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 which we explore, leveraging diversity whenever possible.” – Rafael Chiuzi, Professor of Management

2. Care, Empathy, and Awareness

• Students highlighted the importance of care and empathy in an instructor’s teaching practice.
• Students thought that it may be easier for an instructor to show care if they are actually aware of the students’ experiences, and if they make an effort to get to know their students (such as through a precourse survey or regular check-ins). Even if instructors don’t know specific details about their students, acknowledging that students have individual experiences and different perspectives is valuable. It’s important that instructors come to class with an equitable mindset, meaning they don’t assume that everyone is middle class or has had a white experience.
• Students also noted that it is easier to have conversations and dialogues with instructors when they feel instructors are genuinely interested in their lived experience.

“When I can tell that my instructor really cares about her students, I think we care more about her, too.” – Fourth-year Communications student

“I don’t think my instructors can really get to know each person in class…classes are huge. But I think they can care about the class as a whole.” – Second-year Science student

“The transition to first year was very difficult as a first generation student. When I was met with kindness and care from some professors, these actions reinforced that I had a place in academia.” -Anonymous student

3. Overwhelm

• Students acknowledged repeatedly that we are living in an age of overwhelm.
• It seems like everything is getting heavier–news is heavier, workload is heavier, and textbooks (if you have the paper copy) are heavier. Students felt that moving through an online course takes considerable time that instructors don’t always acknowledge.
• Email load and notifications from different platforms are unmanageable.
• Because everything is busier and busier, it seems like students have no time. Yet universities have not updated the way they do things despite the fact that student life has significantly changed.
• Students felt strongly that they shouldn’t have to earn a rest, and shouldn’t be celebrated if they are working to exhaustion.

“I know our professors are just as busy as we are. I hope that will help them have empathy for us.” – Fourth-year Communications student

“I’m always moving from crisis to crisis and not enjoying the things I usually enjoy. I entered this program because I thought I loved science, but I don’t like science when it is done this way.” – Second-year Science student

“Wow – the number of emails I get is unmanageable. We get so many emails from the bookstore and the registrar’s office that we don’t know what is important anymore.”  -Third-year Finance student

“We are facing unprecedented circumstances in our lives, communities and the world. Many students are personally connected to countries and places around the world experience crises as well. Its hard to be present and focus when our worlds are crumbling.” -Anonymous student

4. Non Inclusive, Othering, and Exclusionary Behaviours

• Students acknowledged imposter syndrome and strong feelings of othering in some courses.
• Students believe that some courses are designed as “gate keepers” that “weed students out.”
• Students highlighted that courses where the instructor viewed them as partners meant they were less likely to feel “othered.”
• The hierarchical position of the professor over students can make them largely unapproachable. The professor is very much regarded as the model of academic success, and there is an inevitable othering that occurs by this structure.
  

“One instructor I had in first year kept telling us all the mistakes they made – and still make. It made me feel like I had some grace and space to just be me.” – Anonymous student

“I feel like I have to keep reminding myself that I belong here. I wish it was something that came easily.” – Anonymous student

“I distinctly remember a first-year chemistry professor scolding us after a poor midterm performance. This same professor went on to tell us to do some deep “soul searching” if we scored below a certain mark to decide if this was a good fit for us. I’m so happy I didn’t listen and continued in my science degree despite her discouragement. I love STEM and I now have two science degrees.” -Anonymous student

5. Labels of “Rigour” and “Excellence”

• Students often talked about the words rigour and excellence, and wondered aloud if these words actually mean what we think that they mean. These words are subjective. “Excellence for whom?” Are these actually code words or buzzwords that excuse and shield other things?
• Students also highlighted how sometimes these words are just labels used to categorize things, but they either don’t actually have meaning or their meaning is limited to a very narrow scholarly framework that gets applied to students, to the detriment of their learning.
• These and other similar words (mastery, accuracy, efficiency, etc.) are based on systemic and institutional structures, and often they don’t have meaning for instructors nor students.

“There were many days during my undergraduate degree that I deemed ‘excellent’ because I was able to get out of bed and get to my classes. Excellence is a completely subjective term and can work to isolate students from each other.” -Anonymous student

“I am not naturally ‘rigourous‘ in doing my work as other students are. I have issues with attention, accuracy, and tend to burn out. It makes me feel like I’m not smart enough or like I’m ill-disciplined for just being human.”– Recent English graduate

“Academic excellence, integrity, and rigour can sometimes be used as a tool to be harsh and inflexible with students. I wish these terms were used to create supportive environments where students could truly excel and perform better academically.” -Anonymous student

6. Time and Scheduling

• Students highlighted that they face many time constraints, and wondered if these are manufactured crises. For example, why do two courses conflict in the timetable when they are both required for a specific program? This is often beyond the instructor’s control but instructors could help advocate for students when this occurs and push for structural change.
• Students said they wished their instructors would coordinate with other instructors so that assignments do not all come due at the same time.

