Humanizing Courses to Promote a Community of Learners
Today's college classrooms bring together students from a wide range of backgrounds, experiences, and learning needs. First-generation, international, differently abled, and non-traditional students each arrive with unique strengths and expectations about what their classroom experience will mean for them. Creating a true community of learners begins by recognizing those differences and intentionally designing courses where every student feels seen and heard. While the concept of "humanizing" courses has largely emerged from online teaching and learning, its principles can strengthen engagement and foster a greater sense of belonging in any learning environment. "Humanizing a course is about the relationships between faculty and students, and among the students themselves," says Ann Oro, Senior Instructional Designer, Seton Hall University. "When people feel seen, it helps them academically succeed. It can be as simple as creating a welcome video before the course begins, introducing yourself, or even showing students how to get from a familiar spot on campus to the classroom. Those small touches help students feel like they're connecting with a real person and that they belong from day one.”
“Making those personal connections doesn't have to be complicated or require a lot of extra work,” adds Kate Sierra, Senior Instructional Designer, Seton Hall University. "Tools like Canvas Studio, VoiceThread, and Adobe Express make it easy for instructors and students to create personalized content. We have students interview a classmate, create a quick visual introduction using images that represent that person, and then introduce them to the class. Instead of everyone giving the same 'tell us about yourself' speech, students begin interacting with one another right away. Little changes like that can go a long way toward building connections and creating a stronger community of learners."
By encouraging students to share their preferences, incorporating more personal instructor interactions, and using thoughtful multimedia elements, educators can build stronger class connections that support meaningful learning both in person and online. "As instructional designers, we try to help faculty think of different ways for students to share their uniqueness and see that they are valued members of the classroom community," says Oro. "Creating those opportunities helps students recognize that their experiences and perspectives matter, and that they have a place in the learning environment."
"There is a lot of research available on humanizing courses, both online and in traditional classrooms. Chances are that someone has already studied an approach and can help show why these practices support students and contribute to their success. Looking for ways to humanize courses can create intentional avenues for connecting with students and helping them feel valued. Whether through small changes in communication, course design, or classroom interactions, these practices can help build learning environments where students feel seen, supported, and empowered to succeed.”
– Ann Oro
Senior Instructional Designer
Seton Hall University
Using Intentional Course Design
As presenters at EdgeCon Spring, Sierra and Oro shared with attendees how intentional course design practices can support students from a wide range of backgrounds and help foster a community of learners. “While each group may have different needs, it’s essential to create a learning environment where students feel seen and that benefits everyone in the classroom,” says Oro. "Whether you're online or in a traditional classroom, everyone wants to feel valued for who they are." Sierra adds that part of humanizing a course is anticipating student needs before they become barriers to learning. "One of the things that has influenced my thinking is the idea of removing the hidden curriculum. It’s about unlocking those details that someone from a different background might not have been exposed to through no fault of their own. Sometimes we think we're over-explaining, but having those details available helps everyone.
“For example, providing clearer assignment instructions, more detailed expectations, and accessible course materials can help remove obstacles for students who may not have encountered those expectations before. When we think about a first-generation student, and someone says, 'I want a properly formatted paper,' that may not be something they learned in high school or in previous work experiences. The same approach applies to accessibility and flexibility. If you're thinking about differently abled students, humanizing a course might mean making sure videos have closed captions or providing slides in advance. For non-traditional students, perhaps offering some choice in how an assignment is completed can make a difference. Each group has different needs, but when you plan with those needs in mind, everyone benefits."
Building trust is an important part of gathering this type of information, where the goal is not to collect information for its own sake, but to help instructors better understand the students who are entering their classroom. "Part of the approach is by being welcoming," says Oro. "This humanized principle says, 'I'm really looking forward to having you in class this semester, and if you could answer a few questions before the first day, it will help me get to know you before you walk in the door. The questions can be simple, like, 'How do you pronounce your name?' 'What would you prefer to be called?' or 'How do you like to receive feedback from your instructor?'"
Sierra also uses surveys as ongoing opportunities to check in with students and gather feedback throughout the course. "I typically use surveys more as a regular check-in about a third of the way through the course, just past the midpoint, and then again at the end. These kinds of surveys can help build trust and show students that their feedback has a purpose. When students learn that the information they share is going to impact course discussions and content, participation goes up. I make sure to incorporate the ideas that make sense for achieving the course learning outcomes, but I will also explain why some suggestions might not fit. Knowing that I've read what they've had to say, considered it, and thought about it really matters. That transparency helps students feel like active participants in the learning experience rather than simply following instructions.”
Providing Personalized Student Feedback
Although much of the research around humanizing courses has focused on online teaching and learning, Oro found that the principles extend well beyond the digital classroom. “After participating in an EDUCAUSE workshop focused on developing and teaching a humanized online course, I thought about how these principles could be applied more broadly. We try to support faculty in thinking about how the learning management system (LMS) can be used, even if it's a traditional class. Students benefit from having course materials organized in one place that is easy to access. The same applies to building a community of learners, setting clear expectations, and making the hidden curriculum more visible. When we talk about expectations, it's about helping students understand what success looks like and what meets the expectations for the work they're being asked to do."
One way instructors can bring a human touch to their courses is by rethinking how they provide feedback and make routine comments feel more personal and conversational. "One of my favorite tools is Canvas Studio," says Sierra. "Anything that's already integrated into the LMS can be a great option. With a screen capture, you can record yourself going through a student's paper and use the annotation tools, much like if the student were physically sitting beside you. Rather than simply pointing out corrections, instructors can use video feedback to highlight strengths, explain areas for improvement, and create a conversation around the student's work. You can use a dictation tool to give text feedback that is more informal and less critical.”
