Three strategies for fostering a culture of belonging on your campus

The transition to college can be exciting, if a little stressful. Whether as an 18-year-old away from home for the first time or a student juggling the responsibilities of a full-time job and perhaps a family, attending college represents a significant change. Students are suddenly faced with a unique set of challenges that can easily overwhelm them and directly impact their academic progress. This is why it is vital that they feel welcome and at home on campus, in our classrooms and in online courses.

As educators, one of our most important goals is to cultivate a productive and welcoming learning environment that enables all students, regardless of their backgrounds, to thrive. It is imperative that we are mindful of and understand how implicit bias, microaggressions and privilege can hinder student success. Once we recognise this, we can empower college faculty, leaders and staff to take appropriate actions to help all students feel a sense of belonging.

While this type of change doesn’t happen overnight, you can start to achieve a more welcoming environment by ensuring that the leaders, staff and instructors who interact with students most are prepared to learn about and use practices that create a culture of belonging. With that in mind, here are three practical strategies to help you start to create a more welcoming environment in your classrooms, online courses and campus right away.

1. Recognise and celebrate students’ assets

In the past, students who struggled to succeed were at times labelled as challenged, disadvantaged or unprepared for the expectations of university life. These students do not necessarily view themselves this way and can be negatively affected by deficit-based characterisations. When faculty members adopt an asset-based mindset, they recognise what students can bring to class. This can include work and life experiences that can enrich and expand course learning opportunities. This allows them to design course materials or learning activities which help students capitalise on their strengths while they work to meet course expectations.

This approach does not mean lowering standards to ensure student success. Instead, helping students understand the assets they bring and how they can be used to learn helps them feel prepared for the challenges they will likely encounter during their degrees. You can learn about their strengths and experiences by designing surveys that ask about experiences, opinions, skills and ideas.

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2. Create community agreements

It is important to work with students early in the term to set expectations for mutually respectful communication. This will influence how you navigate topics such as diversity, equity and inclusion, and if a hot moment or conflict occurs, you are better prepared to address the situation based on the expectations you developed with your students.

3. Ensure accessibility

To support all students, consider the barriers they may experience when attempting to access course and campus materials. Ensuring campus accessibility expectations are clear and instructors, leaders and staff are prepared to meet them ensures all students can succeed and feel they belong.

Accessible presentations

When leading a meeting or teaching a group of students, be sure everyone can clearly see and hear you. Microphones can help to reduce background noise and amplify the speaker. Be sure others who share with the group also use the microphone. When writing on the board or chart paper, try not to speak while your back is turned, as it may make it difficult for others to hear. Use the spotlight feature in Zoom to highlight the person speaking. Seek feedback during and after meetings and classes to ensure that everyone can fully participate.

Accessible classrooms

In addition to ensuring that the classroom access points and furniture accommodate all students, you can also allow them to select their own seats in class or meetings. This is helpful for those who may need to be closer to the presenter to improve their hearing or view. Some people may be easily distracted by noise and movement, and sitting closer to the instructor or presenter may help. They may also decide that sitting near a window or door can be too distracting and select seating options away from those areas. You can also look to provide seating options that may better accommodate participants who do not feel comfortable in a standard desk or chair.

Accessible materials

Providing the materials students will be asked to use for a discussion or activity ahead of the class session often helps students who may need more time to be better prepared to fully participate in the class.

Take heart. Achieving change can be daunting. But with time and fidelity, it will happen. By applying the above strategies, students will feel seen, heard and valued – and when they do, they’ll soar.

Penny MacCormack is chief academic officer at the Association of College and University Educators, which prepares and certifies professors and staff in evidence-based teaching practices.

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