“I wish my professors would talk to each other before the term starts and decide to NOT schedule all our midterms within the same two days.” – Anonymous student

“I wish required classes were offered at different times across different semesters. Often students living in poverty or low income situations commute, are caregivers, and/or work multiple jobs. These factors lead to time constraints and inflexible class schedules and requirements are difficult to keep up with.” -Anonymous student

7. Flexibility

• Many students described experiences in which a little bit of flexibility would have helped them succeed. Examples included flexible deadlines, as well as the need for pacing deadlines to keep students  on track and accountable. Flexibility can also take the form of different types of assignments and different options for student engagement, as per Universal Design for Learning principles.

“In one of my classes last year, the instructor allowed us to extend every deadline to the end of term. At the beginning I thought this was a really good idea, but I just ended up putting off the course because my other courses weren’t as flexible. I wish there was a bit more structure inside the flexibility.” – Third-year Information student

“As a graduate TA, I have never regretted giving an extension. I hope to foster a relationship of communication and flexibility with my students while allowing them some breathing room as they continue their education in unprecedented times” – M. Ward, MSc. Candidate

“Using our LMS’ retention center, I was able to see which students hadn’t logged in after the first couple weeks and reach out to see how I could help. I was astonished at the gratitude garnered by what I considered a small gesture. Offering even just that little bit of personal compassion and flexibility to my stressed-out students went such an enormously long way.” – Anonymous Instructor

“In the courses that I TA, I draw from my experiences as an undergraduate student to balance the need for structure as well as making room for change. I do this by asking students how much more time they feel like they need to finish their assignment instead of just giving them an arbitrary date. By doing this, the students are able to hold themselves accountable while also giving them some leeway.” – Nada Ibrahim, MA Candidate

8. Trust

• Trust is a concept that kept surfacing, albeit with other names such as safety, grace, honesty, realistic expectations, lack of doubt, genuine acceptance, and security. Trust is also a foundational principle to trauma aware pedagogy.
• Students noted that in programs considered to be really competitive, it was more difficult to trust their peers. They felt this had a negative impact on their learning.

“I remember in some of my second-year courses, students would send incorrect answers/help in large group chats to purposefully steer their peers in the wrong direction and receive lower marks than them. I never joined a groupchat since” – Angela Bakaj

“The existence of academic trials/tribunals and the delays in case hearings (leading to mental health stress) is concerning. I wish that there was grace given to first year students who probably require resources, supports, and guidance, not threats of failing or exclusion. When I was an exec at the student union, we hired an academic coordinator to help students navigate their cases, its such a cruel punishment. “ – Anonymous graduate

“When I was in third year, I had an instructor where, for the first time, I felt like she trusted my ability as a writer. I think it made me trust myself more.” – Third-year History student

“I just feel like there are so many examples of how professors speak to us or treat us – that show us they don’t trust us.” – Second-year Management student

“In programs like my own (Criminology and Political Science for undergrad, and Gender studies for graduate), we are often discussing issues and topics that myself and/or my students have experiences. For example, structural violence. When doing this, I emphasize that my students do not have to share if they are not comfortable doing so and I always share my own experiences. When I share things that I have gone through, I think it shows that I trust my students, something that instructors don’t often think about.” – Nada Ibrahim, MA Candidate

9. Theatre, Make-Believe, Things that are “Just for Show”, and Kindness Theatre

• Students highlighted how important it is that the university follow up on statements with action, and how they need to see this in every interaction and in every course. It’s equally important that instructors lead by example and follow through on what often becomes perfunctory or boilerplate sentiments.
• Students referred to the phrase “thoughts and prayers” and gave examples of this in higher education.

“During the pandemic, there was a common talking point professors had, along the lines of ‘we are all in this together’ and that they ‘understand it’s a stressful time for everyone.’ Although it did feel nice to know even our professors were struggling, it did make it seem like our situations were being perceived as identical and of the same magnitude. It later morphed into a narrative of ‘if I can mark these papers in time then you can return them in time’ or ‘if I’m keeping my camera on then so can you.'” – Anonymous

“I follow some of my profs on social media where they talk about being kind and flexible and caring for students. But this isn’t what it looks like in their actual classroom. This makes it feel like they don’t really care, but instead do a type of… performative care.” – Third-year Management student

“University claims diversity is important, but most of my professors are white and don’t look like me or my family.” – Fourth-year Humanities student

“A lot of professors say they are open to learning and open to hear critiques about their teaching, syllabi, etc., but when it comes down to it, little is ever done and the critiques are often ill received. I had a Sociology professor who refused to acknowledge that her syllabus centred whiteness and often argued with me when I disagreed on the inclusion of academic papers using harmful language.” – Nada Ibrahim, MA Candidate

10. Structural Supports

• Students highlighted the need for structural supports, often employing words like permanent resources, second chances, and built-in accommodations. Students discussed what these things would look like in practice and came up with “permanent resources and pathways that will help us succeed when things are going well and when things are tough.”

“Structural supports can include more needs-based bursaries/grants for tuition, technology, and transportation. It can also look like tutoring and educational support outside the classroom and increased support for the campus food bank.” – Anonymous

“As a graduate TA, I see the openings for second changes, for flexibility, and for increased accommodation. The space is there, and we need to fill it.” – M. Ward, MSc Candidate

“Getting an email from an instructor saying they wish us well is nice – but what’s nicer is having support so we can actually do well and be well. Support could be more help sessions or more study guides or sample exams that actually reflect the difficulty of the real exam.” – Anonymous student