Category: connecting with students

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. 

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.