Commuter Student Sense of Belonging Report
The purpose of this research is to investigate the sense of belonging among commuter students at the University of Illinois Chicago (UIC). Commuter students, any student who does not reside in on-campus residence halls, play a significant role in the university community. By understanding their level of connection and engagement with the university, this study aims to identify areas for improvement and enhance the commuter student experience during their time at UIC. The research was conducted from October 2023 until November 2023, allowing for a comprehensive analysis of the feedback provided by UIC commuter students. Furthermore, this Commuter Sense of Belonging Report aligns with Chancellors’ university priority on addressing student success through fostering a sense of belonging and connection among all students (undergraduate, graduate, and professional).
WHY SENSE OF BELONGING?
Conducting research on students’ sense of belonging with their college or university, particularly among commuter students at a predominant commuter university in the heart of Chicago, holds significant importance. The sense of belonging plays a crucial role in students’ overall academic success, well-being, and retention rates. For commuter students, who often face unique challenges such as limited opportunities for social integration and a lack of on-campus residence, understanding their level of connection with the university becomes even more critical.
Recent research conducted at Vanderbilt University sheds light on the declining sense of belonging among commuter students, which has been identified as a contributing factor to their limited participation in campus student life (Beituni, 2022). By investigating and addressing the factors that contribute to their sense of belonging, institutions can create a supportive and inclusive environment that fosters student engagement, satisfaction, and ultimately, their long-term success. Previous research conducted by UIC’s Commuter and Off-Campus Life department in 2018 has consistently emphasized the importance of acknowledging the sense of belonging among commuter students (Garcia et al., 2018). Additionally, Farruggia et al., (2020) further elaborates on the importance of considering all identities of students that attend UIC. Building upon previous studies, the current research adopts similar methodologies to explore additional themes within the undergraduate student population (Garcia et al., 2018). These themes shed light on various aspects, including the challenges of navigating daily activities, the impact of commuter student identity on connection, the influence of peers and faculty, and the commitment of UIC to the success of commuter students (Garcia et al., 2018). This current research will provide valuable insights into the specific needs and experiences of commuter students, enabling universities to develop targeted strategies and initiatives to enhance their sense of belonging and overall college experience.
METHODOLOGY
This section provides an overview of the methods employed to investigate the sense of belonging among commuter students at UIC. The research process involved the utilization of online surveys and in-person focus groups. The data collected through these methods was subsequently analyzed by research assistants from the UIC Commuter and Off-Campus Life department.
ONLINE SURVEY:
Data for this research study was first collected through an online survey. The survey was distributed through various channels to reach UIC commuter students. Initially, it was included in a newsletter sent to all UIC commuter students, shared on Commuter and Off-Campus Life’s social media platforms, and posted in-person within the commuter center through flyers. Additionally, research assistants actively promoted the survey by engaging with students across campus for a month and posting flyers in other campus buildings. The survey remained open for 4 weeks, during which the total number of respondents were 2,336 students with 248 who live on campus and 2,088 were off-campus/ commuter students. To incentivize participation, students were entered into a raffle for a chance to win a UIC blanket, with five drawings conducted. The survey consisted of 25 questions, including standard demographic inquiries, questions about students’ commuting experiences, and a Likert scale focusing on their sense of belonging at UIC. On average, it took about 10 minutes to complete the survey, and the final question gave participants an opportunity to provide additional feedback or share any other relevant information.
IN-PERSON AND ONLINE FOCUS GROUP:
To gather research data, a combination of online and in-person focus groups were conducted at the UIC Commuter Student Resource Center. After completing the survey, students were invited to participate in a focus group either in-person or online, facilitated by research assistants. The focus groups spanned over a period of three weeks and consisted of 16 questions, with each session lasting approximately 40 minutes. Questions mirrored those in the survey, highlighting participant’s community on campus, virtual community, and how to improve this sense of belongings. In-person focus groups took place in a private room at the commuter student resource center, while online sessions were arranged upon request. On average, each group had around five participants. As an incentive, all participants received a UIC meal card of $15 upon completion of the focus group. To ensure anonymity, participants consented to their identities being kept confidential, and any quotes used in the research report will be attributed with pseudonyms. The focus groups were promoted through various channels, including the commuter student newsletter, social media platforms associated with the commuter center, flyers distributed within the center and across campus, word of mouth, and research assistants approaching students on campus to gauge their interest in participating. A total of 65 participants took part in 20 conducted focus groups, with eligibility restricted to those who had completed the survey and were identified as commuter students at UIC.
