Document Type

Honors Thesis

Major

Communication

Advisor(s)

Liliana Herakova

Committee Members

Rebecca Buchanan, Jordan LaBouff, Karen Pelletreau

Graduation Year

May 2024

Publication Date

Spring 5-2024

Abstract

Student retention and belonging continue to be a significant challenge in U.S. higher education, exacerbated by the COVID-19 pandemic (Office for Civil Rights, 2021). Particularly, first-year students experience emotional, relational and learning difficulties as they transition to college (Thompson, 2008). In response, scholars propose relationship-rich education as key to student success (Faulkner et al., 2021). Accordingly, this project explored the role of classroom communication in fostering students’ learning and sense of belonging through both qualitative interviews with 11 first-year students and a learner’s autoethnography. Two research questions were posed: 1) What are first year student perceptions on how communication in the classroom impacts their learning? and 2) What are the impacts of engaging in observations of classroom communication on undergraduate students’ relationship to and understanding of learning? With regards to the first question, students named several communication practices as key to their academic success and sense of belonging. These included: connecting with both their peers and instructors, asking questions, and reflecting on their learning and the classroom environment. Addressing the second question, this research supports the value of students conducting classroom observations as a mechanism for becoming stronger advocates for their own learning, growing their metacognitive competencies, and developing an appreciation for the role of diverse relationships and communities in fostering meaningful learning. Results from this project have implications for cultivating relationship-rich educational training for both instructors and students.

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