We have a unique opportunity to make a lasting impact on our students’ learning and careers, extending far beyond our teaching semesters. Felten and Lambert (2020) found that a sense of belonging at university is the foundation for both academic success and long-term career satisfaction. During a recent action research project with students at UTS College we found that by focussing on belonging with some simple strategies, we can positively influence our students’ futures and find greater satisfaction in our teaching.
An intentional focus on belonging
Accounting classes have traditionally been strictly focussed on teaching content, so in Semester 1, our accounting teaching team decided to bring belonging into focus. We had noticed the value of taking time to build relationships and wanted to explore this further. The classroom is central to building relationships, and we wanted our classrooms to be an “unfolding conversation of three months”, a place where our students know we’re there for them and they have the opportunity to connect (Felten & Lambert, 2020).
Our aim: visible connection and a ‘relentless welcome’
Building connections with students and supporting peer relationships is core to our daily work, though often invisible. This project helped make our relationship-building efforts more visible and deliberate. We aimed for every student to receive a genuine and relentless welcome, where each individual would feel valued, respected, and cared about. We also wanted to share our passion and expertise in accounting to inspire our students.
Strategies: building belonging from start to finish
We tried a mix of strategies within and outside the classroom to foster a sense of belonging from the start of the semester, right through to assessments and feedback. Examples include:
Getting started
- Start of semester survey and icebreaker activities – inspired by Michelle Pacansky-Brock’s Humanizing Visual Guide, our start of semester survey took about 5 minutes to do in the first class and was a quick way to get to know our students. We also allocated time for an icebreaker activity.
- Learning students’ names – though challenging, learning and using students’ names made them feel seen and valued. My tip: use their name at least once in every class.
- Weekly Canvas announcements – in weeks 1-4, the weekly announcement began with an encouraging comment to reassure students and normalise their challenges. I used an example from Build belonging into your first class as a guide.
Staying on track
- Collaborative group work – this is embedded in our course and assessment design. In nearly every tutorial, students work together on challenging problems (they need to help each other), fostering collaboration and connection.
- One-on-one conversation – mid-way through the semester we tried to have a chat with each student individually (about 3 minutes each), while the rest of the class worked on a problem. It was really intense, but insightful. I noticed that there were some students I knew well, while others I hadn’t heard speak much during class.
- Personalised emails – two emails were sent to students about their progress during the semester, using Canvas grades data and messaging. Students mentioned in their end of semester feedback that they appreciated the individual messages.
Assessment and feedback
- Peer helpers – peer helpers came to the last three weeks of class to give extra support. Some students specifically came up to me after class and thanked me for inviting the peer helpers.
- Feedback on assessments – a feedback comment template was written using a wise framing statement. This emphasises that high standards are expected and that we believe they can be successful. Teachers tailored these templates to fit their style.
How did it go?
The feedback from students at the end of semester was really encouraging.
- 81% felt a sense of belonging in their class.
- 87% felt that their teacher genuinely cared about their well-being and learning.
- 80% felt group work in tutorials helped them to connect with their classmates.
- 88% felt the feedback they received during the semester helped them feel supported and encouraged.
Students highlighted that the teacher, quality of teaching, and classmates were key factors in fostering belonging. Effective teaching involved clear explanations, answering questions, and providing feedback. Simple actions like eye contact, smiles, encouraging emails, timely classes, humour, and inclusivity also made a significant difference.
The overall classroom environment and peer interactions were crucial. Students appreciated when everyone participated and valued the opportunity and encouragement to develop their speaking skills. Working in groups made them feel safe to discuss questions and difficulties.
Focusing on belonging brings new energy to each semester. With new students each semester, we have another opportunity to connect and make a difference. This focus makes our work meaningful and exciting. We are not just teaching the same material repeatedly; we are there to connect, support, and care.
References
- Charles Sturt University. Student retention and success framework.
- Felten, P., & Lambert, L. M. (2020). Relationship-rich education : How human connections drive success in college. Johns Hopkins University Press.
- Linden, K. (2022). Improving student retention by providing targeted support to university students who do not submit an early assessment item. A practice report. Student Success, 13(1), 67-73.
- Ryan, K., Boucher, K., Logel, C., Murphy, M. (2024). Creating a wise feedback framing statement. Equity Accelerator. Student experience project.