3 Humanizing Learning: A Student-Generated Framework
3 Humanizing Learning: A Student-Generated Framework
The Framework Pillars
The students involved in this work identified ten pillars they think should be at the centre of humanizing learning. They indicated that the pillar of Relationships, Connection, and Community was the most important, with the remaining pillars being equal of importance to each other.
1. Relationships, Connection, and Community
- These principles must be intentionally woven in from the start. They cannot be added as an afterthought.
- Relationships are at the core of learning, including relationships with instructors, students, and others in higher education or in the broader community.
- Students recognize the value of group work, but also acknowledge tensions that may exist because of previous bad experiences, or a lack of feelings of safety in current group work situations. We need to acknowledge the psychological safety component of humanizing learning.[1]
- Instructors should acknowledge the presence of competition but not foster it between students.
- Students highlighted that their learning doesn’t stop at the classroom door, and needs to continue into the broader campus community.
“It’s hard to feel like you aren’t just a number in really big classes. Even when professors say ‘you’re more than a number’, it doesn’t always feel that way.” – Third-year Science student
“I once had a professor who kept talking about things from the community or from history. At first I didn’t know why he brought in all these examples and it seemed like they weren’t going to be tested. Later on I realized how much more sense the course made because of these connections.” – Fourth-year Psychology student
“It has been my experience that one way to build community in the classroom is to recognize the value of each individual voice…To hear each other (the sound of different voices), to listen to one another, is an exercise in recognition. It also ensures that no student remains invisible in the classroom.” – bell hooks[2]
“I think students learn more when they perceive a genuine connection with their teachers. That stems from a sound interpersonal relationship based on reciprocity and understanding. For me, preserving an approachable and safe setting that fosters positive interactions between the instructor and students is crucial for setting a productive learning environment. At the same time, learning adventures must encompass provocation and insights. It is my assumption that when students perceive a positive emotional bond with their teachers, they tend to engage more, be more curious, take risks in their inquiry, and display better academic performance. As a consequence, this relationship provides the scaffolding for critical social and academic skills. Also, as a teacher, I assume that the more approachable I am, the more students recognize me as a focal point for active learning. By adopting this posture, I can see in my classes students spontaneously bringing up previous experiences w