Students’ feelings of belonging are strongly correlated to their ability to learn.
Evidence shows that students with a strong sense of belonging are more
motivated and engaged, resulting in better performance and higher intentions
to persist. Further, discipline-specific belonging is related to discipline-specific
persistence. In this workshop, faculty and graduate student instructors will
have the opportunity to engage in one of three Yale-specific math case studies
related to belonging. After discussion of the cases, participants will consider
evidence-based teaching strategies to support Yale math students, including
those from historically underrepresented and/or under served groups. This
workshop will serve as a starting point for the discussions the following week
with Dr. Pamela E. Harris, Associate Professor in the Department of
Mathematical Sciences at the University of Wisconsin at Milwaukee.