FEBRUARY 2022Building Belongingwith InScribe at RioSalado CollegeCollege Innovation NetworkEvaluation and Impact ReportPlease direct mediaqueries to:firstname.lastname@example.orgCitation:College Innovation Network(2022, February). BuildingBelonging with InScribe at RioSalado College. CIN Evaluationand Impact Report.
Table of Contents03EXECUTIVE SUMMARY06BELONGING IS CENTRAL TO THE STUDENTEXPERIENCE IN HIGHER EDUCATION09EVALUATING THE IMPACT OF RIOCONNECTON STUDENT BELONGING19STRATEGIES FOR BUILDING VIRTUALCOMMUNITIES TO PROMOTE STUDENTBELONGING211719W G UL A BS.O R G/ CINTHE IMPORTANCE OF STUDENTBELONGING ON THE MODERN CAMPUSREFERENCESAPPENDIX2F EB R U A R Y 2 0 2 2
Executive SummaryModern higher education is becoming increasinglydispersed and asynchronous: students can nowcomplete their education from anywhere in the world,on their own schedule, with little interaction with peers.Students, however, still want genuine connectionsto their peers and a sense of belonging within theirinstitution.the exclusive intention to provide online students at RioSalado College a space to connect, share resources, andlearn from one another – on their schedule.The College Innovation Network (CIN) at WGU Labscollaborated with Rio Salado College and InScribe toevaluate the impact of RioConnect on student belongingand peer connectedness over a six-week study periodusing a pre-post, quasi-experimental survey design.Given that online, dispersed learning in highereducation is here to stay, institutions face a growingproblem: How can modern higher educationinstitutions create opportunities for students tofoster belonging and connectedness with their peers?Our analyses show that students who engaged withthe RioConnect community reported greater belongingand greater peer connectedness over the course ofthe six-week study period than students who had notengaged with RioConnect. We measured students’ selfreported belongingness and peer connectedness overtime (comparing Time 1 responses to Time 2 responseswithin user groups); and between user groups (comparingresponses across user groups at Time 1 and across usergroups at Time 2) to evaluate the impact of RioConnectparticipation.Rio Salado College addressed this challenge bypartnering with InScribe to create RioConnect inSummer 2021 – a custom designed virtual communityto provide online students a space to engage inqualitatively rich discussion around resources and tipsto succeed in a self-paced, high-flex online learningenvironment. The RioConnect community was built withTIMELINE OF RESEARCH EVENTS: AUGUST - NOVEMBER 2021RioConnect, powered byInScribe, is launched toover 7,100 students atRio Salado College.Student participation in theRioConnect communitycontinues to growacross the fall.LATE AUGUST 2021OCTOBER 2021W G UL A BS.O R G/ CINMID SEPTEMBER 2021EARLY NOVEMBER 2021Baseline (Time 1) surveys areemailed to all studentseligible to participate in theRioConnect community.Follow-up (Time 2) surveysare emailed to students whocompleted the baseline(Time 1) survey.3F EB R U A R Y 2 0 2 2
The findings of this research suggest thatvirtual communities can provide students withopportunities to have meaningful experienceswith their peers. Creating spaces for studentsto connect is an actionable strategy for highereducation institutions motivated to fosterbelonging and connectedness among students,and may have impactful long-term outcomesas well. The overall pattern of results suggeststhat student participation in the RioConnectcommunity, powered by InScribe, isassociated with positive changes in overallsense of belonging and peer connectednessfor students at Rio Salado College.CHANGES IN STUDENT BELONGING ACROSSRIOCONNECT USER GROUPSOVERALL BELONGING5FINAL SAMPLE SIZE COUNTS OFRIOCONNECT USER GROUPS.SURVEY LAUNCHEDCONSISTENT USERS4ERSOPTE ADLATD USERSUNENGAGE327,187STUDENTS1TIME 1TIME 2N 238ERROR BARS 95% CI436COMPLETEDSURVEYTIME 1at SITti175 VISTUDENTSCONSISTENTUSERSOT YET VID NI43691183NO DATAFOR TIME 243645STUDENTSLYSISANAINm2atD of surv SITey61timesurveyED e ofINCLUEDDCONNECTRIOTIME nt Users Students that reported participating in RioConnect at both Time 1 and Time 2; Late Adopters Students that did not report participating in RioConnect at TIme 1 but did at Time 2; Unengaged Users Studentsthat did not report participating in RioConnect at either Time 1 or Time 2W G UL A BS.O R G/ CIN4F EB R U A R Y 2 0 2 2
