Building Kindness and Community in the Online Classroom In a recent episode of the Teaching in Higher Ed podcast , host Bonni Stachowiak spoke with Seth Offenbach , Associate Professor of History at Bronx Community College, about hi…

 

In a recent episode of the Teaching in Higher Ed podcast, host Bonni Stachowiak spoke with Seth Offenbach, Associate Professor of History at Bronx Community College, about his article Kindness and Community in an Online Asynchronous Classroom [PDF] (Currents in Teaching and Learning, January 2025). Offenbach shared practical insights on cultivating connection, trust, and empathy in online courses, especially asynchronous ones where students often feel isolated.

Quote from the Teaching in Higher Ed podcast

Why Kindness Matters in Online Teaching

Offenbach’s teaching journey shifted dramatically during the pandemic, when he was thrust into online teaching for the first time. Many of his students were essential workers, caregivers, and first-generation college students, balancing heavy life responsibilities. For him, the question became: “Why not be kind when we teach?” Kindness doesn’t mean lowering academic standards—it means reducing unnecessary stress while maintaining high expectations.

Practices Faculty Can Apply

Humanizing the Syllabus

• Begin with a preamble that communicates care (e.g., “Your success is important to me”).
• Frame yourself as a partner in learning who can help connect students to resources across the college.
• Use clear, encouraging language rather than intimidating academic jargon.

Flexible but Clear Deadlines

• Offenbach introduces a lighthearted “Poop Happens” policy, giving each student one no-questions-asked extension per semester.
• He distinguishes between hard deadlines (final exams) and soft deadlines (assignments with some built-in flexibility).
• This approach mirrors real-world professionalism while reducing inequities between students who know to ask for extensions and those who don’t.

Regular, Low-Stakes Communication

• To counter the isolation of asynchronous courses, students are required to check in with him weekly via text, email, phone, or Zoom.
• Most messages are quick (“I’m on track”), but this consistent touchpoint builds a foundation of trust for when challenges arise.
• Faculty presence is felt not only in course design but also in consistent, personalized communication.

Key Takeaways for Faculty

• Acknowledge student realities. Many students juggle jobs, family, and school—policies should reflect compassion without sacrificing rigor.
• Design for clarity and equity. Transparent syllabus language, flexible deadlines, and repeated reminders help reduce hidden barriers.
• Stay present asynchronously. Even short, weekly check-ins or complete/incomplete grading can reassure students that they are seen and supported.
• Kindness toward students is kindness toward yourself.

Final Thought

As Offenbach reminds us, teaching online doesn’t have to feel cold or distant. A pedagogy of kindness, expressed through syllabus language, deadline flexibility, and intentional communication, can help community college students thrive in asynchronous environments where connection is often hardest to build.

Check out the full episode and the research shared in the show notes on the Teaching in Higher Ed website.