake National Forest’s 106-acre area, almost 50,000 aspen trees are interconnected with one root system. What infects one tree infects them all. So, how can we help our students connect and use AI effectively while keeping the detrimental effects of AI at bay?

This educator has gone back to a bit of paper and pencil. In the classroom, the students work in small groups that vary weekly on a homework assignment. They can partner for a test and have several out-of-class projects that require a little time to have a conversation. One of the assignments is to record a video of their group talking over a sensitive topic, one that they might not have been comfortable discussing in class. Yes, it takes a bit more time to plan and to grade. However, most of us are teaching a topic that does not lead to a qualifying test or credential so we can afford to cut a bit of material in lieu of helping our lonely students. If the results of the MIT study are to be believed (Kosmyna, 2025), if we don’t do something different, those same students will leave without the knowledge we hoped they would gain or the comfort of connection a classroom can provide. We can do better and need to if we, as educators, are to stay relevant.

Jennifer Smith, PhD, CFLE, is an Assistant Teaching Professor at Kansas State University in the Department of Psychological Sciences. Jennifer received her bachelor’s degree in both psychology and human development from the University of Wisconsin and her master’s degree in counseling from Lakeland University. Additionally, she obtained her PhD in Lifespan Human Development from Kansas State University, with her dissertation focusing on the intersection of technology and relationships. Jennifer is also a CFLE (Certified Family Life Educator) from the National Council on Family Relations. She describes her perspective on all things as “contextual” and approaches her teaching through this lens. Jennifer loves teaching above all else. Her teaching philosophy is “empathic teaching engenders curious learners.”! When not with students, she enjoys traveling with her husband of 30 years, time with her two daughters, serving in her community and naps with her cats!

References

Bosworth, H. & Schaie, K. (1997). The Relationship of Social Environment, Social Networks, and Health Outcomes in The Seattle Longitudinal Study: Two Analytical Approaches. The journals of gerontology. Series B, Psychological sciences and social sciences. 52. P197-205. 10.1093/geronb/52B.5.P197.

Cacioppo, J. T., & Cacioppo, S. (2018). The growing problem of loneliness. The Lancet; the Lancet, 391(10119), 426. doi:10.1016/S0140-6736(18)30142-9

Doane, L. & Adam E.( 2009) Loneliness and cortisol: momentary, day-to-day, and trait associations. Psychoneuroendocrinology. 2010 Apr;35(3):430-41. doi: 10.1016/j. PMID: 19744794; PMCID: PMC2841363.

Harari, Y. N. (2015). Sapiens: A brief history of humankind. HarperCollins Publishers.

Holt-Lunstad, J., Smith, T., & Layton, J. (2010). Social relationships and mortality risk: A meta-analytic review (social relationships and mortality). PLoS Medicine, 7(7), e1000316. doi:10.1371/journal.pmed.1000316

Kosmyna, N., Hauptmann, E., Yuan, Y. T., Situ, J., Liao, X., Beresnitzky, A. V., Braunstein, I., & Maes, P. (2025). Your Brain on ChatGPT: Accumulation of Cognitive Debt when Using an AI Assistant for Essay Writing Task. ArXiv. https://arxiv.org/abs/2506.08872

Li, N., van Vugt, M. & Colarelli, S. (2017) The evolutionary mismatch hypothesis: Implications for psychological science. Current Directions in Psychological Science, 27, 38-44. doi:10.1177/0963721417731378.

Kjerstin, T., Wells, C. (2016) Curated Flows: A Framework for Mapping Media Exposure in the Digital Age, Communication Theory, Vol. 26, (3), p. 309–328. https://doi.org/10.1111/comt.12087

Waldinger, R., & Schulz, M. (2023). The Good Life: Lessons from the World’s Longest Scientific Study of Happiness. Simon & Schuster. 

Young Kuchenbecker, S., Pressman, S. D., Celniker, J., Grewen, K. M., Sumida, K. D., Jonathan, N., Everett, B., & Slavich, G. M. (2021). Oxytocin, cortisol, and cognitive control during acute and naturalistic stress. Stress (Amsterdam, Netherlands), 24(4), 370–383. https://doi.org/10.1080/10253890.2021.1876658

Source link

October 13, 2025
The Importance of Connection in the Age of AI – Faculty Focus

As educators, we must stay current. What could be more current than Artificial Intelligence? Our students are using this tool at an unprecedented rate, and every technological tool we have is guided by it. We are taking classes to learn how to use it in the classroom and how to teach our students to use it. Grammarly is editing this very article! You are not alone if you feel a bit reticent to jump on the bandwagon. Will it ultimately replace us as educators? As people?

“Artificial Intelligence”. The issue is embedded right in the name: Artificial means not real. Is it here to stay, and can we even fight it? One of our generation’s premier philosophers, Dr. Yuval Harari, said that if we hope to survive, we better fight it (2015). Technology has been hypothesized to be an evolutionary mismatch (Li & Colarelli, 2017). This term implies that behaviors that once supported a species have become injurious. An example of a mismatch is sugary foods. Our nomadic ancestors struggled to procure enough daily calories to sustain life. When they found sugary food, they filled up on it and stored it. In our modern day, too much sugar leads to issues related to early mortality.

Technology can be used as a tool to keep us connected. Unfortunately, it has also slowly evolved into a system that answers every question, educates, and can now act as a companion, moving us slowly away from one another, like the frog in the hot water who realizes too late it is boiling.

The Hidden Costs of Disconnection

What is the cost of this instant ‘answerer of all questions’ and constant companion? It is hard to quantify, but the loss of human interaction is vast and far-reaching. Humans, with their higher cognitive functioning, can live on their own and survive thanks to technology. But should they? The longest social science studies suggest that healthy aging is directly related to meaningful and supportive relationships (Bosworth, & Schaie, 1997; Waldinger, & Schulz, 2023).

