Abstract:

Higher education is witnessing an unprecedented level of student diversity [1], yet the methods of classroom engagement have remained largely stagnant. Consequently, many students feel marginalized within the classroom environment, adversely affecting their learning experiences, mental well-being, and overall sense of respect. Recognizing the inherent need for belonging in human nature, our research explores whether adopting inclusive teaching strategies can bolster students' connection to the classroom and fortify their sense of belonging.

Efforts to increase four-year degree attainment have prompted a closer examination of factors influencing student integration and persistence. Pichon's (2016) study emphasizes the pivotal role of fostering a sense of belonging in the classroom in this regard [4]. Inclusive teaching pedagogy, as advocated by the Evidence-Based Teaching Guide (EBTG), is rooted in the principles of self-awareness, empathy development, and the establishment of a supportive classroom climate [2]. Trujillo and Tanner further highlight the importance of inclusive practices in fostering students' sense of belonging, offering various approaches to achieve this goal [5].

Molbaek argues for a cohesive approach that integrates research on inclusion with effective teaching strategies, paving the way for more inclusive learning environments [3]. Our research endeavors to align with these principles by implementing inclusive teaching strategies aimed at supporting students' sense of belonging. Through in-class surveys, we assess the impact of these strategies on students' perceptions of inclusivity and belonging. Our approach includes promoting an identity-safe environment and featuring diverse representations in lectures, in-class assessments, and out-of-class assignments.

Using an adapted version of the Sense of Belonging Instruments, we collected data on various student demographics and their perceived sense of belonging. Preliminary analysis indicates positive trends in students' sense of belonging and perceived value in the classroom environment, but an overall decrease in wellbeing. We speculate it is due to overall end-of-semester stress for the students and not the classroom environment we are making observations in, based on open-response questions that accompany students’ wellbeing scale responses. Future steps include attending faculty development workshops to enhance our Diversity, Equity, and Inclusivity (DEI) classroom skills and collaborating with other instructors to empower underrepresented students.

Further research avenues may involve thematic analysis of student feedback to gain deeper insights into their experiences of inclusivity and explore additional strategies to strengthen the sense of belonging. Continued longitudinal studies will track changes in students' sense of belonging over time, providing valuable insights into the effectiveness of ongoing interventions. Ultimately, our goal was to cultivate a more inclusive learning environment that fosters a sense of belonging for all students.

References:
[1] Bradley University, Diversity in Higher Education, 2022. Accessed June 2022. Retrieved
from https://www.ucda.com/journal/diversity-in-higher-education/
[2] B. Dewsbury, C.J. Brame, “Evidence-Based Teaching Guide: Inclusive Teaching,” CBE Life Science Education, 2019. Accessed June 2022, Retrieved from https://lse.ascb.org/evidence-based-teaching-guides/inclusive-teaching/
[3] M. Molbaek, “Inclusive teaching strategies - dimensions and agendas,” International Journal of Inclusive Education, 22(10), 1048-1061. 2018.
[4] H.W. Pichon, “Developing a sense of belonging in the classroom: community college students taking courses on a four-year college campus,” Community College Journal of Research and Practice, 40:1, 47-59. 2016.
[5] G. Trujillo, K.D. Tanner, “Considering the role of affect in learning: monitoring students' self-efficacy, sense of belonging, and science identity,” CBE Life Science Education, 2014.

Keywords:

Sense of Belonging, Diversity, Equity, Empathy, Classroom Climate, Interventions.