Building a Community of Learners: Equity, Inclusion, and Visibility for All Students

Written by Dr. Jule Thomas on January 7th, 2025

As a teaching professor at WSU, I have had the joy of working with thousands of learners in writing classes ranging from basic writing to graduate research and publication. And while each learner brings with them their own unique backgrounds, experiences, and mindsets, one constant remains: they want to be seen, heard, and supported. However, too often, educators miss opportunities to really “see” learners beyond the scope of the course and our assessment of their work and progress over the semester. Integration of low-stakes assessment, surveys, and collaborative moments allows teachers to uncover the hidden needs of our learners. For example, without these teaching interventions, we might be unaware that we have learners with a disability that has yet to be formally diagnosed. That a learner struggles with mental health and is unsure how to divulge that information with their instructor. Or we might have a “type A” learner who seems to have everything figured out and then surprises us by disappearing mid-semester because their unseen workload and responsibilities have become too heavy to handle. Most of us have found, either mid or end of the semester, that we didn’t “see” our learners fully and wonder what we missed or what we could have done better to support them.

But what if we could integrate small steps into our curriculum to better help us “see” our learners? A few strategies I use throughout the semester have aided my ability to “see” my learners, build trust, and establish a community of learners throughout the semester. For example, in the first week of class, I assign a “low stakes” reflection that asks learners to respond to the following writing prompt. I remind them to share only as much as they are comfortable with, but I typically receive open and honest responses. I believe one of the key reasons for their openness is that I too complete the reflection and post my response prior to the start of the course. I put my trust in them, and thereby open up opportunities for them to do the same. Based on responses from my learners, I am able to tailor my classroom management, activities, group interactions, and integration of flexibility to best meet the unique needs of my learners in each course.

Additionally, I create anonymous surveys throughout the semester. Surveys might ask students to describe areas of confusion on a key concept, teaching strategies that do or do not work for them, or feedback and suggestions for supporting their learning in the classroom. While I have developed pedagogical strategies that often work, every student comes to our classrooms with diverse prior experiences, learning habits, levels of mastery, and so on. Therefore, integration of surveys towards the beginning and midpoint of a major project allows me to reframe or shift my teaching to best meet the needs of learners as needed.

I also consistently remind the class that to learn, to be motivated, and to grow, we must feel safe trying out new ways of knowing and doing in our classroom. That the only way to learn is often to fail at some point. That “missing a hurdle” is something we all experience. What matters most is asking for support, getting back up, and finding out what works best for us. One way I enact this is through what I call “mini assignments.” Students are assigned “mini assignments” that are scaffolded and built towards each major project. They are progressive in that, even if their submission is “not quite on track,” they receive full points. Since the goal of our classroom is to learn without fear, “mini assignments” open up spaces for learners to “try out something new,” or “fail and find a new way of thinking,” etc. Of course, at first learners do not really “trust” this process. But as the first weeks are completed, they see that by simply “trying it out” alongside feedback, support, and lowered fear of “failure” opens up spaces for growth. And by that point, they become invested in their learning, not only for a grade, but also for their own growth and progression. They begin to develop motivation for their work and pride in the knowledge they acquire.

Integrated into the “mini assignments” is consistent feedback from peers and myself. Much of my feedback happens in class and via video responses. I work hard to ensure that various learning styles are honored in the classroom. For that reason, I often use Loom when providing feedback where I highlight a few portions of their “mini assignments” and have a conversation with them about where they are at, where they are headed, and what steps they can take to accomplish their goals. Learners will often reply to my recorded feedback and often tell me in class “I loved your feedback! It was like you were in my dorm room, just chatting and talking with me. I felt so seen and supported!” While these are small asynchronous points of collaboration, it creates moments of being seen, of connection, and of individual support. More importantly, I see them beginning to find joy and confidence in their learning. And in turn, learners begin to trust that they can share with me and peers the entirety of who they are. They are no longer their Banner ID, a name in a course, but rather, a member of a community of learners.

Dr. Jule Thomas began her career at WSU as the Writing Center Director in 2009 until 2022 and as a teaching professor in the English Department. Her greatest joy is working collaboratively with learners, supporting learners beyond their time in her classroom, and exploring new strategies for building a classroom that is a community of learners. Dr. Thomas teaches a wide range of courses, but her current research and classroom focus is on STEM, Professional Writing, and Community and Service-Learning writing. She has received multiple teaching awards and is most proud of her 2014 and 2022 President's Award for Excellence in Teaching. She is also a member of the Academy of Teachers, Warrior Women Leads, and various committees in the English Department. When she isn't teaching or researching, she loves gardening, going for walks with her three dogs, and family time with her three sons and husband.