Additionally, humans are creatures who are, to simplify, guided by neural stimulation. When we are stressed, or trying to manage life alone, the stress hormone cortisol increases (Doane, L. & Adam E. 2009). High cortisol levels are directly related to inflammation, aging, and many other ailments, and we know that loneliness leads to early mortality (Holt-Lunstead & Layton, 2010). The most efficient home-grown remedy to combat an increase in cortisol is face-to-face meaningful engagement, which will release oxytocin, called the ‘love drug’. Our bodies, meant to be social, will release oxytocin when we engage, which will help to mitigate the system that manages cortisol. Unfortunately, artificial intelligence does not release meaningful amounts of oxytocin, and no pills exist to take because they do not cross the blood-brain barrier (Young-Kuchenbecker, Pressman, Celniker, Grewen, Sumida, Jonathan, Everett, & Slavich, 2021). We are left with the innate and evolutionary need for connection.

If we are to believe Darwin, then the fittest will make it, and most of us know what fitness entails. Fitness is about the mind, the body, and the demands (either placed on you or by you) of your environment. Recent MIT findings suggest that AI has a deleterious impact on our memory and has a high cognitive cost. Participants in the study could not even quote their own work (Kosmyna, Hauptmann, Yuan, Situ, Liao, Beresnitzky, Braunstein, & Maes, 2025).). As we are living longer than any previous generation, our sophisticated society necessitates that we maintain our cognitive fitness for as long as possible. AI certainly appears to be a mismatch in healthy long-term aging.

Educators as Builders of Connection

As educators, our job is to teach the topic at hand along with the soft skills of connection, engagement, community, teamwork, and the power that can be harnessed by more than one mind. Our college-age students suffer the most from loneliness and all the physical and psychological challenges inherent in that experience (Caccioppo & Caccioppo, 2018). In a classroom study, my students investigated loneliness on our campus and found that out of 100 students, 99 of them reported feeling lonely, and it influenced their use of technology (2024).

Artificial Intelligence brings information to our fingertips that might otherwise be unobtainable. It can teach, educate, partner, and save us a lot of time, but we need to learn to use it as a tool and not have it use us. We used to ask questions of experts, older or wiser, which invited connection. Now we ask our device questions, which invites disconnection in that how we phrase our questions to AI will determine the breadth and depth of the answer. In our digital age, the user curates their information (Kjerstin & Wells, 2016). Without another person to offer insight and possible opposing views, the user will often be left with tremendous confirmation bias.

Evolution has taught us that an organism has the best chance of survival if it is connected to others. The Pando in Utah is an ideal example. In Fish Lake National Forest’s 106-acre area, almost 50,000 aspen trees are interconnected with one root system. What infects one tree infects them all. So, how can we help our students connect and use AI effectively while keeping the detrimental effects of AI at bay?

This educator has gone back to a bit of paper and pencil. In the classroom, the students work in small groups that vary weekly on a homework assignment. They can partner for a test and have several out-of-class projects that require a little time to have a conversation. One of the assignments is to record a video of their group talking over a sensitive topic, one that they might not have been comfortable discussing in class. Yes, it takes a bit more time to plan and to grade. However, most of us are teaching a topic that does not lead to a qualifying test or credential so we can afford to cut a bit of material in lieu of helping our lonely students. If the results of the MIT study are to be believed (Kosmyna, 2025), if we don’t do something different, those same students will leave without the knowledge we hoped they would gain or the comfort of connection a classroom can provide. We can do better and need to if we, as educators, are to stay relevant.

Jennifer Smith, PhD, CFLE, is an Assistant Teaching Professor at Kansas State University in the Department of Psychological Sciences. Jennifer received her bachelor’s degree in both psychology and human development from the University of Wisconsin and her master’s degree in counseling from Lakeland University. Additionally, she obtained her PhD in Lifespan Human Development from Kansas State University, with her dissertation focusing on the intersection of technology and relationships. Jennifer is also a CFLE (Certified Family Life Educator) from the National Council on Family Relations. She describes her perspective on all things as “contextual” and approaches her teaching through this lens. Jennifer loves teaching above all else. Her teaching philosophy is “empathic teaching engenders curious learners.”! When not with students, she enjoys traveling with her husband of 30 years, time with her two daughters, serving in her community and naps with her cats!

References

Bosworth, H. & Schaie, K. (1997). The Relationship of Social Environment, Social Networks, and Health Outcomes in The Seattle Longitudinal Study: Two Analytical Approaches. The journals of gerontology. Series B, Psychological sciences and social sciences. 52. P197-205. 10.1093/geronb/52B.5.P197.

Cacioppo, J. T., & Cacioppo, S. (2018). The growing problem of loneliness. The Lancet; the Lancet, 391(10119), 426. doi:10.1016/S0140-6736(18)30142-9

Doane, L. & Adam E.( 2009) Loneliness and cortisol: momentary, day-to-day, and trait associations. Psychoneuroendocrinology. 2010 Apr;35(3):430-41. doi: 10.1016/j. PMID: 19744794; PMCID: PMC2841363.

Harari, Y. N. (2015). Sapiens: A brief history of humankind. HarperCollins Publishers.

Holt-Lunstad, J., Smith, T., & Layton, J. (2010). Social relationships and mortality risk: A meta-analytic review (social relationships and mortality). PLoS Medicine, 7(7), e1000316. doi:10.1371/journal.pmed.1000316

Kosmyna, N., Hauptmann, E., Yuan, Y. T., Situ, J., Liao, X., Beresnitzky, A. V., Braunstein, I., & Maes, P. (2025). Your Brain on ChatGPT: Accumulation of Cognitive Debt when Using an AI Assistant for Essay Writing Task. ArXiv. https://arxiv.org/abs/2506.08872

Li, N., van Vugt, M. & Colarelli, S. (2017) The evolutionary mismatch hypothesis: Implications for psychological science. Current Directions in Psychological Science, 27, 38-44. doi:10.1177/0963721417731378.

