Before a answered some of the questions posed for this topic, I would like to acknowledge that as a psychology educator, I am in a great position to help students develop social-emotional intelligence in conjunction with practices to develop a sense of belonging.

What can faculty do to foster a classroom climate of belonging? Why is it important to create a community of learners in the classroom? I like the thought of a collaborative learning classroom community that can be developed with formal learning—projects outside the classroom, and informal—a group in the classroom.  In looking at the latter, in my classes, I provide structures and rubrics to help the students run their activities.  I liked the idea of letting the students choose their groups, though this makes look different for different semesters, I know that having and giving choices helps the students to feel that are part of the decision-making.

Communalism jumped in my mind, Dr. Gray said the following (I hope my quote is accurate) “communalism sounds like finding a purpose and then it becomes some form of personal purpose…belonging is not just relationship, but also instructional activities to belong, institutional opportunities to belong, serving people around you.”  From time to time, in the back of my mind, I have thought about ways to have my students engage in the community.  I have to say that this is challenges me as I know this requires a lot more time and thinking.  But after seeing the video, in Dr. Summers’s presentation, of students creating a community program, I see the amazing potential that this is.  I have the responsibility to think deeper and develop an assignment that puts the students in the driving seat to change their communities.  I will use the direction to the students of what was said in the workshop, if there is no impediment, how would it look like the practices you will implement to make a community/ systemic change.

Similarly, Dr. Schreiner in the article “Thriving Quotient,” mentions the three specific research-based practices to help students not just graduate, by thrive, “ (1) equipping students with an optimistic explanatory style, (2) helping students vision future success, and (3) teaching students to develop and apply their strengths.  The latter is so important to help students motivated to continue moving forward. Another step I will take is to find a way to help my students develop their strengths.

Thank you!