Creating Community

For students to feel empowered to share ideas freely, instructors must work to foster a classroom culture that is both caring and challenging, safe and supportive. Such a culture seldom materializes by happenstance, and building it must be a sustained effort throughout the semester. With community in mind, effective instructors consider how to set up the physical environment, how to encourage intellectual risk-taking, and how to model appropriate discussion behaviors, such as active listening and responding to one another respectfully.

Re-imagining academic culture can unearth the roots of academic shaming and build academic empathy.

00:39:02 - Isis Artze-Vega is college provost and vice president for academic affairs at Valencia College, a public college in Florida with over 40,000 student…

These techniques are easy to learn and will make all the people in your life feel seen, heard, and understood.

Teresa Thompson discusses joyful connections through intentional teaching practices on episode 539 of the Teaching in Higher Ed podcast

How to Humanize Your Online Class - 2 | Piktochart Visual Editor

Community of Inquiry (COI) Model Online Teaching Checklist This doc lives at: http://bit.ly/COIChecklist. Greetings! I’m hearing from many new-to-online educators that they feel a bit stuck as to where to begin with developing an online course and community. This checklist aims to give you the...

What is community building and why is it important? How do I build community in my class? This research-informed guide addresses these questions for synchronous and asynchronous courses.

The secret to inspiring and transforming students rests in the power of building a community of learners through a number of steps.

Kassidy Puckett and Peter Felten summarize over 1,800 responses from faculty regarding barriers to building relationships in higher education.

Teaching is a dynamic endeavor.  As instructors, we are continually looking for ways to grow and improve. We want to make sure that we are

