Students' sense of belonging has long been linked with student engagement, well-being, and academic performance, but large classes present a challenging context. Add to that the question of those students who cannot or who do not want to fit. The author of this blog post considers how the sense of mattering might be a more helpful way to think about student belonging at university and applied this in re-designing a large first-year biology course. Student engagement and sense of mattering in a large UG course

This blog is part of a series on cultivating meaningful student experiences in higher education: In-class Perspectives to Engaging and Empowering Learners.