Kjerstin, T., Wells, C. (2016) Curated Flows: A Framework for Mapping Media Exposure in the Digital Age, Communication Theory, Vol. 26, (3), p. 309–328. https://doi.org/10.1111/comt.12087

Waldinger, R., & Schulz, M. (2023). The Good Life: Lessons from the World’s Longest Scientific Study of Happiness. Simon & Schuster.

Young Kuchenbecker, S., Pressman, S. D., Celniker, J., Grewen, K. M., Sumida, K. D., Jonathan, N., Everett, B., & Slavich, G. M. (2021). Oxytocin, cortisol, and cognitive control during acute and naturalistic stress. Stress (Amsterdam, Netherlands), 24(4), 370–383. https://doi.org/10.1080/10253890.2021.1876658

Source link

October 13, 2025
Community, Classroom, and Cake – Faculty Focus

When I was handed the class list at the start of term, I sensed it was an opportunity to try something. The list told me that for most of the students taking the Leadership class, this was their only course for the semester. This is in line with the shift to part-time learning we have seen accelerate in the last five years. For this group of students, their only experience of college this semester would be the time we spent together as a class.

Each year at our graduation ceremony, we interview a couple of the graduating students and ask them about their time at college. When asked for a highlight, inevitably, almost without exception, year after year, the answer is the same: the community. It is the friendships they forge with their peers, friendships that often go on for years afterwards. They thrive on studying together. They love sharing life together. And they relish the interaction with the faculty. We all share a common meal area, so at any given lunch time you can find students of each year level sitting at the same table as faculty and staff discussing anything from the content of the morning’s lecture to the health of their family or the agonies of which team they support or some obscure drama they are streaming. Community is a very important value for our college.

Thirty or forty years ago, the experience of learning was summed up in the adage, “one third lecture, one third library, one third lunchroom.” But what happens when a part time student is not around for lunch times? And they don’t hang out in the library but access the journals and e-books remotely? That only leaves the lecture. The classroom becomes the focal point, not just of learning, but of the student’s experience of community and college as a whole. How then do I foster community among a class that will not be around any part of the college week other than this solitary class on a Tuesday afternoon?

Cake.

On Sunday afternoons I would bake a cake and bring it in for class on Tuesday. After the first hour of class, we would stop, make a cup of tea or coffee, and eat cake together. Now let me be very clear, I am no celebrity baker! I was using simple recipes. Across the semester I rotated through four types of cake: cinnamon tea cake, vanilla butter, chocolate, and orange cake. I have a limited repertoire!

The feedback from the students was very positive. A buzz quickly developed around ‘what type of the cake is it this week?’ (cinnamon tea cake proved to be the favourite). It became a ‘social lubricant’ allowing students who had not met before to comfortably chat and move beyond stilted conversations about the next assignment. And their expressions of thankfulness gave me the sense that they felt cared for. The Tuesday afternoon Leadership class developed their own sense of community that reflected the broader fabric of the college.

The success of the ‘cake experiment’ reinforces two important points for me as an educator. First, educational is fundamentally relational. Previous studies have highlighted that student learning is fostered through supportive relationships, both with faculty and student peers (Cranton 2016). As faculty bring authenticity to the classroom, it facilitates trust, openness, and engagement with others and the material (Cranton 2016). Personal authenticity is not just another part of an educator’s skill set, switched on and off when entering and leaving the classroom – authenticity needs to be authentic! I feel privileged in my context that I have the opportunity to get to know students and can genuinely say I enjoy relating to them. They are seeking to be authentic with me, as I with them. This reinforces the finding that “students appreciate feeling cared about and they want to connect with faculty members on a personal level” (Grantham et al 2015).

Of course, cake is only one example of how this can be developed. One of my colleagues teaches a foundation level courses to first years. Each semester, he invites his first-year class to his house for afternoon tea. It’s not compulsory yet most of the students relish taking up the invitation.

Second, the cake experiment fits with discussions about hidden curriculum. This has been a learning point for me as I have reflected on the semester. In our Leadership class we have discussed issues of power and ethics, developing culture, teams, vision and strategy, and patterns and styles of leadership; and the students have brought case studies from their contexts that have prompted excellent discussions. Yet I wonder if the most important thing I taught was through baking cakes. If the hidden curriculum are the behaviors, relationships, and values modelled and emphasized (Shaw, 2022), then perhaps baking cakes aligned with our discussions of how we use power as leaders, how we develop culture as leaders, how we embed vision as leaders and so on. The formal curriculum was reinforced by the hidden curriculum. And the hidden curriculum always overrides the formal curriculum!

It has been a(nother) semester of learning for me: yes, at heart of education is the relationships I enjoy with the students, and who I am is so much of what I bring to the classroom. Speaking of learning, I will need to learn some new cake recipes to expand my range for next semester.

David Wright is Dean of Students and Practical Ministry Lecturer at Bible College SA, Adelaide, Australia. He has taught undergraduate and graduate courses for the last thirteen years. His current research interests include gradeless learning and personal formation, and he is writing a book on the training and equipping of people to complement his earlier work on Integration in theological education.

References

Cranton, P. 2016. Understanding and Promoting Transformative Learning: A Guide to Theory and Practice. Sterling: Stylus.

Grantham, A., Robinson, E. E., Chapman, D., 2015. “That Truly Meant a Lot to Me.”: A Qualitative Examination of Meaningful Faculty-Student Interactions. College Teaching 63: 125-132.

Shaw, P. 2022. Transforming Theological Education: A Practical Handbook for Integrative Learning. 2^nd edition. Carlisle: Langham Global.

