Fostering Social Connection in Large Lecture Classes

Abstract

Urban universities with a predominantly commuting student population face distinct challenges in fostering social connections. Commuting students spend less time on campus and have fewer opportunities for organized and spontaneous social interactions with other students. The campus experience for commuter students tends to center around the classroom. Social connection is vital to various outcomes, such as persistence and well-being, and thus instructors need to find ways to promote different forms of interaction. This study uses focus groups and a survey instrument to examine student perceptions of the social benefits of collaborative active learning activities in a first-year introductory political science course. The data indicate that students positively assess their experiences with collaborative learning, highlighting its benefits on social connection and well-being.