FINDINGS
TRANSPORTATION
The survey conducted at UIC provided insights into the transportation preferences of commuter students. Among the respondents, 24% of the surveyed commuter students choose to drive to campus. Additionally, 22% of the students rely on the Chicago Transit Authority (CTA) train system to commute to campus. 18% of the students prefer the CTA bus service within the city of Chicago. Another 16% of the students opt for the Metra train, which operates from the suburbs of Chicago to the downtown campus. 6% of the students surveyed rely on friends or family members for transportation. A small percentage, 2%, utilize the Pace bus systems for their commute from the suburbs to campus. Lastly, less than 1% of the students reported using alternative modes of transportation, such as bikes, scooters, or rideshares. The remaining 11% of students use multiple modes of transportation previously listed to get to campus. These findings provide valuable insights into the diverse transportation choices made by commuter students at UIC.
LENGTH OF COMMUTE
The following are the findings of the survey conducted to assess the commuting distances of students in terms of minutes. The survey aimed to understand the distribution of commuting times and its implications for commuter students’ experiences. The results revealed that among the surveyed students, 6% reported a commute time of under 10 minutes,
while 18% had a commute time between 11 and 30 minutes. Additionally, 46% of students reported a commute time ranging from 31 to 60 minutes, and 30% indicated a commute time exceeding 60 minutes. These findings provide valuable insights into the commuting patterns of UIC students and can inform the development of strategies to support and accommodate the needs of commuter students.
PARTICIPATION ON CAMPUS
Based on the findings from the student survey, the research team sought to understand the level of involvement of students in on-campus extracurricular activities, student organizations, and similar engagements. The survey asked students to indicate the number of such involvements they had. The results revealed that about half of the student population surveyed, reported being involved in none of these activities. This suggests a lack of participation in on-campus extracurriculars among a substantial proportion of students. Additionally, 24% of students reported being involved in only one activity, while 17% were involved in two activities. A smaller percentage of students, 6%, reported being involved in three activities, while 1.5% reported being involved in four activities. Interestingly, another 1.5% of students reported being involved in five or more activities, indicating a higher level of engagement. These findings highlight the varying degrees of involvement in on-campus extracurricular activities among the student population and provide valuable insights for further analysis and intervention.
LIKERT SCALE PERCENTAGE FINDINGS
The survey asked commuter students to rate their level of agreement or disagreement with a set of questions. The findings of this survey are presented in the form of percentages below.
SPECIAL POPULATIONS AND INTERSECTIONALITY
Intersectionality is crucial to consider when addressing the needs and experiences of college students, including commuter students, transfer students, adult learners, international students, and individuals of different genders and races. Recognizing the intersection of these identities allows for a more comprehensive understanding of the challenges and barriers that students may face. This section will further analyze a few identities that were seen in this research. By embracing intersectionality, universities such as UIC can create a diverse and successful community that values and addresses the unique needs of all its students.
Adult Learners
The intersectionality of adult learners at UIC who are also commuter students brings forth unique challenges that they must overcome. Adult learners often have additional responsibilities such as work, family, or other commitments, which can make balancing their academic pursuits with their personal lives a complex task. Additionally, adult learners may have different learning styles and needs compared to traditional students, requiring tailored support and accommodations. Despite these challenges, UIC recognizes the importance of supporting adult learners and commuter students by providing resources such as flexible class schedules, online learning options, and commuter-friendly facilities. By leveraging these resources and their own resilience, adult learners who are also commuter students can overcome these challenges and thrive academically at UIC.
“There are some activities that are fun and social. I do like those, but it’s the timing. There are some seminars that I do like, and the career fair was one I would have loved and wish I could have attended. If I have to come on a day, I don’t have class. I have to arrange things at home and make sure things are taken care of. In the UIC public health there are some events that come one or two days ahead of the event itself and are shown. Most times I want to attend, but I need at least a week in advance to plan to attend the event.”
Transfer Students
Being a commuter student who is also a transfer student at UIC can present several challenges. First, as a commuter, you may face difficulties in managing your time effectively. Commuting to and from campus can consume a significant amount of time, which may limit your availability for extracurricular activities or socializing with peers. Additionally, as a transfer student, you may encounter challenges in adjusting to a new academic environment, building new relationships, and navigating the university’s resources and support systems. The combination
...I’m in a couple clubs and it doesn’t necessarily feel like those clubs are a part of UIC. It just feels like they are an extension of it.
“ ”
of these factors can make it challenging to fully immerse yourself in the campus community and take advantage of all the opportunities available to you. However, with proper planning, time management, and utilization of available resources, it is possible to overcome these challenges and have a fulfilling experience as a commuter transfer student at UIC.