Source link

August 15, 2025
Community, Classroom, and Cake – Faculty Focus

When I was handed the class list at the start of term, I sensed it was an opportunity to try something. The list told me that for most of the students taking the Leadership class, this was their only course for the semester. This is in line with the shift to part-time learning we have seen accelerate in the last five years. For this group of students, their only experience of college this semester would be the time we spent together as a class.

Each year at our graduation ceremony, we interview a couple of the graduating students and ask them about their time at college. When asked for a highlight, inevitably, almost without exception, year after year, the answer is the same: the community. It is the friendships they forge with their peers, friendships that often go on for years afterwards. They thrive on studying together. They love sharing life together. And they relish the interaction with the faculty. We all share a common meal area, so at any given lunch time you can find students of each year level sitting at the same table as faculty and staff discussing anything from the content of the morning’s lecture to the health of their family or the agonies of which team they support or some obscure drama they are streaming. Community is a very important value for our college.

Thirty or forty years ago, the experience of learning was summed up in the adage, “one third lecture, one third library, one third lunchroom.” But what happens when a part time student is not around for lunch times? And they don’t hang out in the library but access the journals and e-books remotely? That only leaves the lecture. The classroom becomes the focal point, not just of learning, but of the student’s experience of community and college as a whole. How then do I foster community among a class that will not be around any part of the college week other than this solitary class on a Tuesday afternoon?

Cake.

On Sunday afternoons I would bake a cake and bring it in for class on Tuesday. After the first hour of class, we would stop, make a cup of tea or coffee, and eat cake together. Now let me be very clear, I am no celebrity baker! I was using simple recipes. Across the semester I rotated through four types of cake: cinnamon tea cake, vanilla butter, chocolate, and orange cake. I have a limited repertoire!

The feedback from the students was very positive. A buzz quickly developed around ‘what type of the cake is it this week?’ (cinnamon tea cake proved to be the favourite). It became a ‘social lubricant’ allowing students who had not met before to comfortably chat and move beyond stilted conversations about the next assignment. And their expressions of thankfulness gave me the sense that they felt cared for. The Tuesday afternoon Leadership class developed their own sense of community that reflected the broader fabric of the college.

The success of the ‘cake experiment’ reinforces two important points for me as an educator. First, educational is fundamentally relational. Previous studies have highlighted that student learning is fostered through supportive relationships, both with faculty and student peers (Cranton 2016). As faculty bring authenticity to the classroom, it facilitates trust, openness, and engagement with others and the material (Cranton 2016). Personal authenticity is not just another part of an educator’s skill set, switched on and off when entering and leaving the classroom – authenticity needs to be authentic! I feel privileged in my context that I have the opportunity to get to know students and can genuinely say I enjoy relating to them. They are seeking to be authentic with me, as I with them. This reinforces the finding that “students appreciate feeling cared about and they want to connect with faculty members on a personal level” (Grantham et al 2015).

Of course, cake is only one example of how this can be developed. One of my colleagues teaches a foundation level courses to first years. Each semester, he invites his first-year class to his house for afternoon tea. It’s not compulsory yet most of the students relish taking up the invitation.

Second, the cake experiment fits with discussions about hidden curriculum. This has been a learning point for me as I have reflected on the semester. In our Leadership class we have discussed issues of power and ethics, developing culture, teams, vision and strategy, and patterns and styles of leadership; and the students have brought case studies from their contexts that have prompted excellent discussions. Yet I wonder if the most important thing I taught was through baking cakes. If the hidden curriculum are the behaviors, relationships, and values modelled and emphasized (Shaw, 2022), then perhaps baking cakes aligned with our discussions of how we use power as leaders, how we develop culture as leaders, how we embed vision as leaders and so on. The formal curriculum was reinforced by the hidden curriculum. And the hidden curriculum always overrides the formal curriculum!

It has been a(nother) semester of learning for me: yes, at heart of education is the relationships I enjoy with the students, and who I am is so much of what I bring to the classroom. Speaking of learning, I will need to learn some new cake recipes to expand my range for next semester.

David Wright is Dean of Students and Practical Ministry Lecturer at Bible College SA, Adelaide, Australia. He has taught undergraduate and graduate courses for the last thirteen years. His current research interests include gradeless learning and personal formation, and he is writing a book on the training and equipping of people to complement his earlier work on Integration in theological education.

References

Cranton, P. 2016. Understanding and Promoting Transformative Learning: A Guide to Theory and Practice. Sterling: Stylus.

Grantham, A., Robinson, E. E., Chapman, D., 2015. “That Truly Meant a Lot to Me.”: A Qualitative Examination of Meaningful Faculty-Student Interactions. College Teaching 63: 125-132.

Shaw, P. 2022. Transforming Theological Education: A Practical Handbook for Integrative Learning. 2^nd edition. Carlisle: Langham Global.

Source link

August 15, 2025
Making a Meaningful Environment for Belonging – Faculty Focus

Belonging and mattering are crucial for creating educational environments where learners feel connected to their department and classmates (Hale et al., 2019). Student success has become a major outcome measure for many academic units(Accreditation Council for Occupational Therapy Education, 2005 and Commission on Accreditation in Physical Therapy Education, 2025). Researchers have found that learners’ sense of belonging enhances psychological flexibility, learner satisfaction, motivation, and professional identity, thereby increasing student success (Carter et al., 2023 and Tejero-Vidal et al., 2025). Measuring a learner’s perception of belonging can be challenging for educators. To support this effort, a social-ecological model has been developed to conceptualize the different layers that contribute to a learner’s sense of belonging(Johnson, 2022). The Departmental Sense of Belonging (DeSBI) tool specifically measures this sense within the context of department and peer relationships(Knekta et al., 2020).

I explored how an increased involvement in the belonging social-ecological model was associated with learners’ sense of belonging within their department. The goal was to help departments refine their model to enhance learners’ connection to faculty and peers, thereby increasing learners’ success. The hypothesis was that higher interactions in the social-ecological model would correlate with a higher sense of belonging. Sixty-eight learners from three allied health programs completed the survey, which found the results a statistically significant association between the learner’s involvement in the belonging social ecological model and a learner’s sense of belonging to a department.