Audio and video feedback can be especially valuable when the message is more complex. "We've all received an email where perhaps the message was received in a way that it wasn't intended," says Sierra. "The message can be softened when you put your voice, face, and hand gestures into delivering the information. Having that human and personal touch can help prevent misunderstandings and make students feel like they're having a conversation with their instructor rather than just receiving a comment on an assignment."
While personalized feedback can have a powerful impact, students may not always recognize its value if they have not experienced it before. “When I've asked students how they prefer to receive feedback—written feedback, informal feedback in the classroom, or video or audio feedback—very few will select video or audio feedback," says Oro. "I wonder if it is because they truly don't prefer it, or is it because they haven't had the opportunity to experience that type of feedback before. Think about how discouraging the traditional red pencil is marking up a paper. But if you heard someone's voice saying, 'There are a lot of things that went well here, and for the next revision I'd like you to focus on this one area,' that can completely change how a student receives that feedback. Small shifts in communication can influence students' connection to their learning and reinforce that they are valued members of the classroom community.”
“One of my favorite tools is Canvas Studio. Anything that’s already integrated into the LMS can be a great option. With a screen capture, you can record yourself going through a student’s paper and use the annotation tools, much like if the student were physically sitting beside you. Rather than simply pointing out corrections, instructors can use video feedback to highlight strengths, explain areas for improvement, and create a conversation around the student’s work. You can use a dictation tool to give text feedback that is more informal and less critical.”
– Kate Sierra
Senior Instructional Designer
Seton Hall University
Creating a Classroom Community
Creating opportunities for students to connect with one another does not have to require a significant amount of time or resources. “The most effective strategies are often simple, repeatable, and accessible to instructors with different teaching styles,” says Sierra. “One strategy I’ve found effective begins on the first day of class. Rather than making introductions a separate activity, I include peer-to-peer interviews interspersed with the syllabus information. It can be simply pointing to different students and asking the class to say their name aloud. The students will hear their name repeated over and over, and it creates that sense that they belong. I also encourage students to briefly reintroduce themselves when participating in class discussions. When a student raises their hand to answer, they say, 'I'm Bob, and here's my answer. This exercise makes it easier to connect with the people around you."
Beyond helping students learn names, Oro says that instructors can also play an important role in intentionally creating opportunities for students to connect with classmates they may not naturally interact with. "As a student, you naturally start talking to the people around you, and those are the people you become comfortable with. In a diverse classroom, it's important to help students get to know other people as well. Instructors can mix and match groups in many different ways. Maybe one week you count off by four or group by birthdays. I brought in a deck of playing cards, shuffled them in front of everyone, and then grouped students by the card they received. It was just a way to encourage people to talk to someone they hadn't talked to before. Creating a community of learners requires instructors to be intentional about how they bring people together.”
Oro adds that even in large classes, small efforts to recognize students can have a meaningful impact. "You could be in a class of 100 or 300 students, but there are always going to be students who tend to talk more. If you say, 'I talked to Bob last week after class. Bob, why don't you tell me something?' another student may think, 'She knows Bob's name. She probably knows my name too. Those small moments of recognition can help reinforce a student's sense of belonging.”
Adapting Teaching Practices to Students’ Needs
For some instructors, the idea of changing established teaching practices can raise questions about maintaining academic rigor. Oro says that humanizing a course is not about lowering expectations or completely rethinking how a course is taught, but about identifying opportunities to help more students succeed while maintaining those standards. "We recognize that those who attend our faculty workshops and meetings are there because they are interested. They’re reading this article because it sparked curiosity. We say to start with one idea that catches your attention and try it. You may love it, or you may decide it is not something you want to continue. Humanizing isn't necessarily all about changing the way you're working with students, but being willing to explore small changes that could help a student be more successful.
“That might mean reconsidering small elements of an assignment or assessment while keeping the learning goals intact. If you have an assignment where students are struggling, is there a principle you're reading about that could contribute to more success? If you're giving a quiz after each chapter of reading, is it important that students get it on the first try? Could you let them take the quiz three or four times and use the highest grade? You still need to know that they read and understood the information, but maybe they need more time to process it. That small change can reduce stress while helping students learn. Ultimately, these approaches are not about making courses less rigorous, but removing unnecessary barriers so students have a better opportunity to meet expectations.”
Sharing their experience and insight at EdgeCon represented more than just a professional development opportunity, but provided a chance for Oro and Sierra to connect with peers, exchange ideas, and learn from the experiences of colleagues across the region. "One of the great things about Edge is that the conference travels to local colleges, so it gives you the opportunity to explore another institution's space," says Oro. "You also meet people who are doing things similar to what you do, or things that are completely different, and can learn from their perspectives. We've been fortunate to present at EdgeCon, and I always come back feeling enriched by the people I learn from and excited to share."
Sierra adds that the ongoing connections built through the conference make the experience especially meaningful. "When you attend regularly, you start recognizing faces and get that comfortable feeling of being part of a community, while also making new connections. The smaller session format also creates opportunities for deeper conversations, to ask questions, and to talk to presenters afterward. I enjoy watching my colleagues present at EdgeCon because it gives me a chance to see their work from a new perspective. Watching them share ideas they’re passionate about and connect with others in the community always renews my own excitement for the work we do together.”
As educators and instructional designers continue exploring ways to create more connected learning experiences, it’s important to look beyond individual strategies and explore the research behind them. "There is a lot of research available on humanizing courses, both online and in traditional classrooms,” says Oro. “Chances are that someone has already studied an approach and can help show why these practices support students and contribute to their success. Looking for ways to humanize courses can create intentional avenues for connecting with students and helping them feel valued. Whether through small changes in communication, course design, or classroom interactions, these practices can help build learning environments where students feel seen, supported, and empowered to succeed.”