“I feel stressed and exhausted. I have to take the train and from the train station, I have to take a bus and that’s a lot of scheduling that goes on and if the train or bus is late well you know....”
“No, because I’m in a couple clubs and it doesn’t necessarily feel like those clubs are a part of UIC. It just feels like they are an extension of it. With clubs, there’s a supervisor and we don’t really interact with them even though they are UIC faculty. They don’t really check in with the club that often so to me it doesn’t feel like the club is a part of UIC.”
International Students
The intersectionality of international students at UIC, particularly in the context of a commuter school, presents a unique set of challenges. International students often face the task of adapting to a new culture, language, and educational system, which can be overwhelming. As commuter students, they may find it challenging to fully immerse themselves in the campus community and build relationships with their peers, as they may have limited opportunities for socializing outside of class time. Additionally, navigating transportation systems and adjusting to the demands of commuting can add an extra layer of complexity to their daily routine. International students may also encounter difficulties in accessing resources and support services, as they may not be as familiar with the campus infrastructure and available assistance.
However, UIC recognizes the importance of supporting international students and provides various resources such as international student advisors, cultural organizations, and orientation programs to help them overcome these challenges. By actively engaging with these resources and seeking support, international students can successfully navigate the intersectionality of being an international student in a commuter school like UIC.
“My commute is based on CTA bus. So, I have to always rush because if I miss the bus, I might be late to class. So, I have to prepare for class for a long, long time at home so I don’t miss a bus.”
“I think UIC can arrange more programs. For example, the international studies office creates programs to connect international students. If UIC could arrange a program for all the students, it might be helpful for all to communicate or to build the communication with all. For example, a field trip or sport program. I think if UIC could arrange a large-scale program with all the students. It could be hard to arrange with thousands of people, but something like that. The departments could arrange field trips, but on different days.” Percentage of Transfer Students
THEMES
In our research conducted at UIC, we have identified five key themes that emerged from the feedback provided by commuter students. These themes include wellbeing, safety, affordability, loneliness, and community. In this section, we will dive deeper into these topics and explore their significance to UIC commuter students. By understanding these aspects, we aim to gain insights into the experiences and needs of this specific student population, ultimately informing strategies and initiatives to enhance their overall college experience.
WELL-BEING
Mental Health
The mental health of college students, particularly commuter students in the bustling city of Chicago, holds significant importance. Previous research conducted by psychologists has demonstrated that commuter students consistently report high levels of distress, regardless of their individual characteristics such as family support, race, and gender (Parker et al., 2023). This research sheds light on the impact of commuting on the well-being of students and highlights the need for further investigation into the factors contributing to this phenomenon. Research findings like these consistently highlight the crucial role emotional and mental well-being plays in academic success, personal development, and overall quality of life. College life can be demanding, and the added challenges faced by commuter students navigating the city environment can further impact their mental health. By prioritizing mental health, students can effectively manage stress, maintain
focus, and cultivate resilience, ultimately leading to improved academic performance and a more fulfilling college experience. Additionally, fostering mental well-being among commuter students in Chicago can help them navigate the unique stressors associated with city living, such as transportation issues, safety concerns, and feelings of isolation. Recognizing the significance of emotional health in college, particularly for commuter students in Chicago, is essential in developing targeted support systems and resources to ensure their holistic well-being.
One student in the focus group commented about their mental health, “I feel a little depressed since I commute here, I’m not really a part of UIC that much, I kind of want to join clubs/groups so I can feel more a part. I just come to school and leave school so it’s hard to connect with people...”.
Physical Health
The physical well-being of college students encompasses various aspects, including sleep, stress management, hygiene, nutrition, and overall physical health. Recognizing the importance of these factors is crucial in promoting a positive college experience. Adequate sleep is essential for cognitive function, memory consolidation, and to complete everyday life successfully. Managing stress effectively is vital as excessive stress can negatively impact academic performance, mental health, and overall quality of life. Maintaining good hygiene practices not only contributes to personal well-being but also helps prevent the spread of illnesses within the college community. Proper nutrition plays a significant role in
supporting physical health, energy levels, and concentration. By prioritizing physical well-being, college students can enhance their overall health, reduce the risk of chronic diseases, and improve their ability to cope with the demands of academic life, especially as commuter students. Implementing strategies and providing resources that promote healthy sleep habits, stress management techniques, hygiene education, and access to nutritious food options can greatly contribute to the well-being and success of college students.
