Belonging is associated with student success. We often think of student success and belonging as something shaped by experiences outside the classroom. However, effective teaching practices are associated with increased belonging for ISU students, as the chart below shows.
The figure shows the most effective teaching practice related to belonging is clarity about classroom goals and expectations.
Students who feel lower belonging could benefit from increased collaboration with other students or being taught how to collaborate with other students. Two things can be done in the classroom to help students who feel less belonging:
Focus on feedback. There’s a time/resource issue here. However, the issue may not be the quantity of feedback. The type of feedback could matter. A 2-minute after class conversation or few extra sentences could make a difference.
Clarify teaching styles and expectations. Students who feel less belonging reported their instructors are much less likely to teach “in a way that aligns with how they prefer to learn.” Over four years, students will need to navigate and adapt to at least 40 different teaching styles. Some students are good at adapting. Others aren’t, even if they are motivated and capable of learning the material. We know momentum and transitions have a significant impact on learning.
One strategy is to clarify our teaching styles so students can adapt. Or aim for consistency at the program levels, to the best extent we can. Letting students know it’s okay to use accommodations and learning resources is also important.
Belonging is crucial for promoting equity in higher education. Students from minority groups often report lower levels of belonging, which indirectly impacts academic performance and persistence. Effective teaching practices can help close this gap by creating inclusive, supportive environments where all students feel valued and connected.