KEY TAKE-AWAYS: Rio Salado College faced the challenge ofconnecting their online students who learnasynchronously and dispersed across thecountry.Rio Salado College collaborated with InScribeto build RioConnect: A virtual community “forstudents, by students” that provided a spacefor students to connect, offer support, askquestions, and share resources. CIN implemented a pre-post, quasi-experimentalsurvey design to observe changes in studentbelonging for Rio Salado College students overthe course of the six-week study period. RioConnect users reported significantly higherbelonging and peer connectedness than studentsthat never engaged with RioConnect. Virtual communities appear effective atpromoting belonging in online learningenvironments.RIOCONNECT HIGHLIGHTS8356conversations started bystudents on RioConnectrequests by studentsfor help on RioConnect64%70%of students wouldrecommend RioConnect toother students looking toconnect with peersof students said theInScribe platform waseasy to useTHE COLLEGE INNOVATION NETWORK (CIN) at WGU Labs is a network of highereducation institutions committed to addressing the core challenge of promotingbelonging and engagement in the modern higher education environment. We’releveraging technology to build highly engaged learning communities from enrollmentthrough graduation – and beyond. CIN supports educational institutions by identifyingareas of need, implementing effective education technology for students, anddemonstrating impact through research.JOIN US AS WE BUILD LEARNING COMMUNITIES WHERE ALL STUDENTS BELONG.W G UL A BS.O R G/ CIN5F EB R U A R Y 2 0 2 2
Belonging is Central tothe Student Experience inHigher EducationTHE PROBLEM OF BELONGING IN ONLINEEDUCATIONModern higher education is becoming increasinglydispersed and asynchronous: students can nowcomplete their education from anywhere in the world,on their own schedule, with little interaction with peers.This trend is unlikely to change. But humans also havea fundamental need to belong within social groups.Historically, institutions of learning were designedaround this fundamental need, from creatingcampuses to holding synchronous class meetings.InScribe platform. Rio Salado College and InScribedesigned this platform to provide students with a virtualplace to ask questions, share resources, and providesupport. We found that participation in the RioConnectvirtual community was associated with a greater senseof belonging and greater peer connectedness forstudents across the study period.“A 2021 survey ofstudents by the CollegeInnovation Network (CIN) shows thatThe pandemic elevated the importance of belongingand peer connections in virtual education environments.In American Campus’ 2020 survey,1 conducted at theheight of online learning, 84% of students report missingsocializing with peers. A 2021 survey by Inside HigherEd2 shows that 71% of students report that the lackof connection with peers and faculty is a significantchallenge posed by online learning. Finally, a 2021 surveyof students3 by the College Innovation Network (CIN)similarly shows that 69% of students feel less connectedto their peers in online learning environments, and 56%feel that social activities are an important aspect of theircollege experience.69% OF STUDENTSTHE HUMAN NEED TO BELONG IN SOCIAL GROUPSThe COVID-19 pandemic acted as a catalyst for rapid,near universal transition to online education, causingthe emergence of new priorities for college leaders. In2021, CIN brought together dozens of higher educationleaders across the country to identify the most pressingareas of focus for the upcoming year. Student belongingand engagement came out as the top