A commuter student from the focus group commented about their physical health, “It just makes it so hard because everything becomes 10 times harder. You have to manage your sleep, you have to manage your time especially because commuting takes time, you’re tired and all the stress of school and even if there are opportunities, do you even have time for it? Energy for it? Effort for it?”
SAFETY
Commuting to Campus
Ensuring safety while commuting to campus is of utmost importance for college students. The various modes of transportation available, such as the Metra train, CTA bus and rail system, driving in traffic, and walking to campus, present unique safety considerations. Students rely on these modes to reach their educational institutions, and any compromise in safety can have detrimental effects on their overall well-being. For instance, taking the Metra train or CTA exposes students to potential risks associated with crowded platforms, unfamiliar surroundings, and potential incidents of theft or harassment. Navigating around the Chicago in heavy traffic could be a challenge. Even walking to campus at different times of the day can present safety challenges, such as poorly lit areas or encountering potentially dangerous individuals. By prioritizing safety during their commute, college students can reduce stress, anxiety, and fear, allowing them to focus on their studies and overall well-being. Implementing measures to enhance safety, such as increased security presence, well-lit pathways, and awareness campaigns, can significantly contribute to creating a secure commuting environment for college students, promoting their overall well-being and peace of mind.
One student stated, “If the game starts at 8pm then that means it won’t end until 10pm and going on the public transportation isn’t really safe at night.”
“...my commute isn’t that bad since there are multiple routes for me to take. I always leave campus with a friend or with a group. I never try to leave campus alone.”
...I always leave campus with a friend or with a group. I never try to leave campus alone. ” “
AFFORDABILITY
Affordability for college students is a significant concern, particularly in the context of the expensive cost of living in Chicago. Commuter students face additional financial burdens, such as high gas prices, car maintenance, train tickets, and parking fees. Moreover, on-campus dining options tend to be expensive, making it challenging for students, especially those with dietary restrictions, to access nutritious meals. These financial worries are particularly common among international students who are adapting to a new country and its associated expenses. Furthermore, full-time or part-time students often struggle to find a balance between their academic commitments and employment, making it difficult to afford transportation and housing. As a result, some students may opt to live with other students or family members farther away from campus to reduce costs.
Some students commented about the cost it takes to attend UIC as a commuter, “It has impacted me negatively. I feel like I’m shackled down since I can’t do the things, I want to do but at the end of the day I realize I’m just here for the degree anyway so I might as well just focus on that. Eventually maybe I will move out here, but I’m paying for tuition by myself, so dorm life isn’t in my budget right now” and “I work part-time... it’s emotionally and mentally draining job, between that and school and the commute is so long. Most of my time goes toward trying to relax... sometimes I just want to skip the whole day of class.”
LONELINESS
Loneliness among college students, particularly commuter students, is a significant issue that warrants attention. Commuter students often reside far from UIC, and they require careful planning to ensure they arrive on campus and leave in time to catch their train, bus, or avoid heavy traffic while driving. Waiting for multiple modes of transportation, especially during the cold Chicago winters, can be isolating. Additionally, the experience of driving alone in traffic consumes valuable hours of their day, further exacerbating feelings of loneliness. The challenge of meeting up with classmates and friends is amplified by the diverse geographic origins of students, making in-person connections more difficult to establish. When students perceive themselves as isolated in their academic journey, it becomes increasingly challenging to maintain motivation and put forth their best effort. This is particularly true for students who have traveled to attend UIC without any family in the area. Furthermore, holiday breaks can be particularly lonely for commuter students who are unable to return to their home country or state and lack a place to celebrate. The impacts of loneliness on commuter students’ well-being and academic performance should be recognized and addressed to ensure a supportive and inclusive college environment.
Two students commented about their feelings of loneliness at UIC, “I had to take 2 buses and I was shivering because of the cold, but I was able to see more people because it is public transportation. Driving is lonely. I can listen to music but on bus
you meet new people. I can leave whenever I like. I feel great driving but lonely” and “...pretty tired it is a 2-hour commute. I take the Metra train every single day. It makes me feel lonely since I take it alone and it hard to make friends since you’re here for classes and then you leave.”
COMMUNITY
Finding community as a college student is of utmost importance for various reasons. It provides a sense of belonging, support, and social connection, which are crucial for overall well-being and academic success. Pedler, Willis, and Nieuwiudt (2022) investigated how a sense of belonging at university level was correlated with student retention, motivation, and overall enjoyment for students; therefore, indicating how important community and involvement is for student’s success in their academics. However, commuter students face unique challenges in this regard. Due to their limited availability and the constraints of commuter times, they often find it difficult to participate in activities that do not align with their train schedules or other transportation arrangements. This can result in a sense of isolation and a missed opportunity to engage with campus life. Therefore, it becomes even more crucial to create inclusive and commuterfriendly activities and resources that cater to the specific needs and schedules of commuter students, ensuring they have equal opportunities to find and engage with their college community.
