-Gender: 60% women, 40% men

-Cultural diversity: 40% White, 30% Hispanic/Latinx, 20% Black/African American, 10% Asian/Pacific Islander

-Languages: 80% English, 15% Spanish, 5% Mandarin

-Work background: Healthcare (40%) dominates; others in Education, Business, Trades, IT, Government

-Education levels: 10% HS only, 40% Some college, 40% Bachelor’s, 10% Grad degree

-Learning Preferences: Visual (45%), Hands-on (35%), Reading/Writing (20%),

-Learning Challenges: Time constraints (25%), assessment anxiety (20%), disabilities (15%), tech literacy (10%), language barriers (10%), neurodiversity (5%)

-Tech Comfortability: 30% high, 40% moderate, 30% limited

-This activity requires students to reflect on and engage deeply with the content they have learned, which ultimately enhances retention and understanding. In addition, it helps build students’ confidence and fosters a stronger sense of community within the class. This activity aligns with the adult learning theory which emphasizes the importance of active learning, self-direction, and drawing on learners’ experiences. In creating and answering their own questions, students take ownership of their learning.

-This activity allows instructors to check-in on their students, which in turn fosters a greater sense of motivation and belonging. When students feel that their voices are heard they are more likely to take ownership of the course. In addition, this activity can be implemented in various formats which accommodates different learning styles and diversity among students. This activity emphasizes engagement, belonging, and is learner-centered in that it empowers students to take an active role in shaping their learning experience while fostering a supportive and inclusive classroom environment.

-This activity accommodates various learners by engaging multiple learning styles like reflection for visual learners, paired discussion for verbal learners, and group sharing for auditory learners. Furthermore, it reflects key principles of the adult learning theory particularly through its emphasis on active learning, self-direction, and relevance to learners’ experiences.

The module provides four structured pathways, each guiding instructors toward specific pedagogical steps. The first pathway covers Establishing Inclusivity and Belonging focusing on building a brave and welcoming classroom community.

The pathway features instructional steps accompanied by classroom videos and implementation guidance.

-be learner-centered

-encourage active learning

-accommodate diverse learners

-reflect principles of adult learning theory: relevant, self-directed, respect for existing knowledge and previous experiences (Ketkin, 2023)

To accommodate diverse learners:

-give students choices in how to engage

-varied activity styles to accommodate learning styles

-offer bi-lingual instructions  

-Icebreakers (e.g. sharing goals and expectations or how this course relates to students’ careers): build community, connect to internal motivation to learn, reflection and discussion, addresses learners’ experiences and immediate relevance

-Technology Exploration (e.g. looking at basic tools of the course like google docs or finding resources in the library): to support tech literacy and address any questions, hands-on exploration

A student’s sense of belonging derives from interactions with other students and faculty and from feeling respected and valued by others in their learning community. Therefore, the academic communities that students form are critical in their development of belonging.

Based on Maslow’s Hierarchy of needs, belonging is an innate human need that drives well-being, just below basic physiological needs and safety. Further, Maslow argues that if an individual’s needs are not fully met, their well-being may be negatively affected, making it difficult for them to achieve academic success (Teaching + Learning Lab, n.d.). As a result, it is important that a student feels a strong sense of belonging in their educational journey in order for them to achieve their academic goals.

The learning experience design fosters a sense of belonging by intentionally creating inclusive and learner-centered environments including collaborative learning and self-directed learning strategies. In designing learning experiences aimed at emphasizing empathy and respect, instructors can create spaces where students feel seen and supported, strengthening their sense of belonging.