Shaping success in civil and environmental engineering classroom: a study of belonging and course performance

Purpose This study aims to investigate how inclusive teaching interventions impact the sense of belonging (SoB) among first-year civil and environmental engineering (CEE) students, a high determinant of persistence, with a particular focus on underrepresented minority (URM) students and those with lower overall Grade Point Averages (GPAs). Design/methodology/approach A between-groups design was employed, comparing two sections of a first-year CEE course. One section received a series of inclusive teaching interventions, while the other did not. Students’ SoB and course performance were assessed and compared between the two groups. Findings Students in the intervention condition reported a higher SoB by the end of the semester compared to those in the non-intervention condition, with lower overall GPA students showing the largest gains. Regarding course performance, a stronger SoB was associated with a reduced gap in course performance between low and high GPA students, and a similar gap between URM and non-URM students was eliminated in the intervention condition. Practical implications Fostering a strong SoB from the first year is crucial to bridge the gap between academically underprivileged students and their peers, ultimately fostering a more inclusive, supportive and equitable learning environment and preparing a diverse and innovative engineering workforce. Originality/value This research highlights the importance of inclusive teaching practices in enhancing SoB among first-year CEE students. By demonstrating the positive impact of these interventions, the study provides strategies for educators to support vulnerable students and reduce potential achievement gaps.