3 The Creation of Student Learning Communities

The Project for Education Research (PERT), acknowledges that almost all students experience challenges in the transition to college, such as failing a test or feeling like they aren’t making friends. For students who are socially disadvantaged in higher education—including students of color, low-income students, and first-generation college students—persistent negative stereotypes and underrepresentation can lead them to wonder if they belong in college, especially when faced with challenges and setbacks.

Stemming from the field of social psychology, “belonging uncertainty” is a longstanding theory demonstrating how students make sense of adversity. A high level of belonging uncertainty often serves as a lens, making students interpret adversity as evidence that they do not belong. This sensemaking is most pronounced during times of transition. In contrast, a high sense of belonging is associated with academic achievement and persistence (PERT).

According to Kirkwood’s 2023 Special Report, 21% of students identified the primary barrier hindering their success as “emotional health.” In addition, only 47% of students reported feeling connected to other students on campus.

The value of fostering social belonging is also highlighted by The Community College Research Center, who recommends supplementing the Guided Pathways framework with the “Ask, Connect, Inspire (ACIP) actions, with an emphasis on “Connect,” connecting every student with faculty, peers, alumni, employers, and community resources that can help support their needs. This sentiment is further echoed by research in the Chronicle of Higher Education, noting a “direct correlation between awareness of support services and feelings of belonging—students who had higher levels of resource awareness also felt higher levels of belonging in their community.”

Moving the needle on student success outcomes requires high levels of faculty engagement. In an effort to build relationships between students and faculty, as well as within program areas, the committee recommends what PERT refers to as a “belonging intervention,” via the creation of program area student learning communities. Ideally, these communities would be led by a designated faculty member, charged with communicating and expanding upon the current academic support opportunities, alerting students of customized opportunities for academic growth and career exploration, while fostering a sense of community amongst program areas.

Responsibilities for a program area faculty leader may include the following:

• • The design and maintenance of program area Talon pages.
  • Communication regarding program area-specific academic services and campus events.
  • Fostering community and communication within student learning communities.
  • Providing resources related to career exploration.
  • Facilitate “Badging” Opportunities for students.
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