Sense of Belonging

Strategies to facilitate inclusive communication and student connection.

Whether teaching online or in person, we can draw on principles of inclusive teaching to help students feel a sense of belonging and welcome and support their learning. We must first be aware of students' varied intersectional identities to the course environment and work to invite their experiences and insights into the course actively. While a good deal of course climate has to do with how we set up the course, instructors and students are responsible for co-creating the conditions that lead to learning. 

As the instructor, you are in a position of power to model and facilitate inclusive practices. There are many strategies for modeling and facilitating inclusive communication and student connection, but they don’t all need to be added at once; incorporating a few into your course each semester will improve students’ learning experience over time. Do not underestimate the power of small gestures—students often report that minor steps taken by an instructor have a big impact in helping them feel welcome in the class and the discipline.

In addition to building rapport between yourself and your students, it is important to guide students’ interactions with each other to ensure that they uphold the same principles of inclusivity. To create an inclusive course climate, we can also build opportunities for students to provide feedback on the climate. Do they feel comfortable participating? Do they have any concerns about the course climate? What makes the climate feel inclusive or disinclusive for them?  Gathering responses to these questions through informal and formal anonymous processes will provide you with a sense of how individual students perceive the course climate and can help highlight any potential challenges they might face.

Reading: Discussing Race, Racism, and Other Difficult Topics with Students: Use the strategies in this resource as you prepare to facilitate difficult conversations about race and racism and other types of discrimination, such as gender bias, ableism, and religious or anti-LGBT persecution.

Practical strategies to be more equitable and inclusive

Courtney Plotts, a researcher and educator specializing in supporting culturally diverse students in online classes, argues that online classes function in transactional and Eurocentric ways. Students who do best in online courses, she says, are self-directed learners and have been shaped by cultures that value individual well-being or both.

Plotts asks important questions:

  • What about students from cultures that value community over individual success?
  • What about students who, for a variety of good reasons, don’t possess a strong self-identity?
  • Or, who feels uncertain or worried about asking the instructor for help?

This is a complicated and sensitive subject. Yet there are simple, practical things you can do to be more equitable and inclusive in your online teaching. Here are a few suggestions:

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Summary

We may not get it right every time, but by setting carefully considered ground rules for our students and consistently checking in with our students, we encourage a culture of a more open, inclusive, and dynamic learning environment. We should, therefore, work with our students to proactively set and maintain an inclusive course climate. And with all the issues facing society, empathy is needed on the part of both students and instructors.

Be patient with yourself as you try new approaches. Try one or two new approaches in the upcoming semester. Add another in the next semester. This will help you and your students succeed.



Keywords:
online, teaching, belonging, diversity, inclusion
Doc ID:
122423
Owned by:
Karen S. in Instructional Resources
Created:
2022-11-10
Updated:
2024-08-23
Sites:
Center for Teaching, Learning & Mentoring