Several years ago, American surgeon, author, and public health researcher Atul Gawande experimented with using a two-minute checklist in operating rooms in eight different hospitals. One unexpected result was that a round of team-member introductions before surgery lowered the average number of surgical complications by 35%. Learning names and building a positive environment at the outset of this short-term medical community experience made huge impacts on their ability to function effectively together.
How might we apply this and other community-building principles to establish positive learning environments that facilitate student learning?
Learning is an emotional process—we feel excitement when learning a new skill, embarrassment about mistakes, and fear of being misunderstood. Fostering positive emotions in your classroom will motivate students to learn, while negative emotions such as stress and alienation will inhibit their learning.
Research tells us students learn better when they are part of a supportive community of learners. When you create a positive learning environment where students feel accepted, seen, and valued, they are more likely to persist in your course, in their majors, and at the university.
Background
In How Learning Works: Seven Research-Based Principles for Smart Teaching, Susan Ambrose et al. address the many and complex factors that influence learning environments, including intellectual, social, emotional, and physical (2010).
They offer a few key takeaways for educators:
- Learning doesn’t happen in a vacuum. Your classroom community is made up of individuals with a range of identities, backgrounds, and experiences; the act of learning is intertwined with a variety of socioemotional influences.
- Classroom climate is determined by both intentional and unintentional actions, and by both explicit and implicit messages. And their impact on students is not always obvious. Seemingly well-meaning or unimportant choices and remarks can have unintended effects on student learning.
- The good news: You have more control over the learning environment in your courses than you might guess. If you know how learning environments influence student learning, you can employ a variety of strategies to consciously shape a welcoming and supportive classroom environment.
Sense of Belonging in College
In a positive learning environment, students are more likely to feel a sense of belonging. A sense of belonging is a basic human need. That is, everyone needs to belong. In the college context, sense of belonging refers to whether or not students feel respected, accepted, valued, included, cared for, and that they matter—in your classroom, at the university, or in their chosen career path.
Students struggling with sense of belonging are less engaged. They may sit in the back of class, be inattentive during lecture, or avoid participation in discussion or group activities. They may even skip class or show up late more often than others. However, sense of belonging is not static but dynamic, and it can fluctuate with transitions from class to class, year to year, or situation to situation. For example, a student who feels they belong in your course today may suddenly doubt they belong if they score poorly on an exam tomorrow. Therefore, it is important to continually observe students’ behavior and support their belonging throughout the term.
Sense of belonging affects students’ academic engagement and motivation, as well as their emotional wellbeing. The bottom line is this: Students who feel they belong are more likely to succeed.
In Practice
You want all students to feel they belong in your course. What concrete strategies can you use to shape a positive learning environment?
Set a positive tone from the start
Simple efforts to establish a welcoming atmosphere in the early days and weeks of class can help students feel more comfortable, included, and confident.
- Use positive language in your syllabus. Your syllabus is the first impression students have of your course. Framing policies and expectations in friendly and constructive language, rather than with strong directives or punitive warnings, can increase students’ comfort.
- Get to know students and help them get to know each other. On the first day, ask students their preferred names and facilitate icebreaker activities to build community. Use Namecoach in CarmenCanvas to have students record the pronunciation of their names. Surveys and polling, such as through Top Hat, are great ways to informally assess students’ motivations, learning goals, and prior knowledge early in the course.
- Be warm, friendly, and present. Greet students when they enter the class, make yourself available before and after class, and set up office hours. Share your enthusiasm about the course and relevant personal experience—this can humanize you and increase students’ connection to the material.
- Share positive messages about student success. Show students you believe in their capacity to succeed. Avoid negative statements such as, “Only 1 in 4 of you will pass this class.” Instead, normalize academic struggle and assure students they can master difficult content with effort.
Foster open discourse and communication
Meaningful class discourse requires more than a friendly demeanor. Be prepared to address complex issues, difficult questions, and conflict in collaborative ways.
- Develop a classroom agreement. Involve students explicitly in shaping the learning environment. Help them craft a (potentially living) document that outlines community norms and ground rules for respect, civil discourse, and communication.
- Resist “right” answers. Encourage discussion that promotes critical thinking rather than simple consensus. Invite students to offer their perspectives before sharing your own, and guide them to consider multiple viewpoints and avenues to solving problems.
