In the Fall of 2024, I attempted to give students a “research day.” assuming they would appreciate the extra time to work independently. My goal was to provide enough time for them to dive deeper into their individual research projects. However, instead of relief, my announcement was met with awkward hesitation. One student quipped, “Can we still come to class if we want to?” Another added, “Yeah, this one of the few places where I actually get to talk to people. I’d still like to meet.” I was surprised and humbled by their reaction. I was also reminded that for many of these students, the classroom had become a place of connection and community.

Consequently, I quickly adjusted the plan and turned the day into an informal working session. Students were invited into the classroom to brainstorm research ideas, ask questions, and collaborate in a low-pressure environment. The result was one of the most fulfilling sessions of the semester. Students worked in small groups and seemed energized by simply being together. That day reinforced for me that teaching isn’t just about imparting knowledge, but also about creating a space where students feel grounded, supported, and part of something larger than themselves. In a society that is increasingly defined by isolation, the classroom remains a vital place for human connection.

As the digital world and online communication replaces in-person interactions, people are looking for real-world connections. However, many of us just do not have the time. Many of my students must manage their studies while also navigating work and family responsibilities. There is little time left for organic social interactions. The classroom offers one of the few real-world, tangible spaces where they can engage in meaningful discussions, collaborate, and build relationships with others. 

To support this, I integrate small group discussions into nearly every class session. After a lecture, I divide students into groups to discuss key concepts, share their perspectives, and ask questions they might not feel comfortable posing in front of the whole class. For example, following a lecture on the Battle of Wounded Knee, students discuss how the historical events and their implications reflect in contemporary Native American communities. Similarly, after discussing the Haymarket Riot, students discussed how labor movements shaped worker rights today and how the riot and its aftermath influenced public perceptions of immigration and activism. These discussions are meant to clarify concepts, reinforce course material, and help students form connections with each other.

In addition to small-group discussions, I incorporate a collaborative group project at the end of the semester, which I call the “Creative Project.” Students form groups of 3 to 5 and decide how they want to approach the project. As the name suggests, they have a broad range of options to choose from. They can select a traditional research presentation, a film screening/discussion, a podcast, a documentary, a long-form social media post, a workshop, a multi-page blog, or any original project they design. This format has offered me valuable learning experiences as well. For instance, one semester, a group of athletes produced a short documentary that explored the history of racial dynamics in our university’s sports program. In another semester, a group of students, children of Cambodian immigrants, created a project about the Khmer Rouge and how it impacted their families’ immigration stories. This gave the class a deeply personal perspective on the historical trauma of war and migration. 

I have discussed how to foster connection between students, but how do I maintain connection as an instructor? I believe that clear and intentional communication is key to maintaining a connected classroom environment. In my in-person courses, I start each session with “Reminders.” I aim to summarize essential tasks, deadlines, and the upcoming agenda. The goal is to help students stay organized and to ensure they feel encouraged and supported – while also making them aware of important upcoming dates.

I also make it a priority to provide students with personalized feedback on their assignments.  Yes, it can be time-consuming. Fortunately, I have been able to work with a graduate student who understands my goals while helping me with grading. Students should feel the instructor has thoughtfully engaged with their work. In my experience, when students feel seen -through the curtains of routine, formality, and technology that dominate the academic space- they are motivated and inspired to produce more meaningful, higher quality work. 

As we move forward, we should ensure that the sociological classroom is more than a space for academic learning – it is a sanctuary. The simple act of showing up, having important conversations on course content, while creating opportunities for connection can have a profound impact.

That “research day” I tried to cancel? It taught me that fostering a sense of belonging can be just as important as covering course material. My students reminded me that sometimes, just being present is enough to create a meaningful learning experience. Those students turned out some phenomenal papers—not just because they had the extra time to research, but because they felt supported, connected, and part of something bigger than themselves.

JoAnna Boudreaux is an Assistant Professor of Teaching in the Department of Sociology at the University of Memphis. She also serves as the coordinator of the internship program. Her pedagogical approach is centered on creating a collaborative learning environment and exploring innovative teaching methods, including the integration of AI tools. She teaches courses such as Marriage and Family, Gender and Society, Medical Sociology, and Racial and Ethnic Minorities.