Practical Application of the Belonging Social-Ecological Model

The study underscores the pivotal role of departmental culture and environment in shaping a learner’s sense of belonging. This is an essential consideration for departments when evaluating the factors provided to learners at each level of the belonging social ecological model.

Intrapersonal Level

Activities within the interpersonal level are journaling, professional development, and mental health practices. It is crucial for faculty to consider encouraging learners to journal at the end of a class session or to include journaling as a graded activity within their course. Supporting learners in building these habits helps foster psychological flexibility and self-awareness. This approach can also provide an opportunity strengthen the therapeutic alliance between individual faculty.

Interpersonal Level

Activities within this level include meals with classmates and faculty, physical activities, and social gatherings. Faculty should strongly consider whether their academic space provides the area for learners to study and have meals together. If your department lacks such space, advocating for one in or near your department should be a priority. If your academic unit has the gathering space, it will be important for faculty to evaluate if it will attract learners to use it effectively, or if learners will avoid the areas because of its set-up and location. Ensuring a dedicated space is not only available but actively used is a critical step for faculty when evaluating their effectiveness in fostering a sense of belonging within the department.

Additionally, faculty should encourage learners to spearhead the organization of social events outside the department so to strengthen connections between one another. With mentorship and engagement from faculty, learners will be empowered to create inclusive events that help all feel welcome.

Institutional Level

The institutional level considers what activities are offered by the university to the learners. Every university, regardless of its size, hosts various events each week for its learners. It is crucial for faculty to consider how their learners are engaging with university announcements about these events. Faculty should consider how the department reinforces these activities on its own announcement board. Should faculty hang signs near the department, or employ other creative strategies to ensure learners are fully informed about campus activities?

Community and Societal Level

The social ecological model is the community and society encompasses activities that extend beyond campus and occur within the community and at the society level. Each university is an integral part of the community in which it is located. Therefore, it is important for faculty to consider how learners are kept informed about the events occurring within the community they live. Ensuring the department highlights events, beyond the favorite coffee shop, restaurant, or activity spot, is crucial for fostering a sense of belonging. Considering each community offers unique experiences, making sure learners are aware of these activities is important. By combining the dissemination of institution activities with community events, faculty can address two domains with one strategic plan.

Physical and Virtual Space

Physical and virtual spaces are in the outer most layer in this social-ecological model and include the structure of class breaks, classroom setup, and online activities. Faculty should consider how physical and virtual learning environments impact social connections. For example, it is important for faculty to thoughtfully consider how breaks are structured – not just when they are given. Encouraging learners to leave the room for a short walk outside with peers, play a quick game of four-square, or throw a frisbee is beneficial, as it promotes learners to be active shift their mindset, and foster conversations beyond classroom content.

A final consideration involves the layout of the classroom. Is the classroom arranged traditionally with everyone facing forward, or can it be reorganized into pods or small groups, which will facilitate discussion during group projects? If the goal is to engage the entire room, can the seating be arranged into a large circle to allow learners to see each other’s body language while speaking? These small yet significant environmental factors can impact the learning environment and the sense of belonging for each learner in the room.

Conclusion

Increased engagement across all layers of the belonging social-ecological model significantly enhances the learners’ sense of connection and inclusion. This sense of belonging is not a peripheral benefit – it is foundational to learner motivation, participation, and overall success. Faculty play a key role in implementing thoughtful strategies that promote belonging at every level of the belonging social ecological model. In doing so, they help create a dynamic and inclusive learning community where every learner can thrive – leading to greater success and personal fulfillment in their learners’ academic journey.

Dustin Cox, PT, DPT, PhD, is an Associate Professor at Augusta University and a licensed physical therapist with advanced certifications in therapeutic treatment for Parkinson’s and lymphedema. He received his Doctor of Physical Therapy in 2011 and his Ph.D. in Health Sciences in 2023 from Northern Illinois University. Since 2016, Dustin has been dedicated to helping learners achieve their goals in becoming effective healthcare practitioners. Currently, Dustin teaches in a DPT program and clinically works with clients that are in the pediatric stage of life and clients with bleeding disorders.

References

Accreditation Council for Occupational Therapy Education. (2025, March 15). 2018 and 2023 ACOTE Standards. Accreditation Council for Occupational Therapy Eudcation. https://acoteonline.org/accreditation-explained/standards/

Carter, B. M., Sumpter, D. F., and Thruston, W. (2023). Overcoming Marginalization by Creating a Sense of Belonging. Creative nursing, 29(4), 320–327. https://doi.org/10.1177/10784535231216464

Commission on Accreditation in Physical Therapy Education. (2025, March 15). Accreditation Handbook. Commission on Accreditation in Physical Therapy. https://www.capteonline.org/faculty-and-program-resources/resource_documents/accreditation-handbook

Hale, A. J., Ricotta, D. N., Freed, J., Smith, C. C., and Huang, G. C. (2019). Adapting Maslow’s Hierarchy of Needs as a Framework for Resident Wellness. Teaching and learning in medicine, 31(1), 109–118. https://doi.org/10.1080/10401334.2018.1456928

Johnson, Royel. (2022). A socio-ecological perspective on sense of belonging among racially/ethnically minoritized college students: Implications for equity-minded practice and policy. New Directions for Higher Education, Spring 2022, pages 59 – 68. https://doi.org/10.1002/he.20427

Knekta, E., Chatzikyriakidou, K., and McCartney, M. (2020). Evaluation of a Questionnaire Measuring University Students’ Sense of Belonging to and Involvement in a Biology Department. CBE life sciences education, 19(3), ar27. https://doi.org/10.1187/cbe.19-09-0166

