As we instructors weave our experiences and leadership into the changing tapestry of education, it is essential to prioritize inclusivity, humanizing education, and culturally responsive teaching (CRT). These concepts embody our commitment to acknowledging and celebrating the rich diversity of forward-facing and hidden identities and backgrounds of students and instructors in the classroom. From my personal and professional CRT learning journey, I have discovered three fundamental themes encapsulating CRT and Humanizing Education: Awareness, Embracing Partnership, and Demystifying the Learning Experience. These themes are the bedrock of our relationship with lifelong learning and continual growth. It helps us better communicate, understand, and collaborate to empower each other’s purpose and belonging.

1. Awareness: Recognizing the Fullness of Every Person’s Core Human Qualities

At the heart of humanizing education is the intentional and conscious effort to see beyond the surface to acknowledge the depth of each student's humanity and life experiences. This involves recognizing and appreciating the diverse and inherent capacity and capability, experiences, and identities that contribute to the fullness of their being—their authentic self. It's an understanding that goes beyond stereotypes, inviting educators and students to embrace the uniqueness of each individual.

As educators, being aware of what we bring to the table and our inner voice can be the turning point in recognizing and acknowledging students. We each have learning and professional experiences that shape how we look at our own (personal and professional) worth and competency. Some of us may have been formally trained in pedagogy, or some may rely on our educational experiences and discipline-specific knowledge to design a course. Some of us may have been teaching for years, while others have not. Some have had positive and not-so-positive experiences in their formative professional years that have ignited or quenched their purpose and learning. Reflection on and awareness of these experiences, learned behaviors, and approaches can be the light to a path of deeper understanding and success for all. For me personally, CRT and Humanizing Education means looking at my own experiences and needs as well as those of my students and community, and then determining the best path for each of us to achieve our own idea of success. Sharing my identities (forward-facing and

hidden), learning how to frame what my students and I bring to each class session and our collective success, and being open to learning from all have been instrumental in my classroom leadership and community.

How does this work in the classroom?

Each semester, I use a student survey to learn more about the students (relationship building) and use that opportunity to connect them with resources. I intentionally connect through communication, content, and assessments.

  • Share my educational journey. Delve into specifics—wins, losses, and draws—and my passions. Tell them about my life, cultural wealth, and strengths. Preferred methods: Post a video, use a fun opening activity (three truths and a lie), and connect with the students through pictures, music, and stories.
  • Send a personal email. Use shared information to align content, encourage, and bring awareness to opportunities fitting their strengths and academic skills. Use institutional systems to send praise and encouragement and alert students of class standing. Connect students at every opportunity with the content and how it aligns with their careers (use targeted methods by engaging students and allowing space to share their goals- the extra effort is worth it). Preferred methods: Set a reminder to email students, use the LMS to send reminders to students who didn’t complete assignments, nominate students for awards, clubs, Honors Program, write recommendation letters, and send memes/jokes/inspirational quotes. Use institutional alert systems and appropriate reporting to connect and inform students and support services.
  • Practice quiz questions about students. For example, what is your preferred song/movie/book? Use these books, music, and movies to create belonging and connection. Preferred methods: Play music from student responses during group activities and at the beginning of class, incorporate popular media/student voice in metacognition methods and content application, use these personal questions to ease the tension of the material, and give students a brain break.
  • Positive Affirmations. Start each assessment with positive affirmations. Each student offers one positive affirmation. They can speak positively about the material or how they prepared. I remind them that stress affects working memory. This allows space for self-agency, confidence, and encouragement. If students don’t wish to participate, I still give the extra credit to all (and hope they thought one in their hearts). Preferred methods: Bonus question on the exam (first question).
    -Positive Affirmation question example: Write a short one- sentence positive affirmation to yourself. Example (and encouragement): I see the work that each of you put into the course. Good job, and keep it up!

Student Perspective and Feedback to the Classroom Practice:

“Being the first black professor I have had ever since I joined ACC is great and made me feel more confident in being in this class; this doesn't mean that other professors I had were not great! It just feels different when you see someone who looks like you. Dr. Barret[t] is awesome and very accommodating to all her students. She is always ready to help whenever needed and ensure we have all resources that is needed to thrive in this microbiology class. Very rare to get a lecturer or teacher whose main goal during class is to ensure students are not stressed or anxious with all the workload that this microbiology class comes with, and I wish I had this in all semesters I have taken in ACC!” Sophomore Student, Austin Community College

2. Embrace: Valuing Students as Co-Creators of Knowledge, Learning, and Skill Building

To humanize education, we must view students not as passive recipients but as active contributors to the learning process. Embracing this concept means welcoming students as collaborators in creating knowledge and developing skills, valuing and encouraging their perspectives, and intentionally soliciting their active participation in class discussions and decisions. This shift from a one-sided transmission of information to a collaborative exploration empowers students to shape their educational and professional journey.

