T O LEARN, we must be able to genuinely entertain the limitations of our perspectives and be open to expanding our knowledge. Authentic relationships form a foundation for our ability to learn. Honest assessment of our progress is crucial in order for both educators and learners to craft productive learning interactions. An understanding of who we are-in terms of what we believe and how we relate to each other-is a central thread of learning. Creating a culture of authentic relationships enables educators and learners to intentionally develop learning opportunities for particular contexts.
Samuel Museus articulates how educators can create authentic relationships with students by demystifying their own and students' internalized racial stereotypes that inhibit learning. He suggests that authentic relationships are crucial to transforming institutional culture so as to minimize generalization and value students as individuals. Elizabeth Whitt, Jillian Kinzie, John Schuh, and George D. Kuh address how institutions can create authentic relationships by shaping assessment around distinctive institutional and student characteristics.They demonstrate how the Inventory for Student Engagement and Success can be used to gather context-specific assessment data to facilitate continual innovation.
Frank Shushok turns our attention to the role of student friendships in learning. He advocates a friendship curriculum to guide students in creating authentic, mutual relationships that will support their learning and enhance learning communities. John Lawry's Campus Commons story reinforces Shushok's stance by demonstrating the value of teaching emotional literacy in order to engender authentic relationships in the classroom.
Robert Bonfiglio's Bottom Line article reminds us to get to know students personally in order to contextualize our educational practice. Collectively, these authors implore us to be open to expanding our perspectives on learning to embrace authentic relationships.