Presented By: Emma Steely, Pennsylvania State University
Co-Authors: Michael Mashtare, Pennsylvania State University

This study explores the impact of several community building approaches in the classroom, including (1) nameplates (featuring preferred name, pronouns, and hobbies), (2) trivia-questions generated from student icebreaker responses to segment lectures, (3) team-building exercises (e.g., games, solving puzzles), and (4) a class GroupMe. The first 2 approaches were used in 3 undergraduate courses in fall 2023: Soil and Water Management, Land Application of Waste, and Technical Communications. The third approach was used in the communications course, while the last approach was used in the Soil and Water Management course. End-of-semester anonymous surveys using a 6-point Likert scale and open-ended questions were used to assess student perceptions on classroom community and instructor approachability. Means for Likert scale responses (MR) were calculated on a scale of zero (strongly disagree) to five (strongly agree) to approximate strength of response with MR >2.5 suggesting agreement and MR < 2.5 suggesting disagreement. Responses, where applicable, are aggregated and while some variability was observed, trends were similar across all 3 courses. Of those responding about the first 2 approaches (n=88, 89% across 3 classes), students reported that the name tags helped them learn the names and interests of their classmates (86.4%, MR=3.47) while fostering community and a more collaborative environment (84.1%, MR=3.49). Students felt that the icebreaker and related trivia helped them connect and learn more about their classmates (93.3%, MR=3.91) and kept them motivated and engaged during class (95.5%, MR=4.34). Where deployed, students reported the team-building exercises was effective in helping build community (n=24, 95.8%, MR=4.38). The class GroupMe was also seen as being effective in fostering peer connections (n=37, 83.8%, MR=3.49). By understanding the impact of these approaches, instructors can strengthen classroom connections and ultimately improve the overall educational experience for students in diverse academic settings.