Community Matters
“ Being a kind and conscientious instructor is not only the right thing to do and a good thing to be , but it ’ s actually pedagogically effective . A meaningful learning experience affirms who you are : It values what is distinct about your life story and leverages that . The best learning happens when you can be fully present .”
40 % or more ) that it dooms a student ’ s grade if they have an emergency or added responsibilities , or just don ’ t bring their best selves to the task . He also puts three possible extra-credit assignments directly into the syllabus , signaling from the start that he won ’ t police a student ’ s time and that they can make up points if they miss some deadlines .
“ I ’ ve been many students ,” says Estefan , who went to schools in Mexico before going on to earn his doctorate at UC Berkeley . “ I ’ ve been the star student . But I ’ ve been the mediocre student and the struggling student .”
Estefan grew up in a single-parent household . His father had a degree in accounting . But his mother , with whom he lived after his parents split , never went to college . Partway through his doctorate program , Estefan ’ s mother was diagnosed with lung cancer . He spent a lot of time traveling back to Mexico to be with her before she passed . He also became a father while in graduate school . But at no point , he says , was he made to feel by his mentors like he had to choose between his studies and his family , or that he was somehow falling behind . “ I always felt supported ,” he says , “ not just in my academic work but also my personal life — the context in which my academic life was unfolding .”
That lesson stuck with him , as did earlier examples of teachers who were also keen to connect with students as complete individuals .
And because of those experiences , Estefan begins his courses with welcome surveys . That doesn ’ t mean asking cute questions about pets or music preferences ( though those don ’ t hurt ) but finding out about students ’ life circumstances and whether they ’ ve already done the types of assignments the class requires .
“ You have to start from who your students are — how many are working two jobs or how many are commuting from L . A .?” he says . “ How many have never done the kind of essay I ’ ll be asking them to do ? How can I then scaffold their learning ?”
In place of the more traditional “ office hours ,” he offers “ student hours .” And to emphasize that this time is for the students , he makes it part of their participation grade that they must visit him or his T . A . at least once for a conversation . He also organizes students for the duration of a course into small groups called “ support pods ,” and he checks in with the pod leader periodically to see if at a given moment any of the students might need more attention or support .
Coming at the course material from the perspective of a student is also key , Estefan says .
“ The question is not what should a political sociologist know ,” Estefan says , “ but what aspects of political sociology would best help my students achieve their learning goals ? When you shift your thinking to the point of view of the students , everything changes .” •
HOW TO BUILD INNOVATIVE AND INCLUSIVE CLASSROOMS
1 . MAKE A MINDFUL SYLLABUS
Not too much or too little structure — neither is good for students . Lower the stakes and spread a grade out between assignments . Provide a set number of extra-credit opportunities from the get-go , too .
2 . BEGIN WITH A WELCOME SURVEY
Who are your students ? Have they done the kind of work you ’ re asking them to do ? Are they working a full-time job ? What else might be a factor ?
3 . CREATE SUPPORT PODS
Organize students into small “ support pods ” for the duration of a class . Ask them to exchange contact information and appoint a leader . Check in regularly with the pod leader to see if anyone needs added support or attention .
4 . HOLD “ STUDENT HOURS ”
Emphasize that “ office hours ” are really “ student hours .” Recognize that advocating for yourself is not the norm in some cultures . Require at least one visit for conversation , and then make it easy for students to talk to you .
5 . ENCOURAGE PARTICIPATION
Not everyone likes to talk out loud . In an online class , the chat function works wonders for those who prefer to write . You can make text-based chat an option for in-person classes , too .
6 . GIVE GROUP QUIZZES
Interdependence builds community . Short group quizzes not only help students keep up with their weekly readings but also make it so students must work together for a part of their own success .
UC SAN DIEGO MAGAZINE 11