Using Classroom Practices to Increase Belonging After the COVID-19 Pandemic
Keywords:
First-year Experience, mentoring, mentees, mentors, professional development, connection, relationship, postsecondary outcomes, transitions, belong, minority studentsAbstract
Returning from the COVID-19 pandemic created numerous challenges to rebuild campus community. The authors replicated a community college program at a four-year university with a sizable population of residential students, mostly between the ages of 18-22. Instructors of first-year courses learned students’ names in the first two weeks, set high expectations for student work, provided detailed feedback on an early assignment, and met with each student. The authors describe procedures, provide student survey results, and demonstrate resulting increased retention and belonging.
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