Whether you find yourself teaching in-person or online this term, the need to promote social belonging remains a high priority.  I say this based on what we know from the extant literature on college student success and retention [1],[2],[3] – that a sense of belonging is associated with improved student well-being, academic engagement, and performance. I also say this based on my own research examining college student adjustment and barriers during COVID-19 [4] – that students struggled with social connections and building relationships early on during COVID and continue to struggle.  Moreover, research shows that social belonging is especially important for students from historically underrepresented backgrounds; those who felt more connected to their college reported greater self-worth, social acceptance, scholastic competence, and had fewer depressive symptoms. [5]   But what exactly is social belonging?  A sense of belonging is a subjective perception of inclusion and connectedness to any or all aspects of the learning environment.  This can be a connection to peers, faculty, staff, student organizations, an academic department, or the institution as a whole.  Many students will question their social belonging.  That questioning can be a normal part of the college transition experience as students develop an identity and explore their interests, majors, and careers.  However, it should not be a normal experience for a student to feel unwelcome, unsafe, excluded, or disrespected. As faculty, we can help students build connections within and outside of the classroom. We can also keep an eye out for students who may be struggling with a sense of belonging and intervene.        Ideas for Promoting Social Belonging   Connect students with resources to meet their basic needs (so they can then fulfil social needs) Post links to Financial Aid, Academic Advising, Counseling Services, Student Health, etc. Provide information about your institution’s COVID policies, testing/reporting protocols, and any emergency aid (e.g., healthcare, housing, food insecurity, transportation) Identify on-campus resources for accessing broadband and digital services Take the “temperature” of your class and help normalize student experiences by using a word cloud generating tool (e.g., Poll Everywhere) Share free online applications that can assist with: Meditation (Headspace, Insight Timer) Slow, controlled breathing (ReachOut Breathe, Serenita) Sleep (iSleep Easy) Mood (Headspace) Happiness (Happify: For Stress & Worry) Relaxation (Pacifica)  Self-care (SuperBetter is a free video-game style app in which users create a secret identity and progress through the game by completing quests that are self-care activities) Managing distressing thoughts and feelings (Woebot is an AI-powered chatbot that guides users through managing distressing thoughts and feelings with principles of Cognitive Behavioral Therapy) Post-Traumatic Stress Disorder (PTSD Coach is for service members who may be experiencing symptoms of PTSD)   Communicate more often and more intentionally Videotape and post brief, weekly pre-class introductions or post-class summaries Reach out to students who don’t typically initiate contact to check-in Find upper class student volunteers to serve as peer mentors to your class My peer mentor meets with a small group of students twice a month via Zoom Create a class Facebook Page to broadcast updates, alerts, and college activities Use Twitter as a class message board to post reminders for assignment due dates or share inspirational quotes and helpful links to practice quizzes or resources Create a YouTube channel for your class and have student students upload a YouTube “short” Give students a virtual TikTok tour of your office Use live and interactive polling tools to engage students (e.g., iClicker, Mentimeter, Kahoot, etc.)   Facilitate student interaction in and out of the classroom Have students create and deliver a 3-Minute elevator pitch Assign weekly online discussion posts (via Canvas or Blackboard) Use Instagram for photo essays and digital storytelling (class-specific Instagram accounts) Create a class blog and assign blog posts as essays Initiate a class specific Pinterest board for students to curate a digital bibliography for research projects, papers, or group assignments Require small groups to use Google Docs to record their discussions and turn in Ask students to create brief TikTok video clips to explain a concept or theory to the rest of the class; post or watch in class and have classmates provide feedback Prepare students for their career by having them register for LinkedIn and build professional networks and connections   References   Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research. San Francisco: Jossey-Bass. Harper, S. R., & Quaye, S. J. (2015). Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations (2nd Ed.). New York: Routledge. Tinto, V. (1988). Stages of student departure: Reflections on the longitudinal character of student leaving. Journal of Higher Education, 59(4), 438-455.  Hill, K.C., & Metz, A.J. (in preparation). Academic, relational, and socio-emotional factors of adjustment and barriers faced in first-year college students during COVID-19. Gummadam, P., Pittman, L. D., & Joffe, M. Ioffe (2016) School Belonging, Ethnic Identity, and Psychological Adjustment Among Ethnic Minority College Students, The Journal of Experimental Education, 84:2, 289-306.   ... View more

