We in Community Over Here!: Why Community Matters in Grad School

I don't know about you, but when I was in grad school, connections and community weren't just important - they were absolutely necessary! It's been something I've been craving more of even now as a tenure track assistant professor, and I figured I'd share a bit about why building a sense of community in grad school courses is crucial to success and how it significantly impacts the overall educational experience.

1. Helps Create Shared Learning Goals

A course community provides a space where students and instructors are committed to a common learning goal. When everyone aligns toward the same objective, it enhances the overall learning experience. Grad students benefit from collective exploration and shared intellectual pursuits. Being open to bringing what folx want to learn about and not just the accreditation-required topics can make the space mutually rewarding.

2. Provides built-in Emotional and Social Support

Grad school can be intellectually challenging, and it can also be socially isolating. Feeling like you belong to an academic community is essential. When folx know they matter to one another and can find emotional, social, and cognitive support, they engage more actively. This support network helps them navigate challenges and celebrate achievements together. Sometimes we forget that we're in a cohort or a shared space of learning and we're not going it alone. Others have similar experiences that they might not be talking about, and growing a community can help with that.

3. Allows for Reflection and Engaging in Active Dialogue

In a shared community, folx engage in dialogue and reflection more actively. They discuss ideas, share perspectives, and learn from one another. This dynamic interaction fosters deeper understanding and critical thinking and can be powerful to watch. Grad students often bring diverse lived experiences and viewpoints, enriching classroom discussions. Add in clinical experience, and now we've got ourselves a party!

4. Folx Take Ownership of Learning

When folx feel connected to their peers and instructors, they take ownership and responsibility for their own learning. They become proactive learners who actively seek knowledge and contribute to the collective growth. A strong connected community encourages self-directed exploration and intellectual curiosity. I tend to start my lectures by encouraging students to set their intentions and think about what they desire to get out of our time together so that WE can make sure it happens. I then ask them to take inventory of where they are: mentally, physically, emotionally, psychologically, spiritually, and intellectually, and determine what might need to shift to get what they need.

5. Helps Everyone Get and Stay Curious

The Community of Inquiry (CoI) is a framework that emphasizes three essential elements of awareness in the learning community: social presence, teaching presence, and cognitive presence. These key aspects help create an environment where participants actively engage with the material, each other, and the learning process. CoI fosters deep learning and meaningful connections that help to build buying. It also works that cultural humility muscle everyone keeps on about.

6. Creates and Models both Intellectual and Social Balance

Grad students need an intellectual challenge, and like most of us, they also crave social connections! A sense of community provides a balance, ensuring that students thrive academically while also feeling connected and supported. It prevents burnout and promotes holistic well-being. When it is created within the actual course, we as faculty also help model to students what is possible as far as balance. We can't be all brain all the time and sometimes because that's all they "see" they start that habit of focusing on the intellectual more than the social from the gate.

Now that we know the benefits, can we talk about how challenging it can be?! Forget kindergarten, have you ever tried to create connections with whole grown-ups and junior colleagues?! Here are some things we can do in our courses to help do the thing.

Practical Strategies for Building Community

1. Social Icebreakers: Start the semester with icebreaker activities that allow folx to get to know one another. Whether it’s a virtual coffee chat or a fun questionnaire, these interactions set the tone for a supportive community. I tend to create a playlist and grab folx favorite candies so it's always fun to see which classmate's favorite item will be up next!
   

2. Metacognitive Activities: Encourage folx to reflect on their learning processes. Discuss study strategies, time management, and personal growth. When folx understand their own learning styles, and that of those around them, they can better support one another.
   

3. Content-Based Activities: Design collaborative activities, assignments, or discussions related to course content. For example, group projects, peer reviews, or case studies encourage active participation and foster connections.
   

When we successfully create community, it allows for students to feel a part of their experience, and want to contribute to it. It really shows when I get messages from folx in my communities like this one:

Creating a sense of community isn’t just about attending classes; it’s about curating and cultivating an environment where everyone feels valued, heard, and empowered. Grad school is not just about individual achievement; it’s about collective growth. So, let’s harness the power of creating community in grad schools!

References:

1. Columbia Center for Teaching and Learning. Community Building in the Classroom

2. Creating Community for Graduate Students (Part 1)

3. Finding your community in graduate school — University Affairs

4. Graduate Teaching Communities of Practice: Fostering a Sense of Belonging and Professional Development for Graduate Students by Graduate Students