Fostering a Community of Belonging

Research about student belonging in postsecondary education is plentiful (Hoffman et al., 2002; Meehan and Howells, 2019; Strayhorn, 2019). A sense of belonging determines if a student feels connected or disconnected from the campus community. To help students acclimate to the academy, we should evaluate our teaching philosophy, pedagogical practices, and engagement strategies. Given the importance of teaching and learning, what can we do to foster student belonging in our courses? Below are four strategies to foster an inclusive learning community.

1. Yes, You Can. Before students enter a physical or virtual classroom, faculty perception matters. We can have an asset (growth) or a fixed (deficit) mindset of student intelligence. Scholars note that a growth mindset positively impacts student belonging (Rattan et al., 2015). Before the first class, discussion, or exam, faculty should have an inherent belief that all students can be successful in a course despite discipline, race, gender, or any other variable. Since perception impacts how faculty engage with students, oral and written communications should include warm language. The tone of communication influences students' decisions to ask questions or attend office hours.
2. Community before Content. Once the course begins, creating an inviting and supportive learning community is necessary. To do so, consider a culture backpack activity that is adaptable for both traditional and online courses. Students can share information such as their favorite music, dream vacations, family pictures, and hobbies using Google Jamboard or the discussion forum in Canvas. The activity helps students to express their values. By sharing their backpack with the class, students can see what they have in common. Faculty should participate in the activity before engaging learners in the course content.
3. Set Boundaries. During in-person or online discussions, establish boundaries on appropriate discourse. Microaggressions and comments that will isolate or demean a group are not acceptable. Our classes should be a place of inclusivity and not exclusivity. Boundaries communicate the importance of respect, professionalism, collegiality, and civil discourse. By establishing professional boundaries, we can promote students’ sense of belonging. Thus, our classes become a space to grapple with complex and controversial topics amicably.
4. Help is Normal. As students work tirelessly to complete their academic degrees, life happens. There are unforeseen circumstances and systemic challenges that can impede academic progress. The resources available for students should be in the syllabus and referenced frequently during a course. Financial assistance, tutoring, counseling services, and wellness programs are among the resources that can help students holistically. The need for help should not be shameful or embarrassing but an expression of our commitment to student success. Lang (2021) observes the importance of normalizing help-seeking behaviors. A strategy to normalize the behavior is to include a basic needs statement in the syllabus to encourage students to seek assistance if needed (Goldrick-Rab, 2017). Hence, we communicate that they still belong at the institution despite their current challenges.

As we conclude one academic year while preparing for another, we cannot forget the importance of our students. We teach because we love sharing our passion for our discipline and helping future leaders exhibit the same. Although numerous factors influence the persistence and retention of students, the faculty-student relationship is a critical aspect of student belonging. By developing a growth mindset, designing community-building activities, mitigating community eroding behaviors, and normalizing campus support services, we can foster a community of belonging for every student at Winston-Salem State University.

References

Goldrick-Rab, S. (2017, August 7). Basic needs security and the syllabus. Medium.

Hoffman, M., Richmond, J., Morrow, J., & Salomone, K. (2002). Investigating “sense of belonging” in first-year college students. Journal of College Student Retention: Research, Theory & Practice, 4(3), 227-256.

Lang, J. M. (2021). Small teaching: Everyday lessons from the science of learning. Hoboken, NJ: John Wiley & Sons.

Meehan, C., & Howells, K. (2019). In search of the feeling of ‘belonging’ in higher education: undergraduate students transition into higher education. Journal of Further and Higher Education, 43(10), 1376-1390.

Rattan, A., Savani, K., Chugh, D., & Dweck, C. S. (2015). Leveraging mindsets to promote academic achievement: Policy recommendations. Perspectives on Psychological Science, 10(6), 721-726.