strategic priorities4in the years ahead for both online and campus-basedinstitutions alike.Given that online, dispersed learning in higher educationis here to stay, institutions face a growing problem: Howcan modern higher education institutions createopportunities for students to foster belonging andconnectedness with their peers?As online and hybrid learning options become morecommon and the college campus expands into virtualspaces, institutions must be more intentional in findingand adopting solutions that focus on fostering studentbelonging.This report shares the research results of the CINpartnership between Rio Salado College and InScribe tobuild a customized virtual community for online RioSalado College students, called RioConnect, on theW G UL A BS.O R G/ CIN”feel less connected to theirpeers in online learningenvironments6F EB R U A R Y 2 0 2 2
CONCEPTUAL DIAGRAM OF CORE COMPONENTS OF BELONGING.Perceptions ofBelongingTargets of RioConectCommunityOpportunitiesto BelongMotivationsto BelongFigure 1Social scientists often use the term belonging to refer tothe fundamental human motivation to form meaningfulconnections with people.5 There are three corecomponents6 to belonging (see Figure 1). Motivationsto belong refers to how important and to what extentsocial connections matter to an individual. Opportunitiesto belong refers to the spaces available for belonging andconnections to be fostered. And perceptions of belongingrefers to an individual’s thoughts and feelings abouttheir belonging experiences.samples show that greater belonging is positively linkedwith persistence and engagement in college.9RIO SALADO COLLEGE USES INSCRIBE TO GIVESTUDENTS QUICK ACCESS TO RESOURCES AND PEERSUPPORTRio Salado College, located in Tempe, Arizona, is aleader in online education, supporting diverse learnersacross a variety of credential and degree programs. Withweekly start dates and flexible scheduling, students areempowered to accomplish their educational goals in theway that fits into their lives.Research consistently shows benefits of improvingstudents’ sense of belonging. For example, one broadaccess university7 found that underrepresented andunderserved students who took part in a belongingintervention had greater academic persistence over twoyears as a result of increased belonging. Other studies8also show the potential for long-term positive effects upto a decade later.Although students choose online education because ofthe personalization and flexibility, it can be a struggle forstudents socially. Getting quick access to resources whenneeded, which could be late at night or on weekendswhen working students are studying, and feeling likethey are not alone in their education journey areimportant to students’ overall college experience.Fostering belonging is particularly important forstudents at community colleges, who report lowerbelonging than students at 4-year colleges; and forstudents at 4-year institutions who are first-generationor from underrepresented groups, as these studentpopulations are more likely to report lower belonging9in addition to experiencing other barriers to graduating.Overall, research from nationally representative studentW G UL A BS.O R G/ CINRio Salado College addressed these problems bypartnering with InScribe to create RioConnect inSummer 2021 – a custom designed virtual communityto provide students a space to engage in qualitativelyrich discussion around resources and tips to succeedin a self-paced, high-flex online learning environment.The RioConnect community was built with the exclusive7F EB R U A R Y 2 0 2 2
