Connection and Belonging

A student’s background—including factors like hometown, family education history, financial situation, and previous schooling—can shape how connected they feel in the college classroom. At ETSU, where many students come from Appalachian communities or are the first in their families to attend college, fostering a sense of connection is essential for success.

• Engagement: Students are more likely to participate when they see aspects of their own lives reflected in course content or discussions. A student from Appalachia might resonate with regional case studies, while a student from abroad may feel more engaged when global examples are included.

• Persistence: First-generation students, in particular, benefit from supportive instructor relationships and clear guidance as they navigate the unfamiliar territory of higher education.

• Academic Growth: Students who feel welcomed and understood—whether they’re returning adult learners or navigating college alongside work and family responsibilities—are more likely to ask questions, seek feedback, and take academic risks.

Cultural Background and Learning Preferences

Students’ cultural, regional, and personal experiences influence how they learn, communicate, and participate in class.

• Communication Styles: Some students may be more comfortable with discussion-based learning, while others prefer written reflection or quiet processing. Storytelling and personal experience can be powerful tools for learning in many cultural contexts.

• Group vs. Independent Work: While some students thrive in collaborative group settings, others may prefer structured, independent tasks—particularly students with military training or those balancing tight schedules.

• Approach to Authority: Students vary in their comfort level when interacting with instructors. Some may hesitate to speak up or challenge ideas, especially if they come from more formal or traditional educational systems.

Life Experience and Academic Relevance

Many ETSU students bring meaningful real-world experience into the classroom—something that can deepen learning when instruction connects with that experience.

• Perspective: A nursing student from a rural community may offer insights into local healthcare challenges during class discussion, enriching the learning for peers.

• Motivation: Students who value hands-on learning—such as outdoor enthusiasts or those with work experience—may be particularly engaged by applied, field-based, or project-oriented assignments.

Supporting a Wide Range of Learners

Students at ETSU often balance multiple roles—worker, caregiver, student—and come from a variety of academic and personal pathways. Faculty can make a powerful difference by adopting strategies that increase flexibility, build connection, and reduce barriers to learning.

Here are a few research-informed principles to consider:

• Acknowledge Student Strengths: Recognize the knowledge students bring with them, whether rooted in local culture, career experience, or personal ambition.

• Use Diverse Examples: Select readings, case studies, or assignments that reflect a range of voices, industries, and lived experiences—especially those relevant to the region.

• Build Community: Encourage collaboration and conversation across backgrounds to help students learn from one another and build academic confidence.

• Offer Multiple Ways to Participate: Provide varied options for student engagement—such as group work, written reflections, or creative projects—so all students have a way to contribute meaningfully.

• Be Transparent and Supportive: Share resources for academic support, communicate clearly about expectations, and create space for students to ask questions and seek help.

By aligning teaching practices with the strengths and needs of ETSU students, faculty can support both academic achievement and personal development. This approach helps students stay motivated and engaged—and contributes to the university’s broader mission of service and excellence in the region.