Photo: Students in Dialogue

Dialogue in Higher Education

Colleges and universities bring people with diverse backgrounds and intersecting identities together to build strong intellectual and social communities. It is an extraordinary feat. And to make it all work in a pressurized environment, administrators, faculty, and students routinely navigate sensitive, complex, and explosive issues, including:

  • Race and ethnicity
  • Gender and sexuality
  • Religious differences
  • Economic inequality
  • Middle East conflicts
  • Climate change
  • Intellectual diversity
  • Political partisanship

For thirty years, Essential Partners has worked with campuses large and small, with institutions public and private, and with stakeholders ranging from faculty and graduate students to undergraduates and staff. We have helped create more inclusive and resilient campuses that better prepare the next generation of leaders for a diverse, interconnected world.

Photo: Two Students Smiling

The Dialogic Classroom

Can we make space in the classroom for students to develop convictions—to identify what they believe, understand why they believe it, and become willing to share it—while simultaneously inviting them to hold those convictions with humility—with openness, curiosity, and willingness to listen to others?

Dialogue in the classroom deepens learning, improves student retention, and strengthens interpersonal connections. It can also help students strike the crucial balance between humility and conviction that enables intellectual rigor and nurtures the health of a diverse free society.

Faculty can learn to lead discussions about even the most divisive and emotional topics—conversations that help students understand, articulate, and interrogate their own values and beliefs.

“Students in the classes where I’ve used dialogue make a conscious effort to listen with resilience and to speak about their own experiences instead of just repeating talking points,” says Jill DeTemple, a faculty member at Southern Methodist University. “They are more likely to say that they don’t know something, and also more likely to ask a question when they need an answer.”

The dialogic classroom isn't a new method of classroom management. It's a paradigm shift.

Learn more about our classroom approach or contact us about faculty training.

Photo: Student Writing

The Dialogic Campus

Can you imagine a campus environment where no topic is out of bounds? Where conversations about crucial issues are robust but respectful? Where different views are not only accepted but invited? Where strong relationships bolster resilience in the midst of conflict?

Campuses have become focal points for some of the most explosive conflicts in our civic life, around issues like gender, immigration, gun violence, religion, and race. But those differences don't have to become divisions. For 30 years, Essential Partners has trained administrators, faculty, and students across the globe to foster campus cultures that embrace differences.

Essential Partners can help transform the relationships among students, administrators, faculty, and institutional leadership on your campus.

Want to learn more? Contact us for a free consultation.

  • The professor was able to engage every student. She encouraged them to present new ideas. Dialogue helped create an environment that really deepened the understanding of the material.

    Undergraduate Student
    Southern Methodist University, Texas
  • I have learned how to not be offended and to be better prepared to receive other people's communication. You don't have to agree, but you can respect the other person.

    Undergraduate Student
    Randolph College (VA)
  • I’ve gained not only confidence but tools. The Essential Partners training was worth every penny.

    Kim Davidson, Ombuds
    Oberlin College, Ohio
  • Essential Partners' process gives people the space to be intellectually curious and to engage with others on important issues in a way that also benefits their own understanding of what they believe.

    Elizabeth Zehl, Undergraduate Student
    Randolph College (VA)
  • I started to trust everyone in the class—I felt heard and I felt that people wanted to listen. As a result, I wasn’t afraid to let my past come out and let people learn from what I have been through.

    Undergraduate Student
    Bridgewater College, Virginia
  • Lauren Barthold, Endicott College

    I’ve learned that it is not enough to announce my commitment to dialogue and expect students to know what I mean; I need concrete exercises to allow students to learn how to do it.

    Lauren Barthold, Philosophy Faculty
    Endicott College, Massachusetts
  • I learned to expect the best of my classmates, even when we don’t agree. I can’t write off their opinions anymore, despite our disagreements.

    Undergraduate Student
    Bridgewater College, Virginia
  • We tackled really difficult topics and this helped everyone know each other and understand each person's individual perspective. Over the course of the semester, I became much more comfortable engaging with my classmates—specifically because of the peer dialogue groups.