Tejero-Vidal, L. L., Pedregosa-Fauste, S., Majó-Rossell, A., García-Díaz, F., and Martínez-Rodríguez, L. (2025). Building nursing students’ professional identity through the ‘Design process’ methodology: A qualitative study. Nurse education in practice, 83, 104256. https://doi.org/10.1016/j.nepr.2025.104256

Source link

June 9, 2025
Beyond Syllabus Week: Creative Strategies to Engage Students from Day One – Faculty Focus
Ever wonder why students don’t read the syllabus, despite the time and effort we put into creating it? It serves as a contract between instructors and students (Eberly, Newton, & Wiggins, 2001), outlining the entire semester’s expectations, assignments, and deadlines. Yet, many students simply aren’t motivated to read it. They often find syllabi overwhelming, unengaging, or even unreadable. In many classes, professors go over the syllabus during the first week (Richmond, 2016), so frequently that students have dubbed it “syllabus week” — not exactly the most exciting start to a semester! Students often form impressions about their courses within the first few minutes of class (Roberto, 2021). Simply standing in front of the room and reading through the syllabus page by page isn’t the most engaging way to showcase what your class has to offer.

What if there were more effective ways to get students to not only read it, but to actively engage with it? Many students skip over it because learning management systems (LMS) like Canvas, Blackboard, and D2L now contain everything they need in one place. Yet, as instructors, we still rely on the syllabus to provide a clear roadmap for the semester.

So, how can we make it more engaging? Below are some strategies to encourage students not only to read the syllabus but to enjoy exploring what your class has to offer and what to expect throughout the semester. Here are five effective strategies to encourage students to engage with your syllabus. While some involve additional technology, leveraging these tools can enhance the experience and make the syllabus more interactive.
1. Use Notebook LM to create a podcast of your syllabus. Professors can use Notebook LM to generate a podcast version of their syllabus by uploading your syllabus and allow the AI to summarize and structure the content into an engaging audio format. This makes the syllabus more accessible and interactive for students.
1. Do polling questions using apps like PollEverywhere, Mentimeter and my favorite, Slido, to create interactive quizzes about key syllabus details. By turning the syllabus into a fun, live Q&A session, students engage actively while reinforcing important information about course policies, deadlines, and expectations in an engaging and memorable way.
1. Think-Pair-Share. Ask students to reflect on the following questions: How does this syllabus compare to others you’ve had? What strengths stand out to you? What challenges do you anticipate after reading it? Have them write down their thoughts individually, then pair up to discuss their responses. Finally, bring the class together for a group discussion, allowing you to clarify any questions or concerns as students share their insights. This activity not only helps students engage with the syllabus but also fosters a sense of community on the first day by encouraging interaction and shared understanding.
1. Have students annotate the syllabus. Have students annotate the syllabus—a great suggestion from an X post by Remi Kalir. In pairs or small groups, students will review the syllabus together, adding annotations that include clarifying questions, opinions on assignments and readings, and responses to course policies. Using a shared document like Google Docs allows everyone to see and engage with each other’s comments in real time. Another tool to use could be Perusall as the annotation tool. This not only helps students actively engage with the syllabus but also serves as a valuable community-building activity on the first day. The professor can then review the comments to address questions and provide further clarification.
1. Syllabus Station. In this community-building activity, students will work in groups to identify three key takeaways from the syllabus. At a designated syllabus station in a gallery walk, each group will review a hard copy of the syllabus, discuss its most important points, and write their top three on a large post-it poster. As groups rotate through the stations, they will add their insights to the poster, creating a collaborative summary of essential course information. This interactive approach encourages engagement with the syllabus while fostering teamwork. (I wrote an article on this in Faculty Focus, highlighting different first-day stations I use in class. Begin the Semester with Classroom Community Building Activities to Increase Student Engagement)
Many of these strategies align with community-building activities that foster a supportive and engaging classroom environment, encouraging student participation and a sense of belonging (Ricevuto & McLaughlin, 2022). By implementing one of these approaches, you not only help students engage with the syllabus but also strengthen classroom connections—creating a win-win situation.

Additionally, many of these techniques can be adapted for online courses with slight modifications. In an online setting, these techniques can be easily adapted:
- Annotation activities can be done using collaborative tools like Hypothesis or Perusall, where students can highlight and comment directly on the syllabus.
- Polling questions using Slido, PollEverywhere, or Mentimeter can be embedded in a live session or asynchronously in a discussion board.
- Gallery walk-style activities can be recreated using shared Google Docs, Padlet boards, or discussion forums where students contribute key syllabus takeaways.
- Podcast versions of the syllabus can be recorded using Notebook LM, making it more accessible for students who prefer audio content.
By making small adjustments, these interactive techniques can work just as effectively in an online environment, ensuring that students engage with the syllabus while also building a sense of community within the virtual classroom.

By using these interactive strategies, you can transform the syllabus from a passive document into an engaging, community-building tool. Whether through annotation activities, polling questions, collaborative discussions, or creative formats like podcasts, these approaches help students actively engage with course expectations while fostering a sense of connection with their peers. When students feel involved from the start, they are more likely to participate, ask questions, and take ownership of their learning. Creating a welcoming and interactive syllabus experience not only ensures students understand the course structure but also sets the tone for a supportive and engaging classroom environment—both in-person and online.

Dr. Joanne Ricevuto is the Assistant Vice President for Instructional Success, overseeing faculty programming at her institution and leading professional development workshops on key topics in higher education. She also serves as the managing editor for the Office of Instructional Success website. With over 20 years of experience in higher education, she has taught as a professor of early childhood education and has authored numerous articles on virtual learning and student engagement. She is also the co-author of Engaging Virtual Environments: Creative Ideas and Online Tools to Promote Student Interaction, Participation, and Active Learning.

References

Elberly, M. B., Newton, S. E., & Wiggins, R. A. (2001). The syllabus as a tool for learner-centered learning. The Journal of General Education, 50, 56–74.

