By Andrea Novicki
Andrea Novicki, Senior Consultant at Duke Learning Innovation, visited and supported Duke Kunshan University (DKU) in the Global Learning Semester program in Spring 2016. She talked with Donald Snow, Ph.D., Professor and Director of the DKU Language and Culture Center, about the importance of showing genuine interest in students’ learning success and key advices on how to do that.
Professor Don Snow teaches “Academic Writing” course at DKU. As he conducted the first class of the 2016 spring Global Leaning Semester, I witnessed a group of uncertain and nervous new students quickly transform into eager and confident students ready to participate in the class. He accomplished this magic by clearly laying out his expectations in a friendly and helpful way, and demonstrating that he was interested in each student. How?
As students hesitantly entered the classroom late, Professor Snow kindly welcomed them, assured them that it was okay to be late on the first day of class—yet not for later class sessions—and asked the other students to make room for late-comers.
He began his class by asking students to stand up, find someone they didn’t know, and introduce themselves. Naturally, no student wanted to be the first to do so, which he understood and calmly repeated the instructions, encouraging students to begin by standing up. This exercise helped relieve some of the tension students brought with them, and let them know they were to talk in class. As stated by Steven A. Meyers (2009), several lines of research emphasize that interpersonal relationships in the college classroom are an integral part of teaching and learning.1 In fact, the “personal role” is almost as important as the “instructional role,” because this addresses professors’ concern for students’ availability, respectfulness, and willingness to answer questions and foster interaction.
During his class, Professor Snow explained how students should address him in class – he could be called Prof. Snow or Professor Snow, but preferably not Mr. Snow and never just Snow. He continued explaining that in a university setting, students would only use “Mr.” as a title if the person does not have a Ph.D. Further, if a professor is okay with being called by first name, he/she will say so, and that it’s better to be more formal if you don’t know. He suggested that the students pass the word around to others not in the class that he is not to be called Snow. The students relaxed noticeably during this explanation, as he demonstrated that he understood that some of them may not be familiar with the norms of U.S. academic culture, and that he would help them. According to Angela Lumpkin (2007), when students know that their teachers genuinely care, they respond by exerting greater effort to reach their potential. With this focus on caring foremost, instructors engage students actively in the learning process.2 During the student orientation for the Global Learning Semester, each student had a chance to introduce themselves in a relaxing way. Professor Snow had learned many of the students’ names from the orientation. So, in his class, he referred to each student by their names, to both check on his memory and assure them that he was interested in each one of them. Faculty who wish to show their interest in students’ success by using their names can ask them to write their names on cards propped up in front of them or use name badges.
Professor Snow continued to set student expectations by pointing out that part of university life was using emails, and that students should check their emails at least once a day.
He then went on to explain the course goals, weaving in his expectations about late papers, use of electronics in class, and use of Word when writing. Periodically, he would stop and ask for questions, pausing significantly to give students time to organize their thoughts. Professor Snow’s demonstrated patience and interest in student questions continued to set a welcoming and inclusive environment for students to feel welcomed and ready to learn.
References
- Meyers, S. A. (2009). Do your students care whether you care about them?. College Teaching, 57(4), 205-210.
- Lumpkin, A. (2007). Caring teachers the key to student learning. Kappa Delta Pi Record, 43(4), 158-160.
Faculty Introduction
Don Snow
Professor and director of the language and culture center, Duke Kunshan University
His primary research interests focus on independent language learning, intercultural communication, language teaching, diglossia, and the historical development of written Chinese vernaculars.
Snow has a Ph.D. in East Asian language and cultures from Indiana University. He has taught English at Nanjing University and, before joining Duke Kunshan, was Director of the English Language Center at Shantou University.