*Note: This blog was originally posted on 9/16/2020 in the Student community A recent college grad talks to author John Gardner about the effects of COVID-19 on academia and beyond.   I was granted the unique opportunity to chat with an educator, acclaimed author, and change maker, John N. Gardner. John is a university professor and administrator, student retention specialist, and first-year students' advocate at the University of South Carolina. Our conversation was based on the changes the world has faced in the wake of COVID-19. John was able to strategize with me, as a graduating senior, on how to combat the changes in higher education and the job market. He listened to my story: I had come from a small school in south-central Kansas. I had studied exercise science, psychology, and global studies in my time at KU. I had cast a wide net as far as applying for jobs from international education, higher education, strength and conditioning, and, of course, publishing and online learning platforms like Macmillan Learning. He suggested three core things: take care of yourself, advocate for yourself, and prepare yourself as best as you possibly can. CARE “We need to do a better job of putting ourselves higher on our own ‘to do’ list.” - Michelle Obama Putting yourself best foot forward starts by putting yourself first. Taking a walk, calling a friend, making a nutritious meal, limiting social media consumption, playing fetch with the dog, are just a few ways to take time for yourself. Implementing self-care techniques allow you to put the best version of yourself forward to your friends, family, and possible employers. John encouraged creating a routine with sleep, exercise, and health as priorities will allow this change of lifestyle to become second nature. ADVOCATE “Fortune favors the bold” - Latin proverb Being bold means reaching out to those you have built a network with, cold calling a company you would love to join, and show people not only your certifications and degrees but your soft skills. John suggested taking inventory of those you have networked with and reaching out to them in order to move forward with your career. For me, I have a network at KU which can help me find openings in higher education and international education and I have a network of contacts at Macmillan Learning from sales to marketing to publishing to online learning. Those individuals are familiar with my ability to work in a team, to be flexible, to resolve conflict, and to problem solve in a way a resume would not accurately reflect. I can utilize this network to find openings in the fields that interest me. PREPARE “Chance favors the prepared mind” - Louis Pasteur John references this quote multiple times in our chat. Preparing for whatever the next few months will bring is daunting and uncertain. However, it is comforting to know many others are also in a similar position. Preparing yourself with being as educated, as read, as researched as possible can allow for the best possible outcome. ‘Doing your homework’ is vital to making the most out of an interview, an email correspondence, or a call with someone in your network. You can talk about their work and how you may fit into it. Above all else, you can expand your knowledge of a subject by doing this research. So, when the hiring manager reviews two similar resumes, your exceptional knowledge of a relevant subject or the way you were able to carry the conversation in an educated way, will allow what would have been a 50/50 chance, to turn in your favor. Chatting with John gave me a much more positive outlook on graduating as a college senior amidst COVID-19. His years of experience working with students and honing their potential allowed him to workshop three simple, attainable goals for me to work toward in the coming months. Your present circumstances don't determine your potential, they just determine your starting point. The Class of 2020 may be entering an era of uncertainty, insecurity, and anxiety. However, overcoming this chapter in history will forever change the way we navigate our lives from here forward.     WRITTEN BY Katherine McGaughey University of Kansas Katie is a senior who is double-majoring in exercise science and psychology at the University of Kansas. Originally from Wichita, she loves exploring new cities and has traveled to eight of the top twenty most influential cities in the world so far. She loves cooking and finding the best vegan eats. You can usually find her in planning her next adventure, enjoying a concert with friends, or late-night studying at the library. ... View more