Abstract
Felten and Lambert’s (2020) relational pedagogy encourages faculty to create educational experiences that ensure every student experiences a genuine welcome and deep care; is inspired to learn; encounters a web of significant relationships; and explores questions of meaning and purpose. These principles promote student success at both the undergraduate and graduate levels. This essay will provide methods to incorporate Felten and Lambert’s relationship-rich strategies into courses ranging from general education to the graduate level.
Author Biography
Casey Humphrey, OTD, MHA, OTR/L, CBIS, CDRS is an assistant professor and academic fieldwork coordinator in the Department of Occupational Science and Occupational Therapy at Eastern Kentucky University. Her current research interests are in the area of interdisciplinary education and occupational therapy fieldwork education.
José Juan Gómez-Becerra, Ph.D., is Assistant Professor of Spanish and Latinx Studies at Easter Kentucky University. His relationship rich education interests are the ways students build connections through culturally relevant academic spaces and in which ways these spaces incorporate students' cultural wealth into the institution.
Susan Skees Hermes, OTD, BCP, BCTS, OTR/L has 37 years as an occupational therapist working across the lifespan in a variety of traditional and community based contexts. Her current research interests include: OT’s role in disaster and emergency planning, SBP interdisciplinary and telehealth practices, and professional association leadership development.
Gaby Bedetti is professor of English at Eastern Kentucky University. Her latest publication on relationship-rich learning, written in collaboration with EKU English education major Lindsey Danielle Horn, appears on FEN Blog Composition Studies.
Russell Carpenter, Ph.D., is Assistant Provost and Professor of English at Eastern Kentucky University. He also serves as editor-in-chief of the Journal of Faculty Development.
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Relationship-Rich Pedagogy: Cultivating Positive Classroom Experiences for Undergraduate and Graduate Students
Felten and Lambert’s (2020) relational pedagogy encourages faculty to create educational experiences that ensure every student experiences a genuine welcome and deep care; is inspired to learn; encounters a web of significant relationships; and explores questions of meaning and purpose. These principles promote student success at both the undergraduate and graduate levels. This essay will provide methods to incorporate Felten and Lambert’s relationship-rich strategies into courses ranging from general education to the graduate level.
