Creating a Welcoming Learning Environment
Fostering a sense of belonging in the classroom—whether online or in person—begins with intentional choices in syllabus design and early course interactions. Instructors play a key role in shaping the tone of the course by offering a classroom environment that is open, respectful, and welcoming to all students. Behaviors such as encouraging participation, supporting open dialogue, and connecting students with helpful campus resources contribute to a more transparent learning environment. These efforts can help students become familiar with expectations and norms that may not be explicitly stated, and build their confidence in navigating the academic experience (Alsubaie, 2015). Belonging is not confined to the first day or week, it is cultivated throughout the course.
The selection of course content and its delivery play a pivotal role in fostering a sense of belonging among students within the learning community. While all disciplines mandate specific content and standards, instructors generally possess flexibility in their teaching methods. A deliberate and thoughtful approach to content delivery can establish an environment that not only supports and motivates students academically but also promotes a sense of recognition and value.
While disciplines may mandate specific content and curriculum for courses, there are student learning outcomes, objectives, standards, assessments, and other requirements that must be met. However, instructors possess flexibility in determining how to effectively accomplish these expectations. There are numerous approaches to both teaching the content and encouraging the learner, and the manner in which an instructor conducts a course will likely be as memorable as the content itself.
Incorporating Belonging through Content and Topics
One effective strategy to foster a sense of belonging is to provide students with a range of perspectives, facilitating their connection to the material. This can be achieved by incorporating a variety of authors, case studies, or examples that mirror the broader human experience, rather than solely relying on traditionally dominant voices.
For instance, a history professor teaching an introductory course may explore historical narratives from various regions or communities when discussing global events. A balanced combination of primary and secondary sources can enhance critical thinking skills and provide students with greater opportunities to identify relevant connections to their own lives and perspectives.
Consider:
- What viewpoints are emphasized in the curriculum?
- Are there voices or stories that are often overlooked but offer valuable insights?
- How might these additions support engagement and a broader understanding?
This practice is applicable across all disciplines. For instance, a biology professor teaching human anatomy may present material that acknowledges the natural variability in human bodies. When discussing systems such as the endocrine system, it is beneficial to provide examples that encompass a diverse range of human experiences, preparing students for practical applications of their knowledge in fields like healthcare. Employing precise, contemporary terminology and valuing individual experiences contributes to fostering professionalism, scientific literacy, and an inclusive learning environment.
Reflection questions:
One of the most crucial aspects that instructors can undertake to enhance their pedagogical practice is to engage in reflective analysis. This reflection should encompass teaching methods, student behavior, interactions, student achievement, and the content being covered. As instructors reflect on a course on a weekly, monthly, term, or yearly basis, consider posing the following questions regarding their content and curriculum in terms of fostering a sense of belonging:
- Do the course materials reflect a range of perspectives and experiences?
- Are visuals and examples inclusive of different types of individuals and families?
- Am I providing multiple ways for students to engage with the material and demonstrate learning?
- Have I created an environment that encourages all students to participate and succeed?
References
About IDEA. (n.d.). Individuals with Disabilities Education Act. Retrieved October 5, 2023, from https://sites.ed.gov/idea/about-idea/
Alsubaie, M. A. (2015). Hidden Curriculum as One of the Current Issues of Curriculum. Journal of Education and Practice, 6(33), 125–128. https://www.academia.edu/35247381/Hidden_Curriculum_as_One_of_Current_Issue_of_Curriculum
Collins, C. (2019). Teaching Stonewall. Learning for Justice, 62. https://www.learningforjustice.org/magazine/summer-2019/teaching-stonewall
Haynes, S. (2020, December 22). The Anti-Gay “Lavender Scare” Is Rarely Taught in Schools. Time. https://time.com/5922679/lavender-scare-history/
Hembree, W. C., Cohen-Kettenis, P. T., Gooren, L., Hannema, S. E., Meyer, W. J., Murad, M. H., Rosenthal, S. M., Safer, J. D., Tangpricha, V., & T’Sjoen, G. G. (2017). Endocrine Treatment of Gender-Dysphoric/Gender-Incongruent Persons: An Endocrine Society* Clinical Practice Guideline. The Journal of Clinical Endocrinology & Metabolism, 102(11), 3869–3903. https://doi.org/10.1210/jc.2017-01658
Pryal, K. R. (2023, July 3). Neurodivergent Students Need Flexibility, Not Our Frustration. The Chronicle of Higher Education. https://www.chronicle.com/article/neurodivergent-students-need-flexibility-not-our-frustration