2022 PLTLIS Conference: Developing a Stronger Sense of Belonging
These resources accompanied my session on how peer learning groups can develop a stronger sense of belonging by participants and the leaders. Groups such as PLTL are critical since they are on the front lines for fostering a stronger sense of belonging to the institution, their academic program, and a personal sense of identity. < > = web link.
Resources Related Directly to the Session on Belonging:
<Link to PowerPoint slides> These are the PowerPoint slides I used during the session on increasing a sense of belonging by students and PLTL leaders.
<Link to guide of antiracism practices and policies> This guide to best practices for antiracism practices and policies for student-led study groups was developed by the Colleagues of color for Social Justice. These practices could accompany specific guidelines for implementing the PLTL program.
<Promoting belonging through peer learning> This document was developed by student study group leaders at an Australian conference that identified barriers and steps to developing a sense of belonging by students in peer study groups.
<Post Exam Survey> After the first major exam, students complete the anonymous survey about their behaviors preparing for and during the exam. Then the results are tabulated by the course instructor and used as feedback to the students.
<Student Health Report> 2021 College Student Health Survey Report for Minnesota. It identifies a wide range of conditions that affect students' health and academic achievement.
Dive Deeper into this Topic. Some of These are Referenced in the Session:
<Antiracism glossary for education and life> This glossary was developed by Colleagues of Color for Social Justice. Several of the glossary terms were used during the session on belonging.
<Article by Vincent Tinto> This article by Dr. Tinto explains how a student’s sense of belonging has a large impact on their academic achievement and college graduation.
<Growth Mindset and Social-Belonging Interventions> Dr. Greg Walton, Associate Professor at Stanford University discusses these two approaches to creating a more supportive learning environment for students.
<Social Belonging Interventions> This report by the What Works Clearinghouse of the Institute of Education Sciences contains reviews of several interventions.
<Annotated Bibliography> These dozen publications explain how a sense of belonging, or a lack thereof, occurs inside student-led study groups. Some of them are focused on PLTL peer programs.
<How Sense of Belonging Impacts Student Retention: Examining the Experience of First-Generation Latino/a/x Students Attending PWIs> Latinx students’ admission rates have increased in most recent years however, Latinx students still have the lowest degree attainment compared to other ethnic/racial groups (Rodriguez et al., 2021). Research reveals a sense of belonging has an impact on retention for first-generation Latino/a/x students attending Predominantly White Institutions (PWIs). Latinx students gain sense of belonging through the support of their peers, faculty, and the institution’s commitment to providing safe campus spaces. The primary purpose of this project is to understand the challenges first-generation Latinx students face and where institutions can provide resources like peer mentor programs to close the degree attainment gap. By having a better understanding of Latinx experiences on campus and where they gain a sense of belonging, institutions can better identify strategies to assist them better. The suggested peer mentor program can help foster a better experience for Latinx students and provide support to achieve their intended degrees.
Recommended by the Institute of Education Sciences What Works Clearinghouse of the Department of Education:
<College Transition Collaborative> The Social-Belonging Intervention aims to help all students view challenges in the transition to college as normal and improvable so they are more able to remain socially and academically engaged during periods of difficulty. In previous studies, the intervention has been effective in improving social and academic engagement as well as achievement and completion for students from structurally disadvantaged backgrounds.
<PERTS> A free, evidence-based program designed to support a sense of belonging on campus to improve engagement, retention, and achievement for students at four-year colleges and universities. Social-Belonging for College Students aims to help all students view challenges encountered in the transition to college as normal and improvable so they are more able to remain socially and academically engaged in the face of challenges. In previous studies, Social-Belonging for College Students has been effective in improving both social and academic engagement on campus as well as GPA and retention among socially disadvantaged students.
<Structures for Belonging: A Synthesis of Research on Belonging-Supportive Learning Environments> Produced by the Student Experience Research Network, it provides a synthesis of more than 120+ research studies on the topic.
Publications and Resources about Peer Learning:
<Peer Annotated Bibliography> This annotated bibliography contains more than 1,700 citations to peer programs in seven major programs. An entire chapter is devoted to all known PLTL publications and research studies.
<Peer Learning Resource> This web page maintained by David Arendale provides links to articles, training manuals (some of which were created by student leaders of peer programs) and more that could be useful for any peer program such as PLTL.
Videos on PLTL and Other Peer Learning Programs
<Peer Learning YouTube Channel> This YT channel contains videos that feature PLTL, SI-PASS, and other major peer learning programs.
[Video, 40:00]. Common elements among major peer learning programs. <https://youtu.be/ZhbT45KvRpQ> <PP Slide Handout for Video>
[Video, 15:57]. Peer-led Team Learning (PLTL) overview. <https://youtu.be/yvxR19OffDE> <PP Slide Handout for Video>