Driver 2 - Supportive Instructor & Course Interactions

Resources in this Change Idea

Evidence Base

When students find self-relevance in their courses – that is, the coursework is personally meaningful as it connects to a core motivation to help others, one’s community, or society – they experience a sense of purpose toward the work. College environments are often focused on independence: being on one’s own, developing mastery for oneself, and seeing how one compares to others. Providing opportunities for students to reflect on self-relevance and their sense of purpose results in improved academic outcomes for students from more interdependent cultures, especially for first-generation college students (Stephens et al., 2012; 2014).



College Transition Collaborative/Equity Accelerator


Instructors across the SEP network used evidence-based resources in the SEP Classroom Practices Library to develop their approach to integrating self-relevance and a sense of purpose into their course. The resource guides in the Classroom Practices Library helped instructors develop activities to support self-relevance and purpose that are a core part of the learning process, provide opportunities for students to reflect on how their coursework was connected to their future goals, and incorporate students’ examples of self-relevance and purpose into their course plans.  Click below to learn more about integrating self-relevance and a sense of purpose into your course and review the evidence-based implementation guide in the Classroom Practices Library.