How We can welcome students!
Plan Events!
Plan events to welcome new and returning students within the first 30 days of the semester (and all year long)
Submit to the Wildcat Welcome & Finals Events Calendar
Encourage students to get involved outside of the first 30 days by hosting events, or helping students get connected to clubs, and organizations. Students thrive academically and socially when they are more connected to the University of Arizona. If you have any issues submitting events or need to add an image to your event please email welcome@arizona.edu.
Request Sense of Belonging & Growth Mindset Materials
Student Success & Retention Innovation has a variety of Belonging & Growth Mindset materials available to anyone on campus to give to students, or to help further infuse both theories further into a department. Materials are currently being redesigned and reordered; the form will open soon.
Text Monday to 70542 to have Motivation Monday texts sent to you every Monday! Message and data rates may apply. The number of messages will vary. Text Help to 70542 for help. Text STOP to 70542 to cancel.
Host inclusive events
When planning events work toward making them as inclusive as possible.
Things to consider:
What identities do folks hold that would make an event difficult to attend? Is the cost-prohibitive? There are some resources below that can help plan an event that promotes belonging and inclusivity.
- Please review A GUIDE TO PLANNING ACCESSIBLE AND INCLUSIVE EVENTS from the Disability Resource Center.
- Visit the Office of Diversity and Inclusion.
Some Belonging Research
The focus on Belonging within Wildcat Welcome is on social belonging and further developing a culture of care and inclusion within the University of Arizona. The readings below provide more information on belonging. Many have literature reviews that can provide further information.
How Colleges Can Cultivate Students’ Sense of Belonging
HBCUs Doing Something Right for KIPP Alumni
College Students' Sense of Belonging
A Sense of Belonging Among College Students With Disabilities: An Emergent Theoretical Model