Empathy in Action: Developing a Sense of Belonging with the Pedagogy of 'Real Talk'

Autor/inn/en	Keyser, Wendy; Unus, Wafa; Harvey, Jonathan; Goodlett, Sean C.; Day, Danette; Tracy, Kisha G.; Tyner, Scott; Budd, Eric
Titel	Empathy in Action: Developing a Sense of Belonging with the Pedagogy of 'Real Talk'
Quelle	In: Journal of University Teaching and Learning Practice, 19 (2022) 4, Artikel 10 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Empathy; College Faculty; Researchers; Teacher Collaboration; Interdisciplinary Approach; Teaching Methods; Sense of Community; Student Attitudes; Classroom Communication; Learning Experience; Teacher Student Relationship; Case Studies; Comparative Analysis; World Views; Self Concept; School Surveys; Educational Environment; Teacher Attitudes; Minority Group Students; Social Integration; Self Disclosure (Individuals) + Suchen Sie Ihr Suchwort? Empathie; Fakultät; Researcher; Forscher; Lehrerkooperation; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Klassengespräch; Lernerfahrung; Teacher student relationships; Lehrer-Schüler-Beziehung; Case study; Fallstudie; Case Study; World view; Weltanschauung; Selbstkonzept; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerverhalten; Soziale Integration
Abstract	A collaborative group of interdisciplinary faculty-researchers at a regional comprehensive university in the United States implemented two pedagogical practices, real talks and alternative lessons (together called the pedagogy of real talk), and investigated students' sense of belonging in classrooms using these practices. Real talks are planned interactions wherein faculty share human stories from their lives on a universal theme and invite students to share their own stories on that theme. Alternative lessons are faculty-designed learning experiences that build upon understandings of students' worldviews and experiences. Survey data from over 30 student classes across two semesters in 2021 were compared with university-wide climate survey data to posit that sense of belonging in these classes was higher than that in the university as a whole. Case study data selected from a repository of faculty descriptions written between 2020 and 2021 further fleshed out examples of specific real talks and alternative lessons. The authors found these practices are particularly significant in their impact on typically underrepresented students, who often contend with feelings of exclusion in their pursuit of higher education. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: https://ro.uow.edu.au/jutlp/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01