Ricevuto, J. & McLaughlin, L. (2022). Engaging virtual environments: Creative ideas and online tools to promote student interaction, participation, and active learning. Stylus Publishing.

Richmond A. S. (2016). Constructing a learner-centered syllabus: One professor’s journey. IDEA paper #60. IDEA Center, Inc.

Roberto, M. (2021, April 9). Engaging students on the first day and every day: 7 strategies for connecting in the classroom. Harvard Business Publishing Education.
Source link
February 26, 2025
Increasing Classroom Engagement – Faculty Focus
In undergraduate classrooms, instructors encounter a variety of students with diverse backgrounds and different personalities. Since discussion-based learning, both in-person and virtual, remains important, teachers should find ways to encourage student engagement in classroom activities and discussions. Student engagement is also critical to the success of students who are more self-directed and specialized, as it allows them to dive deeper into course material within their specialized areas of interest.

When more students are engaged, class conversations become richer, enhancing student learning. For instance, introverted students may have strong opinions and much to contribute but may hesitate to share during class. Students, whether introverted or not, might feel uncomfortable or uninterested in joining group discussions for various reasons. It is the instructor’s challenge to create a comfortable class environment. Not only will students benefit, but instructors can feel more at ease in their own classrooms.

Genuine connections between students are based on trust, which can be encouraged in several ways. Trust-building connections are fostered in an environment with instructor presence and constructive feedback. Students benefit from instructor buy-in, effort, and intention.

To boost classroom interaction and active participation, instructors can include proven strategies in their “teaching toolkit” to foster empathetic connections among their students. Here are some suggestions for your consideration:
- Outline course guidelines clearly. Students need to understand what is expected of them in your course. If class participation standards are set from the beginning—with appropriate explanations regarding “why”—student buy-in should increase. After students understand course expectations, instructors should make every effort to give students timely and constructive feedback. Doing so keeps students accountable and reinforces the course guidelines.
- Model reflective listening. When students participate in a class discussion, instructors should make eye contact, give full attention, and provide visual cues to show understanding. Taking a moment to paraphrase or ask clarifying questions shows engagement and listening on the instructor’s part.
- Encourage reflective listening. Help reduce distractions when students speak. Invite students to validate each other’s responses. Brief instructor participation when students are having group discussions and modeling behavior you seek to encourage can go a long way.
- Praise appropriately. Offer brief, genuine praise when students reflectively listen to each other and provide gentle reminders when appropriate.
- Creatively introduce group discussions. Mix things up. Consider having students draw questions from a hat for discussion or assign a different group member to lead the discussion for each question. You may wish to time discussions or set goals so student groups stay focused and on task.
- Use a variety of classroom activities, but don’t overdo it. Include a group discussion or short activity during every class period. Recognize that classroom activities are like seasoning on food—a little is great, but too much can be overwhelming. Classroom activities should drive home the purpose of the course material being covered. In-class activities can break up what may be perceived as monotony by students.
- Encourage students to interact with new classmates. Student groups should rotate frequently to ensure that everyone has the opportunity to interact with different individuals. You may wish to randomly assign groups to mix students up.
- Invite alternative views. Be sensitive to different perspectives and alternate points of view. Help students recognize that conflicts can be resolved without contention. Students don’t have to agree on a particular topic or point of view, but they do need to show respect to others. To help students and teachers better understand the importance of respecting different perspectives, share a mantra with your students, such as: “Seek to understand before seeking to be understood” to emphasize the value of listening and understanding others’ viewpoints before expressing one’s own views to foster a more respectful and open-minded classroom environment.
- Use peer feedback grading. Learning to give constructive feedback is a skill students can learn with practice. Prompting from the instructor can go a long way when it comes to feedback. Making suggestions such as having students include pros and cons or commenting only on things that are in the student’s control may be helpful.
- Share stories. Who doesn’t enjoy an interesting and relevant story? Stories help students remember information in a fun way. Collect stories that illustrate key principles and important points you’re trying to teach. Stories are relatable and can put listeners at ease.
- Encourage students to share their own stories. Classrooms consist of diverse individuals with a multitude of different stories and perspectives. Sharing stories is an excellent way for students to learn more about the worldviews of others.
- Use appropriate humor. Laughter creates connection. Including tasteful humor in activities and discussions can improve student buy-in and retention. An easy place to start could be to include a joke or riddle-of-the-week for your class to contemplate.
- Invite student feedback. Make course consistency and fairness a priority. Students need to feel they are valuable and their opinions matter. After receiving excellent feedback, instructors should seriously consider making appropriate changes.
Recognize that potential pitfalls can also accompany increased student engagement. Classroom challenges may include:
- Uneven participation or nonparticipation. Some students may attempt to dominate activities and discussions. In any group, some individuals will always be more talkative while others will be quieter.
- Inconsistent results. No two student groups are ever the same. What works in one class may fail spectacularly in another. Stay flexible and be ready to move on if something isn’t working.
- Time management. Activities may take longer than anticipated, so be conscious of the clock. Setting a timer can be helpful to keep everyone on task.
- Student conflicts. Disagreements can lead to conflict, so it’s important to foster a culture of classroom respect to minimize conflict and prevent personal attacks.
- Overwhelmed introverts. Some students may feel uncomfortable speaking and participating in group activities, but be patient and gently encourage their involvement.
- Increased preparation time. Successful activities often need advance planning and materials, so keeping a list of activity and discussion ideas can help avoid last-minute scrambling.
While practice doesn’t necessarily make perfect, expect to have some less-than-perfect experiences as you adjust your teaching style to incorporate some of these techniques. Keep what works—jettison the rest. With forethought and practice, you can make your classrooms more open and inviting to your students.

