Age Range: 24-58 years old

Gender:

• 18 Women

• 12 Men

Ethnicity:

• 40% White/Caucasian

• 30% Hispanic/Latinx

• 20% Black/African American

• 10% Asian/Pacific Islander

Work Background:

• 40% Healthcare

• 20% Education

• 15% Business

• 10% Skilled Trades

• 10% IT/Tech

• 5% Government

  
  

Languages Spoken:

• 80% English

• 15% Spanish

• 5% Mandarin

  
  

Types of Learners:

• 45% Visual

• 35% Hands-on (Kinesthetic)

• 20% Reading/Writing

25% Time constraints

15% Learning disabilities

10% Tech literacy

10% Language barriers

5% Neurodiverse

20% Assessment anxiety

Career Goals

• 40% Career advancement

• 30% Career change

• 20% Personal growth

  
  

Learning Goals

• 50% Seeking professional development

• 30% Career transition

• 20% Personal enrichment

Maslow’s Hierarchy of Needs: Maslow’s theory states a person’s basic needs for survival and well-being must be fulfilled before they can achieve self-actualization and engage in the complex thinking required for higher education (Mackh, 2025). When adult learners feel they belong in the educational environment, they are more likely to engage fully in the learning process and strive for personal and professional growth.

Transformative Learning Theory: Mezirow’s transformative learning theory emphasizes the importance of critical reflection and dialogue in adult learning. A sense of belonging facilitates the open exchange of ideas and perspectives, creating a safe space for learners to challenge their assumptions and undergo transformative experiences (Merriam & Baumgartner, 2020). In our diverse classroom, fostering belonging encourages students to share their experiences and viewpoints, enriching the learning process for all.

Self-Directed Learning: When individuals take charge of their own learning by identifying their needs, setting goals, finding resources, selecting strategies, and evaluating their progress—either independently or with support (Merriam & Baumgartner, 2020). However, creating a supportive environment that promotes belonging can enhance this self-direction by providing learners with the confidence and resources to pursue their educational goals effectively. The students are pursuing an education for a specific reason.

Finkel,. (2023). “Meeting Students Where They Are”: Colleges Shift Thinking and Design to Be More Student-Ready. Community College Journal, 93(5), 12–19. https://doi.org/https://www.aacc.nche.edu/publications-news/community-college-journal/

“Fostering Community and Belonging,” Center for Teaching Innovation, Cornell University, accessed May 10, 2025, https://teaching.cornell.edu/teaching-resources/building-inclusive-classrooms/fostering-community-and-belonging.

Mackh, B. M. (2025). Teaching for retention. Taylor & Francis.

Merriam, S. B., & Baumgartner, L. M. (2020). Learning in adulthood (4th ed.). Wiley.

Stephens, L. E. (2023). More than Students… A Pedagogy of Kindness. Schole: A Journal of Leisure Studies and Recreation Education, 38(2), 136–137. https://doi.org/10.1080/1937156X.2021.1986434

Regularly survey students—preferably anonymously—on their needs, accessibility, well-being, successes, and suggestions.

Incorporate their backgrounds and past input into discussions.

Provide clear verbal and written feedback.

Follow up with students who miss classes or deadlines.