��������

Peer assessment can have benefits for students, such as learning to provide feedback in a constructive manner and critically reflecting on their own work by engaging with the assessment criteria as they provide feedback on peers’ work. 

Inclusive teaching strategies—such as learning students’ names, using their pronouns, and communicating support—promote belonging and trust. These practices align directly with relationship rich education by fostering connection, respect, and meaningful student–instructor relationships.

Reflection/discussion questions:

• Many inclusive strategies in the article—such as learning students’ names and pronouns, communicating office hour purpose, and affirming students’ ability to succeed—are relational acts that foster belonging. How might implementing one of these strategies strengthen trust and connection in your classroom?
• Because the article encourages small, intentional steps toward equity and inclusion, instructors can signal care, respect, and attentiveness to students’ diverse needs. How could adopting even one equitable teaching practice deepen students’ sense of being seen and supported as individuals?

Experiential learning requires knowing students, engaging with their experiences, supporting their individual growth, and inviting reflective dialogue—all relevant to relationship rich education. Assessing experiential learning well means assessing the human experience of learning, not just the product, which directly strengthens relational teaching practices.

Reflection/discussion questions:

• Experiential learning often involves varied, personal learning processes and outcomes for each student. How can you use these moments of individuality—through conversation, feedback, or check ins—to build stronger relationships and better understand who your students are as learners?
• Given that experiential learning can yield different outcomes for each student and values both process and product, how can your assessment practices make students feel seen, supported, and connected in ways that promote belonging and trust?

How much have you learned about “relationship-rich education” this week? Take our quiz to check your understanding of this week’s Teaching for Learning Month events and self-access activities.

This self paced module, Generative AI for teaching and learning in myCourses, introduces gen AI in teaching and learning, including a section on ethical use that addresses transparency, privacy, intellectual property, accessibility, and environmental/human impacts. 

Reflection questions:

• How might your use of gen AI support or hinder the relationship rich aspects of your teaching—such as trust, care, belonging, and meaningful human connection—given considerations like transparency, privacy, accessibility, intellectual property, and environmental/human impact?
• As you think about fostering meaningful instructor-student and student-student relationships, how could ethical choices around gen AI shape the learning environment you want to create?

Read about what it is and how it can lead to student success.

Reflection/discussion questions:

• What are the things you consider important when deciding who/what to cite?
• Who does the research you cite benefit?

Bowen and Watson’s (2024) shows educators how to use AI as a practical classroom tool, offering strategies for interactive learning, assignment and assessment design, and navigating issues like academic integrity. It aims to help instructors build confidence and prepare students for an AI shaped future.

Reflection/discussion questions:

• How might using gen AI as a teaching tool strengthen—or risk weakening—the relationship rich elements of learning, such as trust, care, authentic dialogue, and meaningful instructor student connection?
• As gen AI reshapes teaching practices, how can educators intentionally preserve and deepen the human relationships that most influence student motivation, belonging, and success?

Can open conversations about AI help students reflect on their learning? In of the Teach.Learn.Share podcast, Prof. Nikki Lobczowski shares how she models transparent use of generative AI, while encouraging her students to think critically about how their own use of AI tools might support their learning (or not). The conversation addresses common concerns—including AI literacy, assessment, and time constraints—and emphasizes the value of gradual changes over sweeping course redesigns.

Reflection/discussion questions:

• How might openly discussing your own use of generative AI—and inviting students to reflect on theirs—strengthen trust, transparency, and a sense of partnership in your classroom?
• In what ways can conversations about how (and whether) AI supports learning become opportunities to deepen relationships, understand students’ needs, and foster a more connected, reflective learning environment?

�������� does not assume generative AI will or should be used in every course. Instructors should specify in their course outline whether AI tools are permitted, ensuring their guidance aligns with course learning outcomes and the course’s specific context. See examples of course outline statements from �������� instructors:

Reflection/discussion questions:

• How can the way you communicate your gen AI expectations for your course—whether AI is permitted, limited, or not permitted—help build trust, clarity, and a sense of partnership with students?
• In what ways might a transparent, learning centered AI policy in your course outline support stronger instructor–student relationships, belonging, and shared responsibility for learning?

How much have you learned about “relationship-rich education” this week? Take our quiz to check your understanding of this week’s Teaching for Learning Month events and self-access activities.