intention to provide online students at Rio SaladoCollege a space to connect, share resources, and learnfrom one another – on their schedule.InScribe provides a highly-customizable virtualcommunity platform that can be designed to meet theengagement and connection needs of its users. RioSalado College and InScribe worked collaboratively tocustomize the RioConnect community to best servestudents.First, the Rio Salado College project team involvedstudents in the design process to get a clearunderstanding of the resources they needed to succeed,and what topics the community should initially focus on.Second, the project team was committed to makingRioConnect a true student space, and allowed studentleaders to take the reigns in the early weeks of thecommunity formation, with little oversight from staff.Third, the project team created a coordinatedawareness campaign that included pre-registeringstudents to ensure quick and easy access to RioConnect.RioConnect was intentionally built to be “for students,by students.” By keeping the student communityexperience as central, Rio Salado College and InScribewere able to successfully implement technology toincrease the sense of belonging felt by students whoengaged with their peers on the RioConnect platform.W G UL A BS.O R G/ CIN8F EB R U A R Y 2 0 2 2
Evaluating the Impact ofRioConnect on StudentBelongingSTUDY DESIGN TO EVALUATE CHANGE OVER TIMERio Salado College rolled out RioConnect to all onlinestudents in late August of 2021 after weeks of intensivecommunity design with student leaders at the college.Because RioConnect was made available to all onlinestudents we could not randomize participation. Wetherefore implemented a quasi-experimental, pre-postresearch design to evaluate changes in students’ senseof belonging and connectedness over a six-week periodin the fall of 2021. A timeline of research events is shownin Figure 2.of the community’s launch. Other students were lateadopters, joining in on RioConnect several weeks afterlaunch. Other students were not particularly motivatedto engage and never joined RioConnect during the studyperiod. We leveraged these differences and sent outbaseline surveys to all eligible RioConnect students,whether they were using RioConnect or not, and thenfollowed up with those students six weeks later. Thisallowed us to observe changes in belonging and peerconnectedness over time as a result of participation inthe RioConnect community.Our research design takes advantage of natural variationin student uptake of RioConnect: Some students arehighly motivated to participate in new opportunities andbegan participating in RioConnect within the first weeksTIMELINE OF RESEARCH EVENTS: AUGUST - NOVEMBER 2021RioConnect, powered byInScribe, is launched toover 7,100 students atRio Salado College.Student participation in theRioConnect communitycontinues to growacross the fall.LATE AUGUST 2021OCTOBER 2021MID SEPTEMBER 2021EARLY NOVEMBER 2021Baseline (Time 1) surveys areemailed to all studentseligible to participate in theRioConnect community.Follow-up (Time 2) surveysare emailed to students whocompleted the baseline(Time 1) survey.Figure 2W G UL A BS.O R G/ CIN9F EB R U A R Y 2 0 2 2
We sent baseline surveys to 7,100 online studentsat Rio Salado College that were eligible to participatein the RioConnect community. A total of 436 studentscompleted at least one question on the baselinesurvey, in which students responded to six items aboutbelonging and peer connectedness (see Box 1), andseven items about college support and satisfaction (seeAppendix).least once and then proceeded to respond to 17 itemsthat assessed their engagement and satisfaction withRioConnect, and their user experience with the InScribeplatform. The 58% of students that did not report visitingRioConnect did not complete the 17 community specificquestions, and were exited from the survey.We sent follow-up surveys to the 436 baseline surveyrespondents six weeks later. Two hundred fifty-fourstudents completed at least one question on thefollow-up survey. The follow-up survey was identicalto the baseline survey. Because some students beganparticipating in RioConnect after the baseline survey(the target “late adopters” user group), some stoppedStudents were then asked to indicate whether theywere familiar with the RioConnect community andwhether they had visited the RioConnect communityat least once. Forty-two percent of respondents atTime 1 reported visiting the RioConnect community atBox 1. Items to Assess Student Belonging and Peer ConnectednessStronglyDisagree01I FEEL LIKE PEOPLE AT RIO SALADOACCEPT ME.02I FEEL LIKE I BELONG AT RIOSALADO.03I FEEL LIKE AN OUTSIDER AT RIOSALADO. (REVERSE SCORED)04I FEEL COMFORTABLE ATRIO SALADO.05I FEEL CONNECTED TO MY PEERS ATRIO SALADO.06I ENJOY GETTING TO KNOW MYPEERS AT RIO SALADO.W G UL A BS.O R G/ greeF EB R U A R Y 2 0 2 2
