QCC is participating in a growing movement to strengthen student success using a simple, yet effective concept of human connection in the classroom. Through the Pedagogy of Real Talk (PRT) initiative, faculty are using vulnerability, conversation, and creative learning strategies to build trust with students and foster a sense of belonging.
The program, developed by national higher education expert Dr. Paul Hernandez, aligns closely with culturally responsive teaching and reframes “students at risk” as “students at promise.” In 2023, the SUCCESS program funded a statewide faculty academy for community college instructors interested in PRT. QCC faculty trained directly with Dr. Hernandez and worked closely with colleagues at several other colleges to build a regional network of instructors committed to equity‑centered teaching.
After being trained in QCC's first PRT cohort, Professor of Occupational Therapy Assistant Program Erin Connor and Professor of Psychology Jen Arner Welsh have helped lead the way in growing the program, which currently includes 16 faculty members across multiple disciplines.
What Is PRT?
At its core, PRT helps faculty address the invisible barriers that often keep community college students from thriving, such as self‑doubt and competing life demands. The approach has two main components:
1. Real Talk
Faculty model authenticity by sharing stories from their lived experience and invite students to reflect on and share their own experiences. This can range anywhere from moments of challenge and growth to joy and learning. These conversations build trust, normalize struggle, and help students see themselves as capable learners.
2. Alternative Lessons
Faculty design creative, engaging activities to help students absorb difficult or dry course material. Whether it’s analyzing the cost of an avocado, exploring reality TV personalities, or 3‑D‑printing molecules, the goal is to make learning relevant and exciting.
Student Impact
Data from the 23/24 academic year have shown positive results, including a 6% higher retention rate compared to non-PRT courses and a 9.5% benefit in terms of pass rates. Student survey responses have also shown high rates of feeling valued and a sense of belonging.
"Now I know my students and what they need, so I can connect them personally to a resource and they're more likely to use it," said Arner Welsh.
A student of Connor's shared that in most classes, she shows up to listen and leaves without much interaction. In Connor's PRT-infused class, however, the student reported that she feels like her classmates are her friends and they can talk about their lives together.
Faculty Response
PRT doesn't just help students, it creates community among faculty. The program gives instructors a rare space to talk candidly about their classroom practice, share challenges, and workshop ideas together.
“It gives me structure and research to support the things I was already doing. I’m more intentional now about how and why I share my stories,” said Connor.
“It’s the most collaborative, supportive experience I’ve had at QCC,” said Arner Welsh, "I’m a better teacher now than I was before."
What’s Next
Arner Welsh and Connor will begin training a new cohort this year, which will include both full‑time faculty and adjunct instructors from a variety of academic programs. The college is also exploring whether to expand PRT concepts for staff members. With strong support from leadership, the program is poised to become a sustained part of QCC’s teaching culture.
“Particularly with everything going on in the world right now, students need a safe place to be themselves,” Connor said. “QCC can be that place.”