Description
COVID-19 negatively impacted students' abilities to participate in live, in-person events; students were unable to interact with peers or build relationships critical to success and well-being. Quarantine, social distancing and video conferencing did not create this problem however, it simply amplified the fact that dental students seemingly lack camaraderie and a sense of belongingness. The Curriculum and Cultural Ambassador group was created to allow students to bond over shared goals in the hopes of improving their experiences within dental school. This group gives students the ability to “Be the Change” on campus and enact real-time change to foster a sense of belongingness. This study will provide data regarding the effectiveness of the Ambassador group to increase sense of belongingness and interest in education. Methods: First, second, third and fourth year students involved in the Curriculum and Cultural Ambassadors group (n=40) will attend a monthly in-person meeting to discuss topics related to the university’s curriculum and culture. Students will take a pre and post survey, including questions regarding their demographic information, sense of belongingness at the university, social anxiety, introversion, and their desire to become a future educator. Results: Data will be analyzed after the second survey is given. Multiple linear regressions will be used to determine which factors predict increases in student knowledge, sense of belongingness, and desire to become a future educator. Independent sample t-tests, paired sample t-tests, and Mann-Whitney u-tests will be used to compare survey results. Open ended questions will be coded for emergent themes. Conclusions: Conclusions will be ready in February of 2022. This study will provide meaningful data that can be utilized at all dental schools to better understand sense of belonging and how to improve it.
Disciplines
Clinical Trials | Education | Health and Medical Administration | Health and Physical Education | Health Services Research | Medical Education | Medical Sciences | Medicine and Health Sciences | Nursing | Primary Care | Scholarship of Teaching and Learning | Teacher Education and Professional Development
Recommended Citation
Tuft, Jake and Schvaneveldt, Jacob, "Participation in Curriculum and Cultural Ambassador Group to Enhance Student Belongingness" (2022). Annual Research Symposium. 4.
https://ecommons.roseman.edu/researchsymposium/2022/postergroup3/4
Included in
Clinical Trials Commons, Health and Medical Administration Commons, Health and Physical Education Commons, Health Services Research Commons, Medical Education Commons, Medical Sciences Commons, Nursing Commons, Primary Care Commons, Scholarship of Teaching and Learning Commons, Teacher Education and Professional Development Commons
Participation in Curriculum and Cultural Ambassador Group to Enhance Student Belongingness
COVID-19 negatively impacted students' abilities to participate in live, in-person events; students were unable to interact with peers or build relationships critical to success and well-being. Quarantine, social distancing and video conferencing did not create this problem however, it simply amplified the fact that dental students seemingly lack camaraderie and a sense of belongingness. The Curriculum and Cultural Ambassador group was created to allow students to bond over shared goals in the hopes of improving their experiences within dental school. This group gives students the ability to “Be the Change” on campus and enact real-time change to foster a sense of belongingness. This study will provide data regarding the effectiveness of the Ambassador group to increase sense of belongingness and interest in education. Methods: First, second, third and fourth year students involved in the Curriculum and Cultural Ambassadors group (n=40) will attend a monthly in-person meeting to discuss topics related to the university’s curriculum and culture. Students will take a pre and post survey, including questions regarding their demographic information, sense of belongingness at the university, social anxiety, introversion, and their desire to become a future educator. Results: Data will be analyzed after the second survey is given. Multiple linear regressions will be used to determine which factors predict increases in student knowledge, sense of belongingness, and desire to become a future educator. Independent sample t-tests, paired sample t-tests, and Mann-Whitney u-tests will be used to compare survey results. Open ended questions will be coded for emergent themes. Conclusions: Conclusions will be ready in February of 2022. This study will provide meaningful data that can be utilized at all dental schools to better understand sense of belonging and how to improve it.