Why it matters

This practice has been shown to foster a positive learning environment with an increased sense of belonging (Foster & Hermann, 2011; Case et al., 2008; and Hermann & Foster, 2008). Researchers linked this to the following class dynamics:

• Course expectations clarified
• Goals defined
• Sense of comfort with instructor and course content increased

How you can do it

The process below is just one way to hold a dialogue about values with your students — there are many others! Instructors have successfully scaled this model for small (12 students) and large (375 students) classes.

Step 1: Tell & Elicit

Tell students why discussing the values they and you have for this course is important. For example:

• This will help me support your goals for the class and will help you understand how to succeed in this class
• This will help us get to know each other and feel comfortable talking to each other, including when challenges arise

Elicit students’ values through questions such as: 

• What do you need to learn best in this environment?
• When you think of “the best teacher” or “the best class” you have had, what comes to mind?

Step 2: Share & Link

Share your values through statements such as:

• When I think of what I need from you to achieve the best learning, I also…
• When I think of “the best student,” these characteristics are similar…

Link students’ values to yours. For example:

• Student value: Gives exams/papers back on time My value: Accountability, dependability
• Student language: Explains things well. My value: Clarity
• Student value: Is nice and personable. My value: Respect, authenticity
• Student value: Answers questions, doesn't get frustrated. My value: Understanding, patience

Step 3: Agree & Sustain

Ensure that values are shared by seeking agreement

Adopt a mechanism to sustain the values continuously throughout the course:

• An image, song, or famous character that embodies one or more of the values
• Sharing a word or value of the day at the start of each class
• Linking values to assignments and activities throughout the semester 
• Think creatively!

References

• Case, K., Bartsch, R., McEnery, L., Hall, S., Hermann, A., & Foster, D. (2008). Establishing a Comfortable Classroom from Day One: Student Perceptions of the Reciprocal Interview. College Teaching, 56(4), 210–214. https://doi.org/10.3200/CTCH.56.4.210-214Links to an external site.
• Foster, D. A., & Hermann, A. D. (2011). Linking the First Week of Class to End-of-Term Satisfaction: Using a Reciprocal Interview Activity to Create an Active and Comfortable Classroom. College Teaching, 59(3), 111–116. https://doi.org/10.1080/87567555.2011.572098Links to an external site.
• Hermann, A. D., & Foster, D. A. (2008). Fostering approachability and classroom participation during the first day of class: Evidence for a reciprocal interview activity. Active Learning in Higher Education, 9(2), 139–151. https://doi.org/10.1177/1469787408090840Links to an external site.