Courses with a heavy workload often produce poorer learning than those taught by Bain’s subjects, as effective instructors approach students in good faith— believing all can excel rather than viewing them as “geniuses and dullards, good students and bad” (72). They understand students have unique backgrounds that shape their performance, as psychological research on “stereotype threat” suggests. They know students who internalize negative stereotypes (i.e., women being bad at STEM, etc.) find learning more challenging, even when aware these stereotypes are false. Research shows giving students regular feedback, praise, and reassurance can combat stereotype threat. Effective instructors create mutual trust while maintaining (achievable) high standards. Creating a safe environment where students can practice critical thinking and pursue questions fosters this trust. Instructors also relinquished control to students, emphasizing that learners have power over their education.

This transfer of power appears in the “promising syllabus,” in which effective teachers outline “promises or opportunities” available to students (74-75). A syllabus outlines a course’s key questions and target skills, while avoiding the language of a task master. It also establishes learning assessment and the potential for necessary modifications, starting a conversation that empowers students and fosters mutual trust between them and teachers.