A Model for Building Community in a First-Year Seminar

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Author(s): Katie Hopkins, Dr. Sandy Greene, & Dr. Dan Friedman

Citation: Katie Hopkins, Dr. Sandy Greene, & Dr. Dan Friedman.

 

Abstract

Community building in first-year seminars can positively impact students’ sense of belonging and learning. Strayhorn (2019) defines sense of belonging as “a feeling that members (of a group) matter to each other and to the group” (p. 4). Padgett and Friedman (2010) found that sense of belonging is the top predictor for student persistence to the second year. Institutions interested in increasing persistence and retention should invest in programs, practices, and curriculum that facilitate a sense of belonging for students. Instruments such as the First-Year Seminar Assessment can measure student sense of belonging. Example questions include: I feel accepted by other students, I find it easy to make friends here, and I have things in common with other people. Community building also increases learning by helping students feel comfortable sharing their ideas and perspectives with their classmates. This exchange of ideas helps students acquire content knowledge and teaches them to have discussions across differences. In this way, community building is essential for creating a safe place for learning to take place.

 

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