{"id":9182,"date":"2023-02-03T16:05:48","date_gmt":"2023-02-03T21:05:48","guid":{"rendered":"https:\/\/www.montclair.edu\/faculty-excellence\/?page_id=9182"},"modified":"2025-03-30T11:35:49","modified_gmt":"2025-03-30T15:35:49","slug":"strategies-for-building-community","status":"publish","type":"page","link":"https:\/\/www.montclair.edu\/faculty-excellence\/strategies-for-building-community\/","title":{"rendered":"Strategies for Building Community"},"content":{"rendered":"

Create community in the learning environment by building nonjudgmental, positive relationships with students and fostering positive student-to-student relationships.\u00a0<\/i><\/b><\/p>\n

Your classroom community<\/strong><\/h3>\n

In developing a survey to assess classroom community, Rovai (2002) <\/span>observes that \u201c<\/span>the characteristics of sense of community, regardless of setting, include feelings of <\/span>connectedness, cohesion, spirit, trust,<\/b> and <\/span>interdependence <\/b>among members\u201d (p. 201). Paring down Rovai\u2019s survey, Cho and Demmans Epp (2019) suggest instructors can cultivate community by providing students opportunities to <\/span>connect <\/b>and <\/span>get to know each other<\/b>, and to f<\/strong><\/span>eel comfortable<\/b> whether<\/span> asking for help<\/b> or <\/span>speaking up when uncertain<\/b>.<\/span><\/p>\n

A variety of strategies and activities can be used throughout the semester to allow students to get to know one another, to see and care about each other as individuals, and to build and maintain community.<\/span> Icebreakers <\/b>allow students to see connections with other students, fostering belonging. <\/span>Student communication groups<\/b> promote relationships among students. <\/span>Student annotations of the course syllabus<\/b> and <\/span>development of community agreements<\/b> allow students to know that they are an important part of your classroom community. <\/span>Content-based activities <\/b>allow students to share ideas about course concepts or materials in a formal or informal way.<\/span><\/p>\n

Icebreakers<\/span><\/a><\/h3>\n

Student Communication Groups<\/strong><\/h3>\n

Student communication groups provide an opportunity for students, especially busy commuting students or students in online courses, to get to know each other and have a small \u201csupport network\u201d of peers to reach out to with any course related concerns or questions. <\/span>Tip<\/b>: Groups of 5-8 students work best.\u00a0<\/span><\/p>\n

 <\/p>\n

These can be formed in Canvas or other spaces:\u00a0<\/b><\/p>\n

The \u201cPeople\u201d page in Canvas allows us to create groups of students in whatever modality you teach. These groups can be labeled \u201cStudent Communication\u201d groups and are typically used purely for that function and not for group assignment work (although you could also use these groups to break up larger class discussion boards to have students respond to their peers). Students can use\u00a0 text chains, WhatsApp groups, or whatever other communication channel they prefer for groups outside Canvas. Maha Bali recommends these \u201cthird places\u201d for \u201c<\/span>addressing socioemotional needs and keeping the pulse of the class\u201d and suggests that instructors participate occasionally.<\/span><\/p>\n

Student Annotations of Your Syllabus<\/strong><\/h3>\n

Allowing students to make and share notes about the syllabus provides an opportunity for them to connect with each other and you, their instructor, and improve their learning. If we think about the syllabus as the most important document that a student will use in your class, allowing them to make suggestions for clarifying, improving and\/or strengthening it will help them be more engaged. For example, students can make suggestions for changing assignment due dates, strengthening assignment instructions, or adjusting course policies, which in turn will facilitate a sense of belonging in the classroom.\u00a0<\/span><\/p>\n

Remi Kalir shares his syllabus annotation assignment <\/span>here<\/span><\/a> and discusses this work in a <\/span>series of blog posts<\/span><\/a>. Alternatively, you might want to solicit student feedback on a specific component of or policy in your syllabus. The University of Wisconsin shares a <\/span>Syllabus Annotation Exercise<\/span><\/a> that focuses on a specific policy in the syllabus.\u00a0<\/span><\/p>\n

Tip<\/b>: Consider carving out time to allow students to complete this activity in class. They may feel more comfortable discussing their proposed annotations with peers and then working together in class to make their annotations in a Google Doc.<\/span><\/p>\n

Community Agreements developed with Students<\/b><\/h3>\n

Classroom (or community or discussion) agreements (or ground rules) foster respectful and supportive learning environments for your students. Agreements help ensure that everyone understands the expectations for classroom behavior and discussion; moreover, they promote engagement and can also ensure that everyone feels included, providing a safe space for learning. Difficult discussions and conversations are often part of our courses, so having agreements or ground rules in place can help us navigate any topic that might come up in class. This <\/span>Guide from the New Scho<\/span>ol<\/span><\/a> includes some specific examples of classroom agreement that promote belonging. Patricia Vir<\/span>ella (<\/span>Assistant Professor, Educational Leadership) offers strategies for using <\/span>discussion protocols<\/span><\/a> to discuss equity and other difficult topics.<\/span><\/p>\n

Agreements are a great strategy to use with students as you begin with your semester, but agreements can be created and revised at any time through the semester. Students can work individually or in groups to create agreements that will then be reviewed and accepted by the class.<\/span><\/p>\n

Content-based Activities<\/div>
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These activities build community by asking students to collaborate or share ideas with classmates on materials related to your course content.\u00a0<\/span><\/p>\n

Sample content-based activities from the <\/i><\/b>Columbia University Center for Teaching and Learning<\/i><\/b><\/a>:<\/i><\/b><\/p>\n\n\n\n\n\n\n\n
Concept-<\/b>\n

specific soundtrack<\/b><\/p><\/td>\n

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    \n
  • Have students find songs that use certain concepts of a discipline. For example, in an economics course, it could be choosing songs that have references to economics-related terms (e.g., <\/span>7 Rings<\/span><\/i> by Ariana Grande, <\/span>Money<\/span><\/i> by Pink Floyd, <\/span>Taxman<\/span><\/i> by the Beatles, <\/span>Youngstown<\/span><\/i> by Bruce Springsteen, etc.).\u00a0<\/span><\/li>\n
  • Ask students to analyze the song lyrics in relation to the concepts\/theories of the discipline and share their thoughts with the rest of the class.<\/span><\/li>\n
  • In a whole class, debrief with students on their analysis and deconstruct the implicit theories\/concepts behind the collective songs\u2019 lyrics.<\/span><\/li>\n<\/ul>\n

    (Dunlap & Lowenthal, 2010, pp. 64-65)<\/span><\/p><\/td>\n<\/tr>\n

Favorite content sharing<\/b><\/td>\n\n
    \n
  • Put students in pairs and have them share their favorite course\/discipline-related content with each other and discuss why. For example, in a literature class, students could read their favorite poem out loud to each other and discuss why it is their favorite poem.<\/span><\/li>\n
  • As a whole class, debrief and reflect together on the sharing activity. This is an opportunity to make connections between different points of students\u2019 interests.<\/span><\/li>\n<\/ul>\n

    (shared by a member of the Columbia teaching community at the Hybrid & Online Teaching Institute)<\/span><\/p><\/td>\n<\/tr>\n

Course- concept mapping<\/b><\/td>\n\n
Search for real-life examples<\/b><\/td>\n\n
Resource sharing<\/b><\/td>\n\n