Some students commented about their sense of community at UIC, “A little depressing, I feel since I commute here I’m not
really a part of UIC that much, I want to join clubs/groups so I can feel more apart. I just come to school and leave school so it’s hard to connect with people” and “I feel you can make more connections in person... in person you can see the way a person moves, act, behave. You can’t fake a vibe in person, you can feel it”.
RECOMMENDATIONS
1. Enhancing Awareness: UIC should prioritize efforts to increase awareness among commuter students about the resources available to them. This can be achieved through targeted communication campaigns, including digital platforms, social media, and campus-wide announcements. This report could be used as a leverage to establish new intentional partnerships between academic colleges, create new collaboration with faculty members to help community within their majors, and courses.
2. Creating Commuter-Friendly Spaces: The university should continue to consider creating dedicated spaces for commuter students, such as lounges or study areas around campus, where they can connect with each other and feel a sense of belonging. There are existing spaces like this located in Student Center East at the Commuter Student Resource Center. More spaces such as these can also
serve as information hubs, providing resources and support tailored to their needs. Potentially expand some of the services, outreach efforts to Student Center West and UIC Law School can help us to reach graduate and professional students.
3. Flexible Involvement Opportunities: UIC should offer a variety of involvement opportunities that accommodate the time constraints of commuter students. This can include evening or weekend events, virtual participation options, and clubs or organizations specifically designed for commuters.
4. Peer Mentorship Programs: Implementing peer mentorship programs can help foster connections between commuter students and their peers. Pairing incoming commuter students with experienced mentors can provide guidance, support, and a sense of belonging from the start.
5. Cultivating Sense of Belonging with Student Organizations: UIC should actively collaborate with existing registered student organizations or establish new ones to create a sense of community among commuter students. These organizations can organize events, workshops, and social activities that cater to the specific needs and interests of commuters.
LIMITATIONS
It is important to mention that the promotion of the study could only encompass some UIC commuter students, which may have implications for the generalizability of the results. Also, the sense of belonging survey questions were only answered by some eligible students. It is important to note that not everyone who completed the survey felt comfortable selecting the options from the survey questions. Incomplete data can impact the overall quality and reliability of the collected data. Acknowledging these limitations and considering their potential influence on the study’s outcomes and conclusions is important. Future research endeavors should address these issues by implementing strategies to ensure a more comprehensive and representative data collection process. Future research on commuter students’ sense of belonging is important to continue to better understand and enhance the commuter experience at UIC and other primarily commuter campuses.
CONCLUSION
Enhancing the sense of belonging among commuter students at UIC requires a multi-faceted approach. By increasing awareness of resources, creating dedicated spaces, offering flexible involvement opportunities, implementing peer mentorship programs, and collaborating with commuter organizations, the college can foster a more inclusive and supportive environment for its commuter student population. These recommendations aim to address the challenges faced by commuter students and promote their overall well-being and academic success.
REFERENCES
Beituni, J. (2022). Exploring a Sense of Belonging in Undergraduate Commuter Students (Doctoral dissertation).
Farruggia, S.P., Schwarze, E. Ramirez, I., Koh, J., Perez, N., Fajardo, P., Back, L., & Palbusa, J. (2020). Noncognitive Assets Among UIC Students, 2013-2018. Office for Research on Student Success, University of Illinois Chicago.
Garcia, K., Bates, R., Salgado, E., Suarez, D., Gonzalez, A., (2018). University of Illinois Chicago Commuter and OffCampus Life. Commuter Student Sense of Belonging Report
Parker, J., Yacoub, A., Mughal, S., & Mamari, F. (2023). Family support and psychological distress among commuter college students. Journal of American college health, 71(2), 479-488.
Pedler, M. L., Willis, R., & Nieuwoudt, J. E. (2022). A sense of belonging at university: Student retention, motivation and enjoyment. Journal of Further and Higher Education, 46(3), 397-408.
CONTRIBUTING AUTHORS
Nehemiah Chung, M.S. Director, Student Transition and Engagement and Commuter Student Advocacy
Lindsey Bach, MSW Graduate Assistant, Commuter and Off-Campus Life
Shania Cordon Undergraduate Research Assistant
Rahin Jain Undergraduate Research Assistant