participating in RioConnect after the baseline survey, andsome students did not complete the follow up survey,students were sorted into five user groups (see Figure 3):FINAL SAMPLE SIZE COUNTS OFRIOCONNECT USER GROUPS.SURVEY LAUNCHED7,187STUDENTS436 Students that reported participating in RioConnect atboth Time 1 and Time 2Consistent Users Students that did not report participating in RioConnectat Time 1 but did at Time 2Late Adopters Students that did not report participating in RioConnectat either Time 1 or Time 2Unengaged Users Students that reported participating in RioConnect atTime 1 but not at Time 2stopped use Students that did not complete the follow up surveyno Time 2 dataCOMPLETEDSURVEYTIME 1at SITti175 VISTUDENTSCONSISTENTUSERSOT YET VID NI43691at183NO DATAFOR TIME 243645STUDENTSLYSISANAINm2EDDE eoINCLUD of surv SITey61timeONNECTIOCRsDf urveyTIME 2LATEADOPTERS102UNENGAGEDUSERS16STOPPEDUSEFlow of students through the study (left) with final sample size counts of RioConnect user groups (right); Stopped Usegroup was too small to make accurate comparisons and were dropped from analyses reported below.Figure 3PARTICIPATING RIOCONNECT STUDENTS REPORT HIGHER BELONGING AND GREATER PEER CONNECTEDNESSACROSS SIX-WEEK STUDYOur analyses show that students who engaged with RioConnect reported greater belonging than unengaged users,and greater peer connectedness over the course of the six-week study period. We measured students’ self-reportedbelongingness and peer connectedness over time (comparing Time 1 responses to Time 2 responses within usergroups); and between user groups (comparing responses across user groups at Time 1 and across user groups at Time2) to evaluate the impact of RioConnect participation.The results for overall belonging (a mean composite of the six belonging items; see Box 1) are displayed in Figure 4with significance testing for the corresponding comparisons summarized in Table 1.W G UL A BS.O R G/ CIN11F EB R U A R Y 2 0 2 2
The reported changes in belonging from Time1 to Time 2 within the user groups best showhow RioConnect is associated with studentbelonging during the six-week study period. Lateadopter students had significant increases inoverall belonging from Time 1 to Time 2 whenthey began participating in the RioConnectcommunity. Although the consistent users alsoexperienced a mean average increase in reportedbelonging from Time 1 to Time 2, the effectwas not statistically significant. The unengagedusers did not experience a significant change inreported belonging from Time 1 to Time 2.CHANGES IN STUDENT BELONGING ACROSSRIOCONNECT USER GROUPS5OVERALL BELONGINGAt Time 1, shortly after the RioConnectcommunity launched, there is a significantdifference in reported belonging for theconsistent users compared to the unengagedusers. This baseline difference between studentswho opted-in to RioConnect suggests thathighly engaged students may be more likely toparticipate in RioConnect. The late adopters hadbelonging scores that fell between the consistentusers and unengaged users, and were notsignificantly different from either group.CONSISTENT USERS4ERSOPTE ADLATD USERSUNENGAGE321TIME 1TIME 2N 238ERROR BARS 95% CIFigure 4Table 1. Within and between group comparisons for belonging and peer connectednessOVERALL BELONGING COMPARISONSDifferences in Time 1 andTime 2 Measures of BelongingWithin User GroupsUSER GROUPConsistent UsersLate AdoptersUnengagedW G UL A BS.O R G/ CINDifferences in Belonging Across User Groups at Time 1 and at Time 2SIGNIFICANTTHE DIFFERENCECHANGEBETWEEN NoT2 SIGNIFICANTDIFFERENCEDIFFERENCELate AdoptersNoNoUnengaged(consistentusers higher)(consistentusers higher)ConsistentNoNoUnengagedNo(late adoptershigher)ConsistentUsersYes(increasedover time)T1 SIGNIFICANT ANDYesLate AdoptersNo12YesYesF EB R U A R Y 2 0 2 2
