Communicating Norms and Values

Communities are built around shared and articulated values, goals, and aspirations.

The same is true of the classroom as a community of learning.

Community agreements--sometimes referred to as community guidelines--are statements that clarify expectations for how a class, students and faculty included, agree to be with each other over the course of the semester. Community agreements are typically incorporated into the course syllabus and shared during the initial class meeting. Sometimes, when class size and format allow, instructors engage students in shaping the community agreement for the class.

What community agreements do

Ensure that all voices are heard. Agreements encourage everyone to speak from their own experience (rather than speaking generally), and to listen to the experiences of others with an openness to learn.
Provide a framework for navigating challenging or controversial topics. Agreements offer guidelines for using evidence to build an argument or stating disagreement respectfully.
Create shared accountability in a way that emphasizes the common good. The invitational language of community agreements distinguishes them from lists of rules and consequences that may feel arbitrary or punitive.
Provide a living document where students can add, edit, or revisit the content as new circumstances arise.

The Principles of Community as community agreement

Some faculty prefer using the Virginia Tech Principles of Community in their course syllabus rather than writing a set of community agreements. This is an acceptable option since doing so connects the classroom to the broader values of the university. However, if you choose to do this, be sure to incorporate a discussion of the Principles--what they are, how they were determined (and revised) through a collective process, and how they can be applied in your specific classroom.

Here are some questions to ask yourself as you compose your community agreement:

What are my course objectives?
What kind of interactions occur in my course?
Do I provide concrete examples for the expectations I set forth?
Do I use warm language to present my expectations?
Will students have input into developing the guidelines? If so, how will I solicit their input?
What is non-negotiable for me?
What is most important to me in building a community of learners?

Community agreements are most often adopted for discussion-based classes, especially when the topics of discussion are ones that intersect with students' deeply held beliefs and opinions.

However, agreements can be composed to fit any kind of class format.

Communicating expectations for group projects

Group projects offer students high-impact learning experience with long-term benefits. However, students often dislike group projects due to concerns about uneven participation, difficulty coordinating schedules, and the potential for grades to be negatively impacted by others' work

However, these challenges can be factored into the overall learning experience, especially if we provide students with guidance.

Effective Collaboration

If a group project is a part of your class, your students would benefit from small group community agreements around effective collaboration. Ideally, you will allot time for the project groups to negotiate an agreement together around the following key group project skills.

Here are some questions to guide a group project agreement:

Equal participation - How will our group ensure that all members contribute to discussions and tasks, and that no one dominates the conversation?
Time Management - How will we be mindful of time constraints and deadlines, and work together to stay on track?
Constructive Feedback - How will we give each other feedback that is helpful and focused on improving the work?
Problem solving - How will we work together to address any challenges that come up and find solutions together?
Accountability – What do I need from my group partners? How should my group partners approach me if I am falling short?

This page was adapted from the Group Work page on the Derek Bok Center for Teaching and Learning website.

Communicating expectations for technology in the classroom

Instructional technology has transformed the way we design and deliver educational experiences and interactions. Yet, how to manage students' distraction with their personal devices for non-class purposes is a persistent issue. Some have instituted complete technology bans of all devices, except for devices needed for disability accommodations--an approach that is not recommended since it violates the privacy of students with accommodations. Others have used "technology breaks" whereby students can check their phones at intervals or have implemented laptop-free zones in their classrooms as a courtesy to students who were distracted by their peers' use of devices.

Research on managing students' use of personal mobile devices for non-class purposes recommends that you collaborate with students to develop course policies around the use of technology, and to use digital distraction consciousness‑raising to motivate responsible and appropriate use.

Involve students

Involve students in setting the ground rules for technology use in class. Check in with them through the term to see if the use of technology off task is increasing.
Explain how the off-task use distracts you while you are teaching (if it does).
Offer an anonymous survey to report distractions from off task use and then report the results of the survey to the class to demonstrate its impact.
Use engaging learning activities and avoid passive instructional methods such as reading from your slides.

Be explicit about your expectations

Explain your expectations for technology use in class.
Explain how off-task technology negatively affects the learning environment not just for them, but for their classmates.
Don’t try to establish a class policy that you can’t enforce.