Student voice and choice are the keys to engaging the student with the content, contextualizing the course to the degree, and iterating teamwork and collaboration. We gain from this student voice as well. We learn about their needs, concerns, and interests and gain insight into our learning culture to help build better courses and communities. Allowing students to have a say in their learning can help them feel a greater sense of purpose and belonging. They feel valued, seen, and heard. Their community encourages and affirms their learner and future professional self, and they connect with their identity as a community member and global citizen. The students will get relevance and relationships when they are allowed an active role in the learning process.

How does this work in the classroom?

I review each exam with the class to show them the average and the questions with the highest percentage of incorrect answers (top 5-10). We talk about the question structure, content connection, and interpretation. This helps us agree on the content and assessment link and how to use logical and critical thinking for future exams.

  • Space for student connection (connection and conversations during lecture and lab time, in-class group work time, reflection, and professor relationships).
  • Student voice in testing windows. Following the syllabus but allowing wiggle room gives students the best window to balance studying and life.
  • Student voice in projects and role assignments. I always encourage students to identify their strengths when selecting roles and work together to achieve the best possible results. I provide group contracts and guidelines for each role, allowing them to reflect on their interactions and accountability.
  • All group members must take turns in each role, including leading the group.
  • Student voice in assignment creativity. I believe in empowering students with ownership and self-agency by providing flexible content guidelines. I provide examples as a reference but encourage students to exercise their creativity and produce original work.

Student Perspective and Feedback to the Classroom Practice:

“The people that I've met throughout my classes. I felt like I belonged because everyone that I encountered/spoke with in my classes had similar classes, goals, and sometimes even struggles.” Sophomore Student, Austin Community College

3. Demystify: Disrupting Power Hierarchies and Connecting to Community

Demystifying education involves a deliberate effort to disrupt power hierarchies, search for inequalities, and amplify the voices of every student. It's a call to connect learning to the broader community, acknowledging and valuing everyone’s unique identities and experiences. This principle actively seeks to empower students to find their voices and become the best versions of themselves.

As instructors, we can intentionally make sense of the ‘unknown’ through our course materials, reading selections, and discussion topics, giving students space to ask clarifying questions. Through these experiences, we are building students' vocabulary, providing concrete and historical context, widening perspectives, and combating negative stereotypes and stigmas of the learning experience.

Interactions between students can be powerful in demystifying college expectations and experiences. Students can gain valuable insights and support from one another through student clubs, organizations, community events, in-class discussions, and group projects. However, the most profound impact comes from students sharing their thoughts on the course as they complete it. By providing feedback on their experience, including advice for other students and suggestions for improvement, they help create a community of learners who are invested in each other's success. This feedback is then shared with incoming students, providing them with a student's perspective on the course and inspiring them to engage fully in their learning journey.

As instructors, we are personal meaning stewards, recognizing our ongoing journey of self-discovery and purpose and our ability to share our knowledge and experience to help others along their path. Here are three actionable items to support community, learning, and co-creation in your classroom:

How does this work in the classroom?

Belonging starts on Day 0, and being intentional about creating connections helps me build community. We are responsible for each other and learning. Learning doesn’t belong to the professor or student alone. We can all use our strengths to build meaningful connections and relationships with the subject and support each other to success.

Student Perspective and Feedback to the Classroom Practice:

“I am not the best student, and my learning style is different so it makes it difficult to get into the learning. Dr. Barrett not only teaches in a way to include everyone in and keep everyone engaged but also uses different teaching ways, in my opinion, to ensure everyone is learning. This has been my most difficult class but my favorite, mostly because of Dr. Barrett.” Sophomore Student, Austin Community College

Best Practices for Culturally Responsive Teaching and Humanizing Education:

  • Learn Your Students' Names and Communicate Regularly:
    • Create a welcoming atmosphere by addressing students by name.
    • Regular communication fosters a sense of connection and belonging.
      • Use videos, voice messages, memes, humor, and consistency to build relationships.
      • Ask your students to spell their names phonetically to ensure proper pronunciation.
      • Ask students to share their goals and dreams- as comfort and vulnerability allow.
  • Increase Representation in Course Materials:
    • Diversify course materials to reflect the rich backgrounds of your student body.
    • Highlight diverse historical figures and examples to broaden perspectives.
      • Representation of the community within your materials, lectures, and examples (spoken and written).
      • Use the names of your student population to connect the students with the content, problem, and solution.
      • Highlight forward-facing and hidden identities to increase student connection and inspiration.
  • Foster Interdisciplinary Connections:
    • Collaborate with colleagues from different disciplines to provide a holistic educational experience.
    • Widen students' perspectives by connecting the subject matter to real- world applications.
      • Model teamwork and value collaboration. Describe how you came to group solutions.
      • Invite students to college service work and forums to know they matter in the process of decision making and policy.
    • Contextualize lessons to highlight the relevancy to various professions to inspire and activate student learning.

Gaining awareness, embracing partnership, and demystifying the learning experience are guiding lights in the journey to humanize education. They steer the academic community toward inclusivity and understanding. By intertwining these principles with a commitment to success for all, educators and institutions can create transformative learning environments where every student's identity is valued, and every voice is heard. In doing so, we educate minds and nurture the holistic well-being of the entire academic community.