Identify a Start of Class Routine
Ceasar McDowell starts classes with an established routine before engaging in academic material.
Checking In with Students
Checking in with students throughout the semester can help promote a sense of community and belonging for the student. This can be done via an email to the whole class or individually, depending on your class or group size.
Acknowledging Impactful Events
Students are impacted in a variety of ways when faced with difficult times, including when significant events happen at MIT or in the world. They find it valuable when faculty and staff check in, acknowledge these events, and when possible, allow time for them to discuss their feelings and reactions.
Teach to Learn
Adam Hartz suggests that students teach concepts to others–even to non-students–to consolidate knowledge on a topic.
Recognize Signs of Distress
Faculty and instructors naturally want to create an environment where students flourish intellectually and personally. This includes being able to recognize when a student might be in distress and know the steps to take to connect them to support.
Sharing Mistakes
In 2.678, Steve Banzaert created a Slack channel to feature what he calls “Unintentional Learning”–ie, when people (including instructors) make mistakes.
Syllabus Consultation
Laura Frawley shares her syllabus with S3 before the start of the semester to talk through its tone and policies. For example, how welcoming is the opening to your syllabus? What are your policies for when students have expected absences, like athletic events or interviews?
Supportive Teammate Assignment
In 2.00b and 21W.035, Jared Berezin assigned one student each week to send out a message offering support to their teammates.
Optional Sleep Log Assignment
Anne McCants helps students see how sleep impacts their learning by offering them credit for logging their sleep.
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