Cochran, Kathryn F.


Welsh, Marilyn C., 1955-

Committee Member

Woody, William Douglas


Educational Psychology


University of Northern Colorado

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Place of Publication

Greeley (Colo.)


University of Northern Colorado

Date Created





193 pages

Digital Origin

Born digital


This is a case study of students and instructors at a diverse suburban community college enrolled in a Developmental Education Redesign Program for fall of 2013. A new English curriculum consisted of combination classes of developmental English and a general college composition course. An intervention included classroom strategies to develop a sense of belonging delivered through affective learning techniques. The purpose of the study was to determine if a student’s sense of belonging could be measured. Quasi-experimental features were applied to find the best way to analyze the study. A sense of belonging scale was developed for both students and their instructors, and a student demographics scale defined characteristics that identified predictors for at-risk students. Instructor’s sense of belonging was also assessed and classroom observations were conducted. A number of statistical equations were run, including factor analyses, ANOVA, linear and multiple regression. Results were analyzed to see if various outcomes made a difference in classroom climates and if these impacted student performance. The sense of belonging measurement increased between Week 9 (T¹) and Week 14 (T²), indicating good reliability and a positive change in scores. Some results that were noted: concentration on peer interaction, influence of college services and the approachability and outreach by the instructor. Specific student demographic predictors identified at risk students, particularly in lack of use of additional support services, time spent at college, and those who worked full time were affected by lower sense of belonging scores. More research is needed for challenges that could better report on improved academics and retention. Implications state that this type of sense of belonging measurement could be beneficial in recognizing an early report of at-risk students engaged in similar programs of change. A conscious implementation of institutional support services and monitoring instructor engagement can produce favorable outcomes as needs increase for success of similar curriculum redesign programs.

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Copyright is held by author.