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Kirby, L. A. J., & Thomas, C. L. (2022). High-Impact Teaching Practices Foster a Greater Sense of Belonging in the College Classroom. Journal of Further & Higher Education, 46, 368-381.
https://doi.org/10.1080/0309877X.2021.1950659

has been cited by the following article:

• TITLE: Noncognitive Impact: Is There a Rationale for Assessing Postsecondary Students beyond Their Cognitive Skill Attainment?

  AUTHORS: Tracy G. Crump

  KEYWORDS: Noncognitive Factors, Belonging, Impostor Syndrome, Stereotype Threat, In-tersectionality, Mindset

  JOURNAL NAME: Creative Education, Vol.15 No.2, February 29, 2024

  ABSTRACT: Noncognitive factors shape how people interact and perform in various settings and have received increased scholarly attention as academicians seek to holistically serve students pursuing postsecondary educational opportunities. This literature review aims to 1) better understand the rationale of assessing students beyond their cognitive skill attainment and 2) explore research evaluating the role of noncognitive skills in students’ ability to persist in their educational studies and career skills attainment. Research demonstrates that exploring social-psychological phenomena, including a sense of belonging, impostor syndrome, stereotype threat, intersectionality, and mindset, may help understand students’ experiences.