Belonging – Center for Teaching and Learning /ctl Fri, 10 Apr 2026 15:43:31 +0000 en-US hourly 1 /ctl/wp-content/uploads/sites/88/2024/01/cropped-android-chrome-512x512-1-32x32.png Belonging – Center for Teaching and Learning /ctl 32 32 Hyflex learning and student engagement in higher education: a systematic literature review /ctl/hyflex-learning-and-student-engagement-in-higher-education-a-systematic-literature-review/ Wed, 08 Apr 2026 15:41:45 +0000 /ctl/?p=5760 This open-access systematic literature review, published in Frontiers in Education, synthesizes current research on HyFlex (Hybrid-Flexible) course models in higher education — a format in which students choose, session by session, whether to attend in person, join synchronously online, or engage asynchronously. The review draws on studies from across institutional contexts to examine how this radical flexibility affects student engagement, attendance, and learning outcomes. Rather than advocating for one modality over another, the authors investigate what conditions make flexible course designs succeed or fail, and the findings challenge some widely held assumptions about what students actually do when given a choice.

]]> This open-access systematic literature review, published in Frontiers in Education, synthesizes current research on HyFlex (Hybrid-Flexible) course models in higher education — a format in which students choose, session by session, whether to attend in person, join synchronously online, or engage asynchronously. The review draws on studies from across institutional contexts to examine how this radical flexibility affects student engagement, attendance, and learning outcomes. Rather than advocating for one modality over another, the authors investigate what conditions make flexible course designs succeed or fail, and the findings challenge some widely held assumptions about what students actually do when given a choice.

The most striking finding is that HyFlex flexibility does not, as many instructors fear, lead to declining attendance or disengagement. On the contrary, students who needed flexibility tended to use it as a tool to stay current with coursework rather than to disengage entirely, suggesting that choice itself can function as a retention mechanism. More significant, however, is what the research reveals about the true driver of engagement: belonging. Students who felt a strong sense of connection and support remained highly engaged regardless of which modality they chose, while students who felt disconnected showed lower engagement even with maximum freedom. This points to a finding with broad implications: modality is largely secondary to the relational and emotional climate of the course. Instructor presence, defined as timely communication, responsiveness, and visible enthusiasm, consistently emerged as a critical factor in sustaining that climate across all attendance modes.

Key Takeaways for Faculty

  • Belonging matters more than modality. Whether you teach in person, online, or in a blended format, students who feel seen and supported engage more deeply. Investing in the relational dimensions of your course, such as check-ins, responsive feedback, community-building activities, may have a greater impact on student success than any structural or technological choice.
  • Flexibility can be a retention tool, not a risk. Giving students some agency over how or when they engage does not necessarily lead to avoidance. When students trust that the course structure supports them, flexibility tends to help them stay on track during difficult weeks rather than fall behind.
  • Instructor presence is the throughline across all formats. The research consistently identifies faculty visibility, warmth, and timely responsiveness as central to student engagement in every modality studied. How present and approachable you appear to students may be the single most transferable lesson from HyFlex research for any course format.

Read the full article here:

Mahmud, M. M., Teh, J. K. L., & Azizan, S. N. (2026). Hyflex learning and student engagement in higher education: A systematic literature review. Frontiers in Education, 11. 

]]> Inclusive Pedagogy Toolkit /ctl/inclusive-pedagogy-toolkit/ Wed, 17 Dec 2025 21:34:14 +0000 /ctl/?p=5208 The Inclusive Pedagogy (IP) Toolkit from Georgetown’s Center for New Designs in Learning & Scholarship (CNDLS) offers faculty a concise, practical collection of strategies for creating learning environments where all students can participate and succeed. It outlines core principles of inclusive teaching—such as transparency, flexibility, and fostering belonging—and turns them into easy-to-apply practices for course design, classroom interactions, and assessment.

]]> The Inclusive Pedagogy (IP) Toolkit from Georgetown’s Center for New Designs in Learning & Scholarship (CNDLS) offers faculty a concise, practical collection of strategies for creating learning environments where all students can participate and succeed. It outlines core principles of inclusive teaching—such as transparency, flexibility, and fostering belonging—and turns them into easy-to-apply practices for course design, classroom interactions, and assessment. For example, the Toolkit provides guidance on developing inclusive syllabi by clarifying expectations, using welcoming language, and highlighting available student support resources. It also includes suggestions for revising course materials to ensure diverse representation and accessibility, helping faculty audit readings, examples, and media for breadth and balance.

Beyond course design, the IP Toolkit helps faculty support day-to-day classroom practice with concrete tools that promote equity and engagement. For instance, it offers strategies for facilitating discussions in ways that encourage participation from quieter students and prevent dominant voices from taking over. It also recommends flexible assignment structures that allow students to demonstrate learning in multiple ways—an approach that supports a wider range of learning preferences and abilities. Together, these resources make the Toolkit a useful, actionable reference for faculty seeking to improve student inclusion, engagement, and learning outcomes.

Check it out here: 

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