New Report Explores Student Survey Insights on Belonging, Inclusive Practices

We’ve just released a new report on inclusive pedagogy at Georgetown and its correlation to student sense of belonging. Based on the results of the 2020 Cultural Climate Student Survey, this report uses an inclusive pedagogy framework to align survey findings to practical advice for faculty about ways to incorporate inclusive pedagogical practices into their classrooms, teaching, and relationships with students. Drawing heavily on the CNDLS Inclusive Pedagogy Toolkit, this report is the result of a collaboration on analyses between CNDLS, the Office of Institutional Diversity, Equity, and Affirmative Action (IDEAA), and the Office of Assessment and Decision Support (OADS), guided by an Advisory Group of faculty and associate deans from all three Georgetown campuses. OADS provided the survey data and statistical expertise, while IDEAA advised on possible institutional responses based on the survey results. CNDLS interpreted the survey results through an inclusive pedagogy lens, specifically aiming to turn insights into actions that faculty and administrators can take now in Georgetown teaching and learning environments. In the Pedagogy Report, CNDLS uses correlational analyses to show the relationships between students’ exposure to inclusive pedagogical practices at Georgetown and their sense of belonging and academic success. The survey asked students several questions regarding their level of exposure to specific inclusive pedagogical practices, as well as their sense of belonging. Correlations between survey items revealed a significant and moderate correlation between students’ responses on these two areas of the survey. Our findings about the strength and significance of these correlations—especially for students with historically underrepresented identities at Georgetown—are in line with much of the foundational literature on why sense of belonging is such an important component of a student’s experience in college or graduate school. (For more on this literature, see the Inclusive Pedagogy Toolkit.) For questions on the Pedagogy Report, please contact Shannon Mooney, Senior Data Scientist at CNDLS and OADS (shannon.mooney@georgetown.edu).

We’ve just released a new report on inclusive pedagogy at Georgetown and its correlation to student sense of belonging. Based on the results of the 2020 Cultural Climate Student Survey, this report uses an inclusive pedagogy framework to align survey findings to practical advice for faculty about ways to incorporate inclusive pedagogical practices into their classrooms, teaching, and relationships with students.

Drawing heavily on the CNDLS Inclusive Pedagogy Toolkit, this report is the result of a collaboration on analyses between CNDLS, the Office of Institutional Diversity, Equity, and Affirmative Action (IDEAA), and the Office of Assessment and Decision Support (OADS), guided by an Advisory Group of faculty and associate deans from all three Georgetown campuses. OADS provided the survey data and statistical expertise, while IDEAA advised on possible institutional responses based on the survey results. CNDLS interpreted the survey results through an inclusive pedagogy lens, specifically aiming to turn insights into actions that faculty and administrators can take now in Georgetown teaching and learning environments.

In the Pedagogy Report, CNDLS uses correlational analyses to show the relationships between students’ exposure to inclusive pedagogical practices at Georgetown and their sense of belonging and academic success. The survey asked students several questions regarding their level of exposure to specific inclusive pedagogical practices, as well as their sense of belonging. Correlations between survey items revealed a significant and moderate correlation between students’ responses on these two areas of the survey. Our findings about the strength and significance of these correlations—especially for students with historically underrepresented identities at Georgetown—are in line with much of the foundational literature on why sense of belonging is such an important component of a student’s experience in college or graduate school. (For more on this literature, see the Inclusive Pedagogy Toolkit.)

For questions on the Pedagogy Report, please contact Shannon Mooney, Senior Data Scientist at CNDLS and OADS (shannon.mooney@georgetown.edu).