This is an archive of the ACE Workshop website. While all of the original content is available, some features (like forms) may no longer work and there may be broken links (indicated with a strike-through). 


The ACE 

A guide for decision-making and professional development planning during times of crisis.

Foster Classroom Community


Focus efforts on deliberately building opportunities for your classroom community to emerge and flourish.


Techniques and Activities to help you explore this practice. 

Care - Trust - Community

Think of the community in your classroom as a seed you plant that you must tend for it to grow. In order for it to grow, you have to back up and think about the environment and nutrients it requires. Community emerges among a group of people who have learned to trust one another. But trust doesn’t “just happen” either — trust emerges when people care for each other. Start with care; work towards trust; watch (and tend) your community. 

In some cases, your course may exist in a larger context where care or trust already exist. Perhaps you’ve had some students before and built trust together. Perhaps you’re teaching a course in a program where everyone has taken many classes together before. Congratulations! You may be ahead of the game. But keep three things in mind: 

  1. Has everyone in the class experienced the same kinds of previous care/trust with you or their classmates? If not, how do bring them into the fold? 
  2. Even if you have a strong community from day 1, you still need to care and tend for it. Care and trust must continue to be woven through your pedagogy.
  3. The classroom is not a haven from the real world; it is a part of it. Racism, sexism, xenophobia, homophobia (etc.) are part of the reality of your class dynamics and will need to be addressed.

Build Community into Your Practice

Some parts of community can feel ephemeral, difficult to pin down, even magical. Suddenly a group of people who were strangers a few weeks ago are suddenly a community — sharing ideas, offering constructive feedback, enjoying each other’s conversation, humor, company. 

While this emergence can feel magical, it actually emerges from our own actions, reactions, practices. It’s okay to take a pragmatic approach to all of this and to even define a schedule (and set of guiding values) for your engagement. 

Choose Your Tools Wisely

Whether you’re teaching f2f, online, hybrid, or in the middle of a pivot to remote learning, take the time to think about what tools you want to use to communicate with your students and to foster community: 

  • Consider the kind of engagement and communication you want to encourage, and pick tools that support those.
  • Consider inviting your students into the process of choosing tech/tools. 
  • Keep it simple — if the number of options you’ve chosen or the tools themselves seem overwhelming to you, they will probably overwhelm your students.
  • It’s okay to stick with what you know best and you have the most support for. 

Build a Communication Schedule

Build yourself a communication schedule to connect with your students. Come up with ways to regularly connect with your students so that they know you care about their success. Build this into your syllabus as part of your social contract with the students.

borrowed from 12 Key Ideas: An Introduction to Teaching Online by Dave Cormier (CC-By)

Choose Two Tools

Choose two tools that you will use in one of your fall courses to communicate and build community in your class. Choose one tool that you know well and have used before. Choose another tool that is new to you but that you think could be helpful with the kind of engagement you want to foster. 

Spend time this summer learning and exploring the second tool. 

Add a paragraph to your syllabus explaining the tools, why and how you’ll be using them, and inviting students to give you feedback along the way. 


Join a Community

If online connection and community seems really unfamiliar and unfeasible to you, spend some time before fall immersing yourself in a community of your own choosing. This can be professional or personal — check out the social media spaces you use for groups related to your interests, ask friends for suggestions, search resources related to your professional organizations for ideas. 

Note along the way what it’s like to be a new member of a community. How does the community organize itself and “make rules?” At what point did you start to feel welcome — or if you didn’t, why do you think this is? Hold yourself accountable for engaging and studying this community as a way to understand how digital community building could be related to your own teaching. 


Online reading and resources to help dive deeper into this practice. 

Related Slipper-Camp Resources

Check out these PSU-specific resources generated by this spring's Slipper Camp.


A larger community of teachers and learners interested in this practice. 

Discuss on Twitter

If you are active on Twitter, we encourage you to share your thought and ideas using the #ACEFramework hashtag and the #community hashtag to talk about this practice, in particular. 

Join a Meeting

If you are interested in talking to people about the Connection value (for which Foster Classroom Community is an ACE-informed practice), we invite you to our hosted Zoom chats. Chats are scheduled this summer on the following dates:

  • Thursday, June 18 from 1:00PM-2:00PM (EDT): Overview of the ACE Framework
  • Thursday, July 2 from 1:00PM-2:00PM (EDT): Connection Practices

Submit Your Ideas

If you find yourself working this summer on a project or approach that uses Foster Classroom Community, we invite you to share what you’ve found or created, via the Submit Something button below. If you choose to publicly share your submission, it will immediately become available on this page in the Revisit section. (For particularly compelling submissions, we may also add this to the Explore section of this page.)

Hypothesize with Us

The online annotation tool, Hypothesis, is built into this Web site. Feel free to annotate this (or any page in the ACE Framework) with your own thoughts, critiques, questions, or ideas. You can easily get started with a Hypothesis account (which is free) and learn more about how to use the tool

Join Our Team

Plymouth State University community members are invited to join our Teams site for the ACE Framework. Feel free to use our discussion channel to ask questions, give suggestions, and point to new resources. 


A space for user-submitted ideas, resources, and links related to this practice. 

Building a Classroom Playlist

About the Workbook

The Workbook is an online space for you to record your reflections and assignments for the Workshop.

Participants at PSU will be using an Office 365 Word Document (available via the “Files” section of the “General” channel in the ACE Workshop Teams space).

Participants at other institutions should check with their Workshop Facilitator(s) about where to work on their Workbook.

About the Discussion Forum

The Discussion Forum is an online space where all the members of the Workshop can share ideas and reflections and build community

Participants at PSU will be using the ACE Workshop Teams space).

Participants at other institutions should check with their Workshop Facilitator(s) about where to access their Discussion Forum.

About the VidSpace

The VidSpace is an online space for synchronous video meetings among participants (that can also be recorded and shared for asynchronous access).

Participants at PSU will be using Zoom (available via the Zoom tab in the ACE Workshop Teams space).

Participants at other institutions should check with their Workshop Facilitator(s) about where to access their VidSpace. 

About the ACE “Institutional Level”

The ACE Framework is primarily designed for faculty who are readjusting their curriculum during times of regional, national, or global crisis. But in order for the work that faculty do with their assignments and courses to be most effective, it should be aligned with the institutional mission, which should guide policy and structural planning related to curriculum and teaching.

The institutional level of the framework is a reminder to faculty that if their adjustments at the assignment- or course-level are difficult to operationalize successfully, it could be due to larger policies and structures that are mis-aligned with the ACE Framework; advocacy may be warranted to bring the institution into alignment.

The institutional level of the framework is also a call to university policy-making committees, administrators, Boards of Trustees, and legislators that there is much work to be done to prepare university policies and structures to support students and faculty who are learning and teaching through challenging times.