Dr. Allie Hamstead DC is an Assistant Professor of Clinical Sciences at Sherman College of Chiropractic. She specializes in perinatal and pediatric care. She graduated from the University of South Carolina in 2007 and Sherman College in 2012. She is a practicing chiropractor in Simpsonville, South Carolina and mother to four daughters.

Kenneth L. Alford is a professor of Church History and Doctrine at Brigham Young University and a Colonel, U.S. Army (Retired). He has authored/edited 13 books and over 200 articles.
Source link
February 21, 2025
“How Are You Doing Today?” A Survey for Starting Each Class – Faculty Focus

This article first appeared in The Teaching Professor on January 22, 2024 © Magna Publications. All rights reserved. Try a FREE three-week trial of The Teaching Professor!

Mental health concerns have emerged as a heightened concern, gaining recognition among faculty members and becoming an integral aspect of academic discussions. This shift in focus has been particularly notable in the wake of the ongoing pandemic, prompting educators to find ways to support student well-being.

In higher education, where intellectual growth and academic achievement often take center stage, the mental well-being of students is a subject too frequently relegated to the periphery. Yet, as students navigate the landscape of university life, it becomes increasingly evident that the mental health of our students is not a sidenote but a fundamental chapter in their journey. The transition from high school to university represents a period of change, often marked by newfound freedoms and responsibilities. But it also brings with it an array of challenges, particularly in the realm of mental health. The stigma surrounding mental health issues and the reluctance to openly discuss them openly exacerbate the situation, leaving many students to silently grapple with their emotional well-being. As educators, we hold a unique position of influence in our students’ lives, one that extends beyond the classroom (Trolian et al., 2022). Thoughtfully harnessed, this influence can become a powerful tool in breaking down the stigma and showing students that their mental health matters.

To this end, I recently decided to start each class period with an anonymous, real-time Mentimeter survey asking, “How are you doing today?” There are two response areas—physical health and mental health—and students respond on a five-point scale with “poor” and “excellent” as the anchors (Figure 1).

Figure 1. Sample physical and mental health survey results

Over time, the survey became a normal part of the routine. The survey would be on the screen while students settled into their seats. I recorded the scores each week and would discuss how the current class compared with the previous class. I would ask students why they thought the scores were lower or higher. On one occasion, the mental health scores were almost a whole point lower than in the previous week. The students shared that there were several evaluations in other courses that were taking a toll on them. That prompted me to modify the plan I had for the class and give students some time to attend to other coursework.

At the halfway point of the term, I shared the results of the survey for the first six weeks in a line graph. I asked the students what they thought about the scores and whether they noticed any patterns or trends. They noted that both physical and mental health scores were lower around midterms. We had a brief chat about strategies they could use in anticipation of or during high-stress moments. Students shared that going for a walk, taking a break, seeing friends, and getting a good night’s sleep might be helpful.

As I continue to use this practice in my classroom, the next phase will be to gather information about the students’ experience. What’s it like for them to pause and reflect on their physical and mental health before class? If the scores are low does that make the class more difficult? While I hope the anonymity of the survey helps students to be truthful with their responses, it’s difficult to assess whether students feel comfortable enough to be vulnerable and rate their physical or mental health as “poor.” Gaining a sense of their experience will likely influence how I move forward with the surveys. One student shared that they were “surprised to see the survey after the first class, I thought it was just some kind of icebreaker, I was like, oh, she actually cares.”

While the administration and logistics of a survey like this are simple, it sends students a profound message: that you genuinely care about their well-being. As educators, we understand that the academic journey can sometimes be isolating, but when students see that their peers share similar struggles, it encourages empathy and mutual support (Park et al., 2020). Moreover, discussing this shared data in class validates their experiences, reinforcing the idea that your classroom is not just a space for academic growth but a community where each student’s well-being is valued.

By integrating questions about both physical and mental health into pre-class surveys, we normalize the conversation around mental well-being—a critical step in reducing the stigma around mental health. In many instances, conversations about physical health are commonplace, while mental health discussions remain unspoken. But posing questions about both stresses an important truth: mental health is an integral part of our overall well-being. It underscores that addressing mental health is not taboo but a legitimate concern. This shift in perspective encourages students to acknowledge and possibly seek help for their mental health, fostering a more compassionate academic environment.

Our role as educators extends beyond the dissemination of knowledge. Students’ satisfaction hinges on more than just our expertise; it’s equally influenced by our ability to create a supportive learning environment (Geier, 2021). This means that every one of us has the power to positively influence academic culture. Implementing strategies like well-being surveys signifies our commitment to holistic student development. It tells students that we are invested in their welfare—personally as well as academically. Together, we can shape an academic landscape where the pursuit of knowledge coexists with the pursuit of well-being, fostering resilient and empowered learners who are prepared to thrive in both their academic pursuits and life beyond the classroom. So, if you’re wondering how you’ll start your next class, consider asking your students, “How are you doing today?”

Danielle Dobney, PhD, is an assistant professor in kinesiology and physical education at the University of Toronto. A certified athletic therapist and registered kinesiologist, she holds graduate degrees in rehabilitation sciences from the University of Toronto and McGill University. Since 2014 she has been an athletic therapist for Canada Basketball and currently works with the senior women’s basketball team.

References

Geier, M. T. (2021). Students’ expectations and students’ satisfaction: The mediating role of excellent teacher behaviors. Teaching of Psychology, 48(1), 9–17. https://doi.org/10.1177/0098628320959923

Park, S. Y., Andalibi, N., Zou, Y., Ambulkar, S., & Huh-Yoo, J. (2020). Understanding students’ mental well-being challenges on a university campus: Interview study. JMIR Formative Research, 4(3), e15962. https://doi.org/10.2196/15962

Trolian, T. L., Archibald, G. C., & Jach, E. A. (2022). Well-being and student–faculty interactions in higher education. Higher Education Research & Development, 41(2), 562–576. https://doi.org/10.1080/07294360.2020.1839023

Source link

January 31, 2025