2c: Connecting With Your Students
In this module, faculty learn how to create a classroom or online environment that supports learning, makes their course content relevant, and communicates their belief in students’ ability to meet course expectations.
To satisfy the module requirements, faculty must apply one or more techniques, such as using seating charts or online profile pictures, greeting students as they enter class or when they complete their online introductions, or using data from student surveys to adjust instruction.
Advising Subject Matter Expert(s)
Ainley, M., Hidi, S., & Berndorff, D. (2002). Interest, learning, and the psychological processes that mediate their relationship. Journal of Educational Psychology, 94, 545–561.
Allen, D., & Tanner, K. (2005). Infusing active learning into the large-enrollment biology class: Seven strategies, from the simple to complex. Cell Biology Education, 4, 262–268.
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.
Ames, C. A. (1990). Motivation: What teachers need to know. Teachers College Record, 91, 409–421.
Battistich, V., Solomon, D., Kim, D.-I., Watson, M., & Schaps, E. (1995). Schools as communities, poverty levels of student populations, and students’ attitudes, motives, and performance: A multilevel analysis. American Educational Research Journal, 32, 627–658.
Boettcher, J. V., & Conrad, R.-M. (2016). The online teaching survival guide: Simple and practical pedagogical tips (2nd ed.). San Francisco, CA: Jossey-Bass.
Brookfield, S. D. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom (3rd ed.). San Francisco, CA: Jossey-Bass.
Carnegie Mellon University, Eberly Center. (n.d.). The anonymity of the class reduces civility. Retrieved from https://www.cmu.edu/teaching/solveproblem/strat-behaverudely/behaverudely-02.html
Chase, B., Germundsen, R., Cady Brownstein, J., & Schaak Distad, L. (2001). Making the connection between increased student learning and reflective practice. Educational Horizons, 79, 143–147.
Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93, 43–54.
Cole, D. G., Sugioka, H. L., & Yamagata-Lynch, L. C. (1999). Supportive classroom environments for creativity in higher education. Journal of Creative Behavior, 33, 277–293.
Conrad, R.-M., & Donaldson, J. A. (2011). Engaging the online learner, updated: activities and resources for creative instruction. San Francisco, CA: Jossey-Bass.
Cordova, D. I., & Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88, 715–730.
Cornell University, Center for Teaching Innovation. (n.d.). Connecting with your students. Retrieved from http://www.cte.cornell.edu/teaching-ideas/building-inclusive-classrooms/connecting-with-your-students.html
Davis, S. E. (2007). Effects of motivation, preferred learning styles, and perceptions of classroom climate on achievement in ninth and tenth grade math students (Doctoral dissertation). University of Florida, Gainesville, FL.
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256–273.
Ferreira, M., Cardoso, A. P., & Abrantes, J. L. (2011). Motivation and relationship of the student with the school as factors involved in the perceived learning. Procedia – Social and Behavioral Sciences, 29, 1707–1714.
Freeman, T. M., Anderman, L. H., & Jensen, J. M. (2007). Sense of belonging in college freshmen at the classroom and campus levels. The Journal of Experimental Education, 75, 203–220.
Frisby, B. N., & Martin, M. M. (2010). Instructor–student and student–student rapport in the classroom. Communication Education, 59, 146–164.
Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95, 148–162.
Hartnett, M., St. George, A., & Dron, J. (2011). Examining motivation in online distance learning environments: Complex, multifaceted and situation-dependent. The International Review of Research in Open and Distributed Learning, 12(6), 20–38.
Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. J. (2011). Student success in college: Creating conditions that matter. San Francisco, CA: Jossey-Bass.
Legg, A. M., & Wilson, J. H. (2009). E-mail from professor enhances student motivation and attitudes. Teaching of Psychology, 36, 205–211.
Lichtenstein, M. (2005). The importance of classroom environments in the assessment of learning community outcomes. Journal of College Student Development, 46, 341–356.
Lowman, J. (1984). Mastering the techniques of teaching. San Francisco, CA: Jossey-Bass.
Meyers, S. A. (2009). Do your students care whether you care about them? College Teaching, 57, 205–210.
Moore, M. G. (2012). Handbook of distance education (3rd ed.). New York, NY: Routledge.
Moriarty, B., Douglas, G., Punch, K., & Hattie, J. (1995). The importance of self-efficacy as a mediating variable between learning environments and achievement. British Journal of Educational Psychology, 65, 73–84.
Morrow, J., & Ackermann, M. (2012). Intention to persist and retention of first-year students: The importance of motivation and sense of belonging. College Student Journal, 46, 483–491.
Mucherah, W. (2014). Exploring the relationship between classroom climate, reading motivation, and achievement: A look into 7th grade classrooms. International Journal of Learning, Teaching and Educational Research, 8, 93–110.
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco, CA: Jossey-Bass.
Nilson, L. B., & Goodson, L. A. (2018). Online teaching at its best: Merging instructional design with teaching and learning research. San Francisco, CA: John Wiley & Sons.
Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom (2nd ed.). San Francisco, CA: John Wiley & Sons.
Pascarella, E. T. (1980). Student-faculty informal contact and college outcomes. Review of Educational Research, 50, 545–595.
Phelan, P., Davidson, A. L., & Cao, H. T. (1992). Speaking up: Students’ perspectives on school. The Phi Delta Kappan, 73, 695–696, 698–704.
Pizzolato, J. E. (2006). Achieving college student possible selves: Navigating the space between commitment and achievement of long-term identity goals. Cultural Diversity and Ethnic Minority Psychology, 12, 57–69.
Powell, J. D., & Lines, J. I. (2010). Make learning personal: Recommendations for classroom practice. About Campus, 15(2), 20–25.
Seifert, T. (2004). Understanding student motivation. Educational Research, 46, 137–149.
Shea, P., Li, C. S., Swan, K., & Pickett, A. (2005). Developing learning community in online asynchronous college courses: The role of teaching presence. Journal of Asynchronous Learning Networks, 9(4), 59–82.
Shepherd, M. M., Briggs, R. O., Reinig, B. A., Yen, J., & Nunamaker, J. F., Jr. (1995). Invoking social comparison to improve electronic brainstorming: Beyond anonymity. Journal of Management Information Systems, 12(3), 155–170.
Sousa, D. A. (2011). How the brain learns (4th ed.). Thousand Oaks, CA: Corwin Press.
Sutton, R. E., & Wheatley, K. F. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15, 327–358.
Tinto, V. (1987). Leaving college: Rethinking the causes and cures of student attrition. Chicago, IL: University of Chicago Press.
Trees, A. R., & Jackson, M. H. (2007). The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems. Learning, Media and Technology, 32, 21–40.
Umbach P. D., & Wawrzynski, M. R. (2005). Faculty do matter: The role of college faculty in student learning and engagement. Research in Higher Education, 46, 153–184.
Urdan, T., & Schoenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of School Psychology, 44, 331–349.
Wentzel, K. R. (1991). Relations between social competence and academic achievement in early adolescence. Child Development, 62, 1066–1078.
Wilson, J. H., & Wilson, S. B. (2007). The first day of class affects student motivation: An experimental study. Teaching of Psychology, 34, 226–230.
Witt, P. L., Wheeless, L. R., & Allen, M. (2004). A meta-analytical review of the relationship between teacher immediacy and student learning. Communication Monographs, 71, 184–207.
Woodside, B. M., Wong, E. H., & Weist, D. J. (1999). The effect of student-faculty interaction on college students’ academic achievement and self concept. Education, 119, 730–733.