by Christopher Grabau, Program Director, Reinert Center
Educators in higher education are navigating an increasingly complex landscape, where faculty and graduate student instructors must balance demands ranging from maintaining academic integrity and designing effective assessments, to fostering meaningful student engagement. These challenges are compounded by broader societal stresses and uncertainties, which affect both students and instructors. As daunting as these difficulties seem, they present an opportunity to reflect on how teaching with presence and authenticity can strengthen our instructional practices.
While defining authentic teaching can take many different meanings, for this post, the term is used to acknowledge our shared humanity with students, embrace moments of uncertainty, and foster genuine interactions in the classroom that support all learners.
The theoretical foundation for this approach is well-established in educational literature. Freire’s (1970) critical pedagogy framework emphasizes transforming traditional teacher-student hierarchies into collaborative partnerships, while Palmer’s (1998) concept of teaching with the “undivided self” highlights how authentic self-presentation enhances pedagogy. Similarly, hooks’ (1994) engaged pedagogy positions education as a liberatory practice and Rogers et al.’s (2013) person-centered teaching model underscores the role of emotional presence in effective instruction.
Drawing on these theories, we can identify several evidence-based pedagogical perspectives and practices that support teaching authentically. Below are just a few that come to mind. As you review and reflect on the following, consider ways you might incorporate them into your teaching:
1. Creating Identity-Affirming Classrooms
Research shows that students learn best when they feel acknowledged and respected. Both Claude Steele’s (2010) work on stereotype threat and Hagan and Sathy’s (2022) work on inclusive teaching highlight the importance of identity-safe environments for improving student engagement and performance. To achieve this, incorporate diverse perspectives into your course materials, explicitly affirm the value of different experiences, and invite students to share their unique viewpoints in class discussions. Simple practices, like learning students’ names and communicating consistently with students about the course structure can make a big difference.
2. Practice Structured Disclosure
When instructors share their personal connections and/or questions related to course material, it encourages students to do the same. For example, you might begin a discussion by briefly sharing a story about how the topic resonates with your own experiences, and then invite students to share their connections. This practice creates a sense of psychological safety and builds stronger relationships between you and your students.
3. Use Transparent Assignment Design (TILT)
Transparent teaching practices help all students succeed, especially those from historically underrepresented backgrounds. Often referred to by its acronym, TILT, Mary-Ann Winkelmes (2016) and her colleagues found that explicitly discussing the purpose, tasks, and criteria for assignments can significantly improve student outcomes. When introducing an assignment, explain why it’s important, what students need to do, and how their work will be evaluated. Providing examples or rubrics can further clarify expectations.
4. Conduct Regular Empathetic Check-ins
Expressing genuine care towards students can help them feel valued which can help practice care for themselves and others. Muller (2001) suggests consistently offering space for socio-emotional support can help learners (especially at-risk students) build a deeper awareness of their relationship with learning. This could be as simple as building student check-ins through defined office hours, asking students to complete weekly candid reflections, or offering brief small-group discussions where they share their progress and concerns.
5. Provide Asset-Based Feedback
Feedback is most effective when it affirms high academic standards while warmly assuring students they can meet those standards. Zaretta Hammond’s (2015) work emphasizes the importance of framing feedback in a way that builds students’ confidence and encourages them to see challenges as opportunities for development. When providing feedback, highlight what the student did well, identify specific areas for improvement, and offer actionable steps to guide their progress.
If these pedagogical practices resonate with you, consider scheduling a consultation with the Reinert Center. Our individual consultations are confidential and non-evaluative, providing a space to explore how these concepts may support your teaching. To schedule a consultation, contact us at cttl@slu.edu.
References
Freire, P. (1970). Pedagogy of the oppressed. Translated by Myra Bergman Ramos. New York, Herder and Herder.
Hammond, Z. (2015). Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. Corwin Press.
Sathy, V., & Hogan, K.A. (2022). Inclusive Teaching: Strategies for Promoting Equity in the College Classroom. Morgantown: West Virginia University Press.
hooks, B. (1994). Teaching to transgress: Education as the Practice of Freedom. Routledge.
Muller, C. (2001). “The Role of Caring in the Teacher-Student Relationship for At-Risk Students.” Sociological Inquiry, 71(2), 241-255.
Palmer, P. J. (1998). The courage to teach: The inner landscape of a teacher’s life. Jossey-Bass.
Rogers, C., Lyon, H., & Tausch, R. (2013). On Becoming an Effective Teacher: Person-Centered Teaching,
Psychology, Philosophy, and Dialogues with Carl R. Rogers and Harold Lyon. Routledge.
Steele, C. (2011). Whistling Vivaldi: How stereotypes affect us and what we can do. WW Norton & Company.
Winkelmes, M. A., Boye, A., & Tapp, S. (2016). Transparent Design in Higher Education Teaching and
Leadership: A Guide to Implementing the Transparency Framework Institution-Wide to Improve Learning and Retention.
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