“Not Just a Number”: Promoting Belonging Through an In-Class Activity in a Large Course

Background Starting a new class at the beginning of the semester is daunting for some students. It can be even more overwhelming and isolating to be a student in a large, auditorium-style lecture hall with dozens, if not hundreds, of other students. This may lead many students to lack a sense of belonging in the university setting. Objective This study examined how creating and sharing a personalized collage representing themselves during an in-class activity may impact students’ sense of belonging in a large, lecture-style classroom. Method Undergraduate psychology students in an upper-division course ( N = 138) completed a collage in-class activity on the first day of class. To determine the effectiveness of the activity, students self-reported their belonging using pre- ( N = 49) and postmeasures ( N = 26). Results The activity significantly increased students’ sense of belonging. Conclusion The activity shows promise as a cost-effective and feasible active-learning strategy to promote belonging; however, there are important limitations to consider. Future research is needed to expand upon the efficacy of the approach. Teaching Implications This in-class activity may be an effective and engaging way to promote belonging in undergraduate psychology students enrolled in large courses.