Table 1 (cont). Within and between group comparisons for belonging and peer connectednessPEER CONNECTEDNESS COMPARISONSDifferences in Time 1 and Time 2Measures of Peer ConnectednessWithin User GroupsUSER GROUPConsistent UsersLate AdoptersUnengagedDifferences in Peer Connectedness Across User Groups atTime 1 and at Time 2SIGNIFICANTTHE DIFFERENCECHANGEBETWEEN Yes(increasedover time)T1 SIGNIFICANTT2 SIGNIFICANTDIFFERENCEDIFFERENCELate AdoptersNoNoUnengaged(consistentusers higher)(consistentusers higher)ConsistentNoNoUnengagedNo(late adoptershigher) ANDConsistentUsersYes(increasedover time)YesLate AdoptersNoBy Time 2, the late adopters’ sense of belonginghad significantly increased to be equal to that ofthe consistent users, with both groups reportingsignificantly greater sense of belonging than theunengaged users.Consistent RioConnect users reportedsignificantly greater peer connectedness fromTime 1 to Time 2. Late adopters also show asignificant increase in peer connectednessfrom Time 1 to Time 2. By the end of the studyperiod at Time 2, consistent users and lateadopters both reported significantly higher peerconnectedness than the unengaged users group.YesCHANGES IN PEER CONNECTEDNESS ACROSSRIOCONNECT USER GROUPS5PEER CONNECTEDNESSStudents’ reported peer connectedness (a meanaverage of items 5 and 6 in Box 1) shows thesame pattern of results, which are displayedin Figure 5 with significance testing for thecorresponding comparisons summarized inTable 1.RST USEISTENCONS4RSPTEDOEALAT3D USERSUNENGAGE21TIME 1Our data do show that there are initialdifferences in student belonging for those whochose to opt-in to RioConnect early versus thoseW G UL A BS.O R G/ CINYesTIME 2N 238ERROR BARS 95% CIFigure 513F EB R U A R Y 2 0 2 2
that chose to never participate. The students most likelyto participate in RioConnect were those that already hada relatively stronger sense of belonging. Students with alower sense of belonging were less likely to participateand these students continued to show the lowest senseof belonging and connectedness throughout the studyperiod.promoters of the community could be an effectivemethod to attract the students that could be mostpositively impacted by greater peer connection andsupport.But, because students with the lowest belonging wereless likely to participate in RioConnect it may be thatstudents are not engaging due to lack of motivation orability to do so. Students may also not see the benefit ofengaging. Clear communication of how tools can benefitstudents may increase motivations to participate.A challenge facing higher education leaders, then, ishow to attract the students that could most benefit fromsupportive peer communities—students with the lowestbaseline sense of belonging. University leaders need tobuild the platforms for connections to flourish but alsobe intentional about bringing those students who areleast likely to engage into the platform.Student reports of what they liked most aboutRioConnect provides insight about the perceivedbenefits of the virtual community (see Figure 6). Whenstudent users were asked what they liked most aboutthe RioConnect community, 42% of students mentionedthe benefit of getting to know their peers. Studentsparticularly enjoyed being able to connect with studentsin different programs.We did not collect data about why students had notengaged with the platform. Students may not participatebecause they are not aware of the opportunity to doso. Converting early adopters into champions andTHEMES OF USERS’ OPEN ENDED RESPONSES WHEN ASKED WHAT THEY LIKED MOST ABOUTRIOCONNECT; TIME 1 N 142, TIME 2 N 11650%40%30%20%10%0%Connecting withPeersUX of RioConnectSupport fromOthersTime 1 ResponsesInformationprovidedOtherTime 2 ResponsesFigure 6W G UL A BS.O R G/ CIN14F EB R U A R Y 2 0 2 2