- Respond to classroom conflict. Consider how you will frame controversial content or “hot topics” in your course. Rather than avoiding these conversations, plan in advance how to facilitate a productive and civil discussion. Refer students back to the ground rules they laid out in the classroom agreement. See Managing Classroom Conflict for more guidance.
- Get feedback from students. Provide opportunities for students to give frequent anonymous feedback on your course—and show you value their input by acting on it. Surveys or exit slips, in addition to conventional midterm feedback, can bring to light issues that affect students’ sense of belonging or inhibit their learning. Find more ideas in Collecting Student Feedback on Your Teaching.
Embrace multiple perspectives and modes of learning
Embrace multiple perspectives, learning preferences, and modes of expression so all students feel included and supported.
- Consider course content. Do the authors of your course materials represent a spectrum of ideas and viewpoints from your field? Are multiple voices represented in the readings and videos you assign? Include course material representing a range of backgrounds, perspectives, and experiences to help all students connect to your content.
- Use a variety of teaching methods. Incorporate multiple strategies that appeal to various abilities and preferences: lecture, whole-group and small-group discussion, think-pair-share, in-class writing exercises, case studies, role-playing, games, and more. And don’t limit yourself to conventional “texts”—film and video, podcasts, and guest lectures are all engaging ways to present content.
- Provide assignment options. Support student success by offering multiple modes to complete assignments. Options range from traditional formats such as papers, presentations, and posters to creative mediums like websites, blogs, infographics, games, videos, and podcasts. Allow both individual and group work options, when feasible.
- Make space for differing participation. Fear of being called on can hinder students’ comfort and motivation. Encourage (but don’t force) participation during in-class discussions and acknowledge introverted students when they contribute. Consider alternate ways students can share ideas, such as via written reflections, online discussion posts, and lower-pressure think-pair-shares. Giving students time to reflect on “big questions” before discussion can also increase their confidence to speak up.
Find additional ideas in Universal Design for Learning: Planning with All Students in Mind.
Organize your course to support students
The structure and content of your course, in addition to how you deliver it, are key to creating a supportive course climate.
- Communicate learning outcomes. Being explicit about what you want students to do—and why it matters—can increase their motivation. Discuss the purpose of your course and its relevance to their lives, tell them what you will cover at the beginning of each class, and share a rationale for all assignments.
- Be transparent and efficient with grading. Create student-friendly rubrics that lay out clear expectations for all assignments. Grade and return student work in a timely manner, with actionable feedback that helps them understand their progress and areas for improvement.
- Ensure course materials are accessible. When content is accessible, students with vision, auditory, motor, and cognitive disabilities can successfully navigate, use, and benefit from it. Using heading structures in documents, providing alternate text for images, and captioning videos are a few practices that make your course material more accessible, clear, and user-friendly for everyone. See Digital Accessibility: Building Course Material for All Learners for more guidance.
- Share resources. In addition to extended material on your course subject, link students to helpful resources for mental health, stress, and learning assistance.
Find additional ideas in Supporting Student Learning and Metacognition.
Examples
Icebreaker Activities
Tips for Learning Student Names
Summary
Students are more likely to succeed in positive learning environments where they feel a sense of belonging.
There is no singular or perfect learning environment. Every class you teach is a unique community made up of individuals with various backgrounds, experiences and perspectives. A number of strategies can help you foster a classroom climate that is welcoming and responsive to their needs.
- Set a positive tone from the start through your syllabus, community-building activities, a warm demeanor, and constructive messages about student success.
- Foster open discourse and communication through classroom agreements, addressing complex issues and conflict productively, and collecting regular feedback from students.
- Embrace multiple perspectives in your course material, use a variety of teaching methods that appeal to students' preferences, and provide options for assignments and class participation.
- Organize your course to support students by making your goals, rationale, and expectations for the course and assignments clear, ensuring materials are accessible, and providing resources to support students’ wellbeing.
Explore
Resources
References
Ambrose, S. A., & Mayer, R. E. (2010). How learning works: seven research-based principles for smart teaching. Jossey-Bass.
Hoops, L. D., Green, M., Baker, A., & Hensley, L. C. (2016, February). Success in terms of belonging: An exploration of college student success stories. The Ohio State University Hayes Research Forum, Columbus, OH.
Zumbrunn, S., Mckim, C., Buhs, E., & Hawley, L. R. (2014). Support, belonging, motivation, and engagement in the college classroom: a mixed method study. Instructional Science, 42(5), 661–684. https://doi.org/10.1007/s11251-014-9310-0