Integrate technology into your teaching

Use technology for the purpose of learning, which has been shown to decrease off-task use.
Ask students to look up information online.
Consider using audience response tools that will allow students to use their devices to engage with the course material.

Provide breaks from lecturing

Break up a long lecture by giving short breaks and/or by integrating learning activities.
Research shows off-task technology decreases when there are engagement activities and breaks from traditional lecturing. If you are teaching a lot of complex concepts in a short period of time, students who feel overwhelmed may need to “tune out” by using the technology.
Recognize that students use technology for a variety of reasons, including dealing with personal and family problems. Most likely, many students will check their email briefly even during the most engaging class.

Deeper Dive:

Flanigan, Abraham & Brady, Anna & Dai, Yan & Ray, Emily. (2023). Managing Student Digital Distraction in the College Classroom: a Self-Determination Theory PerspectiveLinks to an external site. Educational Psychology Review. 35. 10.1007/s10648-023-09780-y.

Communicating expectations for academic integrity

The International Center for Academic Integrity defines academic integrity as a commitment to five fundamental values: honesty, trust, fairness, respect, and responsibility. Communicating expectations for academic integrity should center these five values.

All undergraduate course syllabi must include a section that states and refers to the Honor Code Procedures on the University website.

The Undergraduate Honor Code pledge that Virginia Tech undergraduate students must abide by states:

“As a Hokie, I will conduct myself with honor and integrity at all times. I will not lie, cheat, or steal, nor will I accept the actions of those who do.”

Reaching beyond compliance

Students are aware that cheating is not condoned; however, they may not always understand fully what is considered cheating, plagiarism, or inappropriate use of AI. Since the pandemic, professors have noted a surge in cheating associated with students' engagement with so-called "homework help websites." Many departments use cheating detection tools to alert them to instances of potential plagiarism or cheating, although these tools have limitations. However, surveillance counters efforts at building trust in the classroom.

How do we foster academic integrity so that students buy into the values of honesty, trust, fairness, respect, and responsibility?

Professionals in the Office for Undergraduate Academic Integrity recommends the following best practices:

Clarify boundaries by providing explicit guidelines for appropriate use and citation of technology, internet resources, shared work, external tools and more. Explain what is allowable (and what is not--and why) in your discipline.
Promote university resources such as the Writing Center, the Library, the Student Success Center, Tutoring Labs, etc. to help. Consider offering incentives such as an extension on an assignment so that students receive the full benefit of accessing these resources.
Encourage integrity by building a relationship with your students so that they feel safe asking questions. Foreground the learning process so students know they can try again if they fail. Help students to know and apply practices for how to learn so that they feel empowered with how to proceed if they encounter challenges.
Be proactive and responsive in course design. Offer more low stakes assignments and opportunities for revision. Scaffold major assignments. Provide students with a choice for how to meet objectives. If an instance of academic misconduct is discovered, respond rather than react. Ask the student why they chose to act as they did. Based on their response, determine what kind of accountability is required.
Learn more--Read “Why Students Cheat and How Understanding This Can Help Reduce the Frequency of Academic Misconduct in Higher Education: A Literature Review” in the Journal of Undergraduate Neuroscience Education (June 2022)

Visit the Office of Undergraduate Academic Integrity Faculty Resource page for more information.

Sustaining Community Agreements Across the Semester

How do you communicate agreements in a way that is meaningful and sustainable throughout the semester?

First day of class

Introduce guidelines and statements aloud at your first-class meeting.
Distribute a hard copy or post it as a page on your Canvas site.
Revisit in class after several sessions to elicit revisions or additional suggestions.

Midterm

Use at midterm for students to provide feedback about their experience of the class interactions and learning environment.
After students offer their feedback, whether it be through a survey, a short reflection, or a class conversation, share with them how you will integrate their feedback into the classroom.

Strategic Moments

Use in strategic moments where interactions require higher levels of accountability, collaboration, or civil discourse.
Remind students of the agreement when moving into potentially high-stakes conversations.

Semester’s end

Use at semester’s end for students to self-assess their participation.
Providing students with a structured opportunity to reflect and report on their own participation builds meta-cognitive skills, as well as providing us with greater insight into the various forms of participation students demonstrate.