In this episode, John and Jason talk with Cate Denial, author of “Pedagogy of Kindness” about kindness to self and students in the online classroom. See complete notes and transcripts at www.onlinelearningpodcast.com Join Our LinkedIn Group - *Online Learning Podcast (Also feel free to connect with John and Jason at LinkedIn too)* Guest Bio: Cate Denial is the Bright Distinguished Professor of American History and Director of the Bright Institute at Knox College in Galesburg, Illinois. Her new book, A Pedagogy of Kindness, is now available from the University of Oklahoma Press. Her historical research has examined the early nineteenth-century experience of pregnancy, childbirth and child-rearing in Upper Midwestern Ojibwe and missionary cultures, research that grew from Cate’s previous book, Making Marriage: Husbands, Wives, and the American State in Dakota and Ojibwe Country (2013). From July 2022 to December 2023, Cate was the PI on a $150,000 Mellon-funded grant bringing together thirty-six participants from across higher education in the United States to explore “Pedagogies, Communities, and Practices of Care in the Academy After COVID-19.” Cate consults on teaching in higher education with individuals, departments, and institutions in the US, UK, Ireland, Canada, and Australia. Connecting with Cate: https://www.linkedin.com/in/catherine-denial-8869a115b/ https://bsky.app/profile/cjdenial.bsky.social https://catherinedenial.org/ Links and Resources: Critical Digital Pedagogy: A Collection (free access) A Pedagogy of Kindness (book) Michelle Miller’s post on Same Side Pedagogy Rethinking Rigor (Kevin Gannon) Annotate Your Syllabus (Remi Kalir) Digital Pedagogy Lab 2025 Theme Music: Pumped by RoccoW is licensed under an Attribution-NonCommercial License. Transcript We use a combination of computer-generated transcriptions and human editing. Please check with the recorded file before quoting anything. Please check with us if you have any questions or can help with any corrections! False Start [00:00:00] Jason: good Well, thank you. Yeah, that was a great conversation [00:00:02] Cate Denial: Yeah. Let me know, you know, if you need anything from me and otherwise I'll look forward to listening in when you get it all done. [00:00:10] Jason: Okay, our our timeline is usually somewhere between two weeks and six months [00:00:18] Cate Denial: Okay. Start [00:00:19] John Nash: I'm John nash here with Jason Johnston. [00:00:22] Jason: Hey, John. Hey, everyone. And this is Online Learning, the second half, the Online Learning Podcast. [00:00:28] John Nash: Yeah, we're doing this podcast to let you in on a conversation we've been having for the last two years about online education. Look, online learning has had its chance to be great and some of it is, but. A lot of it still isn't. So how are we going to get to the next stage? [00:00:43] Jason: That's a great question. How about we do a podcast, John, and talk about it? [00:00:48] John Nash: I think that's a perfect idea. What do you want to talk about today? [00:00:51] Jason: Well, today we have a special guest with us. With us is Catherine Denial. Cate is the Bright Distinguished Professor of American History and Director of the Bright Institute at Knox College in Galesburg, Illinois. Welcome, Cate. [00:01:07] Cate Denial: Thanks for having me. [00:01:09] Jason: Can we call you Cate? [00:01:10] Cate Denial: Of course. [00:01:12] Jason: Sometimes I take that liberty when people have that on their little thing in the video screen. I say, well, if it's there, then I guess we can call them that. [00:01:20] Cate Denial: Yeah, absolutely. [00:01:22] Jason: Yeah. Well, good. Well, it's so great to have you here. One of the reasons why we reached out to you is because of your book, which we'll get to. But even before that , in the spring of this last year, so I've got a digital critical pedagogy book club that we started in the spring. So. There's a great anthology that you're part of that talks about the pedagogy of kindness as part of that anthology the Critical digital pedagogy anthology. We'll put the link in our notes. I got to know you're writing there and then of course connected through LinkedIn and Always great to see your posts. I feel like they are kind of North Star-ish posts and I and I like following people who who helped to kind of bring me You bring me back and keep me pointed in the right direction with all of this because you can get really, really in the weeds and also caught up with all the new technologies and everything like that and what we're doing. So anyways, that was kind of my background of connecting with you. And so thank you so much for coming on to the, into the show. I just really look forward to having this conversation and have been looking forward to it ever since we set it up. We're going to get into your first chapter here in a second, but I would like to talk to you a little bit. We would like to talk to you a little bit about just kind of how you got to the place that you are today as as a professor and maybe a little bit about what, It kind of drew you to, to write this book and to kind of take this kind of trajectory, I think, in terms of, of your focus in this direction. [00:03:06] Cate Denial: So it has been 30 years. I am from England originally. And so I showed up in America to go to graduate school and was put in front of a classroom. And I had graduated exactly 1 month before that because the British system goes longer into the year than the American system. was terrified. I didn't know what I was doing. So I projected Dana Scully every time I walked into the classroom from the X Files to try and make sure that I was someone who could actually command some kind of presence in that room. I was taught as a graduate instructor to think of students as antagonists, to suspect them of cheating, to watch out for their plagiarism, to think about the way that they would try and change their grades, to anticipate they wouldn't do the reading. People are very familiar with these sorts of things. And it quickly became clear to me that this wasn't working for me. And it wasn't working for my students either. Setting up that kind of antagonism in the classroom just put us all on edge. So little bit by little bit, I tried things to change. try and change that relationship. I was really flying blind for a great deal of time. I did not know there was such a thing as pedagogy scholarship. I had no idea about the scholarship of teaching and learning. I was just experimenting in my classroom. And then when I became a professor. I was a much better than I had been in 1994. Thank goodness. And that trajectory continued and To conduct myself in a classroom. I was trained in intergroup dialogue as of 2013 from the University of Michigan and intergroup dialogue is a really structured way of talking across big differences around issues like race, gender, sexuality, religion, disability. I have colleagues at Knott's College who were part of my journey alongside me, my colleague, Gabriel Raley Carlin, my colleagues, Hilary Lehrman and Deidre Doherty in particular. And then I went to the Digital Pedagogy Lab in 2017, and that was really where I had this aha moment where the people in charge of my stream asked us to look at our syllabus and to identify who we were writing it to, to literally describe them with a bunch of adjectives. And I realized, despite all the changes that I had made in my teaching, that syllabus communicated that I was a distant authoritarian figure just waiting for people to mess up. that was a shock to me. So I set about completely changing that, right? Going into the granular detail of my syllabus, changing the way that I expressed myself and the things that I asked students to do with the goal of making the self that I presented to them the same self that I am. Right. And so that was really how I got to distilling a pedagogy of kindness. It came very, very directly out of that digital pedagogy lab experience. [00:06:13] John Nash: I'd like to build on that. Cate, I was I, I don't know where this is written somewhere, but it's about the, about the hook. And when you start a book or anything, it's like, you need to capture the reader in the first place. sentence or paragraph and yours did just that. I even texted Jason when I started reading your book saying, I'm on the Kindle version, "I'm 4 percent in and I'm enthralled." And so um, Um, You to get towards kindness. And it's what struck me was also, we talk a lot about, in this podcast with others, about building capacity amongst the ranks of our faculty colleagues to be better teachers the centers for teaching and learning that try to do this. it struck me that this, description you make, which I think is true is a challenge to those that are trying to do the capacity building towards kindness, good pedagogy, is that your take? [00:07:30] Cate Denial: Yeah, I think that's accurate. I think that the culture of higher ed is sort of more than the sum of its parts, right? It's not just the distillation of everybody's individual values and goals. It sort of has a life of its own uh, a culture of its own. And I think that culture is very highly individualistic. I think that it is very, very competitive. I mean, for some of us, it's competitive from the moment we decide we want to go to college, right? and I think that it is antithetical to so many things that are so important for teachers, like community. Right? Like, knowing who you can count on and who's going to be able to assist you in moments where, I don't know, you've run out of chalk, or something terrible just happened in class, or you have too much homework to grade, like, all kinds of things, right? But you need community, and I think that higher ed is actually really bad at building that community in general. [00:08:34] John Nash: Your, your take also reminds me of someone we've spoken to here before Dr. Michelle Miller, co

​ Hello again! ​ Before we get into this week's newsletter about active learning, I wanted to let you know about a new active learning deck that is available. This deck was crea...

In this video James M Lang talks to Isis Artze-Vega about what equity-minded teaching means and how to implement it into your teaching.

The Educationalist. By Alexandra Mihai

These suggested strategies can be used as bellwork when students enter the classroom, they can be used as a break during a lesson, or as a wrap up as a way to end the class.

Michelle L. Boettcher, Clemson University Key Statement: A short video each week is one way to build community, provide support, and connect with students in teaching any course. Keywords: Videos, Classroom Community, Storytelling Introduction In the midst of the pandemic, students were struggling to keep up with online academic work in conjunction with their fears, isolation, distraction, and desperation related to COVID-19. Of course, it was not just the students; I was struggling, as were my

Mia Zamora shares how she approaches making space for emergence in her teaching on episode 475 of the Teaching in Higher Ed podcast

Instructors can implement small and significant changes to their online courses that can help build community, connection, and relationships.

To understand my ‘Roots to Shoots’ approach to inclusive learning design, you can: (1) watch my ‘I.N.C.L.U.S.I.V.E. learning design’ keynote address at the University of Liverpool T&L Conference 2021; (2) listen to the Education Burrito podcast episode about it; (3) read about it here below. Introduction In the rapidly evolving landscape of education, there is […]