“About 20% of students noted that the support theyreceived from other students was a positive feature ofthe RioConnect Community. “Hearing about otherstudents’ struggles with going to school and sharing thatexperience, knowing I’m not alone,” one student shared.The open access of RioConnect for all Rio Saladostudents was particularly valuable to students andprovided the opportunity to share experiences with oneanother and form genuine connections with others likethem.Hearing about other students’ struggleswith going to school and sharingthat experience, knowingI’M NOT ALONE.- Rio Salado Student”The peer-to-peer information sharing among studentsis particularly beneficial. Not only do studentsmake connections, but they learn from each other.“[RioConnect] helps me connect to students like mewho I would not connect with otherwise. Sometimes Ihave questions or experiences that I need assistance orguidance with and it is nice to have a forum to reach outto,” one student shared. Students are experts of theirexperience. By providing a well-designed forum for rich,qualitative discussion, students form connections, getsupport, and share information.The findings of this research suggest that virtualcommunities can provide students with opportunitiesto have meaningful experiences with their peers.Creating spaces for students to connect is an actionablestrategy for higher education institutions motivated tofoster belonging and connectedness among students,and may have impactful long-term outcomes as well.Previous research9 shows positive long term benefitsof belonging interventions on student persistence andcollege engagement, demonstrating the value of peerconnections for students.The overall pattern of results suggests that studentparticipation in the RioConnect community,powered by InScribe, is associated with positivechanges in overall sense of belonging and peerconnectedness for students at Rio Salado College.W G UL A BS.O R G/ CIN15F EB R U A R Y 2 0 2 2
THE STUDENT EXPERIENCE ON RIOCONNECTRioConnect at Rio Salado College is a rich, dynamic, and diverse community. Here’s what the RioConnect communitylooks like, by the numbers.EDUCATION INTENTIONCOMMUNITY STATS5683 920The average ageof students in thesampleThe averageself-reported incomepercentile of students35%SEEKINGASSOCIATESDEGREEReplies or reactions toconversations3%19,048 142,214Times posted resourceswere ICATE*numbers based on data from Rio Salado CollegeTimes conversationswere viewedGENDER IDENTITYCUMULATIVE COUNT OF CONVERSATIONSSTARTED IN RIOCONNECT ACROSS STUDY Y orOTHER IDENTITY100Number of Conversations*numbers based on data from Rio Salado College75RACE/ETHNICITY0.3%50NATIVE AMERICANOR ALASKA NATIVE4%ASIAN ORASIAN AMERICAN258.4%NOT0.3%NATIVE HAWAIIANPACIFIC ISLANDER35%WHITE OREUROPEANAMERICANREPORTED8.2%BLACK OR0Aug 21Sep 21Oct 21AFRICANAMERICANNov 2128.3%HISPANIC ORLATINO/LATINA*numbers based on data from Rio Salado CollegeFigure 7W G UL A BS.O R G/ CIN16F EB R U A R Y 2 0 2 2
COMMUNITY PARTICIPATIONBox 2. InScribe ActivitiesParticipation data from InScribe (see Figure 8) shows that studentsparticipated in an average of 20 activities during the study period (seeBox 2 for Activities). Across the study period: 80% of RioConnect students participated in up to 20 activities.20% of RioConnect students participated in more than 20 activities.2% of students were highly engaged and participated in 100 activities.20%21 ACTIVITIES2%100 ACTIVITIES80%UP TO 20 VIEWING POSTEDRESOURCES VIEWING QUESTIONSFROM OTHER STUDENTS POSTING QUESTIONS FOROTHER STUDENTS ANSWERING QUESTIONSFROM OTHER STUDENTS SHARING GENERAL POSTSTO OTHER STUDENTS VIEWING POSTS FROMOTHER STUDENTS REPLYING TO OTHERSTUDENTS’ POSTS REACTING TO POSTSACTIVITIESDISTRIBUTION OF RIOCONNECT ACTIVITIES BY STUDENT COUNT; N 7,960700Student NTS0102030405060708090100110120130140 150170200427Number of Activities in RioConnectFigure 8W G UL A BS.O R G/ CIN17F EB R U A R Y 2 0 2 2