    Undergraduate Student
    Bridgewater College, Virginia
  • As a pharmacy major, I do not receive much training on how to handle difficult or controversial conversations. I think that this training will help me not only in my duties as a resident assistant, but in discussing medications and therapies with future patients when the conversation becomes difficult.

    Undergraduate Student
    Northeastern University, MA
  • The most significant thing for me was learning how to ask for more information rather than trying to persuade a person to think differently. I also learned helpful dialogue tips, which are more effective during difficult conversations. If I encounter a difficult dialogue with any of my residents, I plan on using the techniques I learned in this workshop to facilitate those talks.

    Undergraduate Student
    Northeastern University, MA
  • Dialogue challenged us to think more deeply about the class topics. Talking about our own thoughts and experiences in relation to the topic also challenged us to think about our own views and articulate them more clearly.

    Undergraduate Student
    Gordon College, Massachusetts
  • I notice that my classmates take much more care when speaking about people who practice other religions. They make fewer assumptions, and they’re more careful with their words to make sure to avoid unintentional connotations.

    Undergraduate Student
    Bridgewater College, Virginia
  • The Essential Partners workshop was a way of building up our ability to talk about more difficult issues, such as poverty and GLBTQ safe spaces. It was really the foundational entrée into those more challenging issues of race, ethnicity, sexuality, and gender. People walked away feeling much more confident about having difficult conversations.

    Anne Hopkins Gross, Dean of Students
    Southern Vermont College, VT
  • I feel more comfortable participating in class and less defensive when other students disagree. And because I learned more from my fellow students about their views, I now feel less competitive with them than in other classes.

    Undergraduate Student
    Bridgewater College, Virginia
  • Every opinion was accepted. No one felt judged or uncomfortable talking to one another. These have been, by far, the best classroom discussions I have ever had.

    Undergraduate Student
    Bridgewater College, Virginia
  • It is really different than it was before. The Essential Partners process has given me the power to be heard and be seen. It’s unreal.

    James Rucker, Faculty Member
    Randolph College (VA)
  • At the beginning of the semester, there was not much participation in class. But by the end, almost everyone had something constructive to add every day.

    Undergraduate Student
    Bridgewater College, Virginia
  • Dr. Jill DeTemple, Southern Methodist University

    After using this approach in my classroom, I am now more willing, and more able, to engage students in meaningful conversations about potentially contentious issues. Whereas I used to nod toward things like homosexuality in religious life, interfaith marriage, or the role of government in reproduction, now I build these conversations into the class so students can learn to speak about their experiences, and so they learn to listen and learn from those with whom they might disagree.

    Dr. Jill DeTemple, Religious Studies Faculty
    Southern Methodist University, Texas
  • During one dialogue, as we were reading The Joy Luck Club, we were asked to discuss our relationship to America. There were students who grew up in the United States and also those who hadn’t—and I was surprised to hear that everyone had equally complex relationships with the topic.


    I appreciated being able to hear and express the full depth of our own context before delving into a discussion about first-generation immigrants.

    Undergraduate Student
    Gordon College, Massachusetts
  • This was probably the most profound workshop that we ever brought to campus. It offered a really unique foundation in personal insight.

    Janet Lansberry, Weissman Center Assistant Director
    Mount Holyoke College, MA
  • Using what we learned from Essential Partners, staff were able to model effective and respectful communication for students. A next step would be for us to help students employ some of these methods themselves. The staff not only gained skills in communication but also left feeling supported by each other in the work that we do.

    Katie Shear, Civic Engagement Coordinator
    Southern Vermont College, VT

Recent Partners

American University
Southern Methodist University, TX
Columbia
Bridgewater College
Brown University, RI
University of Arkansas
Clark
Andover Newton
Providence
Image: Gordon College logo
Image: Mount Holyoke College Logo
Image: Tufts University Logo