STUDENTS GIVE HIGH PRAISE TO THE USER EXPERIENCE OF INSCRIBERioConnect is built on the InScribe platform. InScribe is a highly customizable and engaging virtual community. Figure9 shows what RioConnect students had to say about their user experience on the platform.STUDENTS’ AGREEMENT WITH STATEMENTS ABOUT RIOCONNECTAND INSCRIBE AT TIME 2; N 138I feel conﬁdent about my ability toeﬀectively use InScribe.1.5% 2.2%I have found InScribe easy to use.2.2% 2.2%21.9%25.5%31.4%31.4%Learning to use InScribe was intuitive.2.2% 3.6%30.7%I would recommend that friends useInScribe to feel connected toRio Salado peers.5.1% 8.0%21.9%29.2%20.3%32.6%The Rio Connect online communityprovides me with information that is usefuland helpful to my experience at Rio.5.8% 5.8%I think that InScribe is going to add value tomy college experience.5.1% 8.8%The Rio Connect online community ismaking me feel more connectedto my peers.5.1% 5.1%I feel conﬁdent generating new content inthe InScribe community.5.1% 5.8%I want to continue to use InScribein the future.6.6% 5.8%27.0%23.2%24.1%33.6%23.4%27.7%27.7%26.1%The Rio Connect online fommunity addsvalue to my Rio Salado experience.5.8% 6.5%22.5%34.8%26.1%31.2%I am excited to log in to the Rio Connectonline community.7.2% 11.6%32.6%35.8%35.8%35.5%35.0%31.9%5.8% 2.2%6.5% 9.4%38.7%27.7%I am satisﬁed with the experience I amhaving within the Rio Connectonline community.I feel engaged with the Rio Connectonline 26.8%25.4%0Key:Strong
partnership between Rio Salado College and InScribe to build a customized virtual community for online Rio Salado College students, called RioConnect, on the InScribe platform. Rio Salado College and InScribe designed this platform to provide students with a virtual place to ask questions, share resources, and provide support.
St. Lawrence College Belonging EDI Task Force Recommendations Report 2020-2021 3 A NOTE TO READERS EKTA SINGH Senior Advisor, Belonging and EDI This document is not a report. Of course, it contains a detailed account of the work of St. Lawrence College's Belonging and EDI Task Force, a rich set of data that informs the vision we are
Jul 24, 2015 · document template and transcribed text. If the clinician, document type, and/or location change after the document template has been loaded, InScribe users will need to decide what to do with the existing transcription in the main editing window. If the new combination has no document template
1.9. Creating a Help Desk Ticket Should you come across any issues or concerns, we ask that you please create a help desk ticket. The easiest way to do this is by selecting the Help menu drop down located in the upper right corner of InScribe 6. Choose the Submit a Ticket option. Enter your contact information and details
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Page 4 of 11 Explanation- (i) Applicants should not have been born after 01.07.1984 and should not have been born before: (a) 02.07.1971 (in case of reserved category applicants viz. SC / ST / SC(A) belonging to the State of Tamil Nadu) (b) 02.07.1974 (in case of ‘Others’ & applicants from other States / Union Territories) (ii) The Persons belonging to the State of Tamil Nadu and belonging .
Goodenow, C. (1993). Classroom belonging among early adolescent students: Relationships to motivation and achievement. The Journal of Early Adolescence, 13 (1), 21-43. Lewis, K. L., & Hodges, S. D. (2015). Expanding the concept of belonging in academic domains: Development and validation of t he Ability Uncertainty Scale.
Chapter 20 – Belonging 1 Coordinating Lead Authors: Akeel Bilgrami, Prabhat Patnaik 2 Lead Authors: Faisal Devji, Michele Lamont, Aihwa Ong, Ernesto Ottone, Sonja Puntscher-Riekmann, James Tully, Nira Wickramasinghe, Sue Wright 3 Word count: 30,349 4 Belonging is a relation that a
Albert Woodfox were properly convicted for the 1972 murder of prison guard Brent Miller. Supporters of Wallace and Woodfox, who make up two-thirds of a group known to supporters as the "Angola Three," say that the convictions were at least partly because of the men's involvement with the Black Panther Party. "Under this new governor's office, this new day, we are making sure we right the .