Feeling Seen on Campus: Do Small Colleges or Big Universities Do It Better?

 By: Maya Traska

https://www.youtube.com/shorts/DHQoOmidxCw

Students and professors from both large Universities and small private colleges give different perspectives on whether a close-knit campus or a bigger school makes it easier to feel seen and heard.

While campus size can shape classroom discussions, professor relationships, and opportunities, personality and engagement also play a major role. Interviews with students from both types of schools reveal that neither environment is perfect, but each offers advantages.

In large lecture halls, speaking up can feel intimidating for some students. Emma Wiegers, a student at Liberty University in Lynchburg, VA, admitted that she does not participate in big classes and explained that when others speak, it can be difficult to hear.

Wiegers said, “I do not feel comfortable; this is more because that’s not my personality, but when others speak up, you can rarely understand them.” This suggests that while large universities may encourage participation, the setting itself can sometimes limit interaction.

However, larger classrooms are not always less engaging. Catherine Giebel, a student at the University of Buffalo, who has attended both the University of Buffalo and Stonehill College, said discussions in her big lectures were often more active. 

Giebel said, “ In my big lectures at The University of Buffalo, I feel the discussion is more engaging and more people tend to participate than at Stonehill.”

At smaller schools, students are more likely to build personal relationships with professors. Giebel said that when she attended Stonehill, the small class sizes made her feel more personally known with professors, while Wiegers shared that at her large university, she does not believe her professors truly know who she is. This highlights how campus size can directly impact student-professor connections.

Feeling heard in class can come with mixed emotions. Maggie Grise, a student at Stonehill College, explained that while she feels acknowledged when she participates, small classes can create pressure to speak even when she would rather stay quiet. 

Grise said, “One thing I don't like about being at a small school with small classes is you feel like you have to participate even when you don't want to.” This shows that increased visibility can sometimes feel more demanding.

Academic support is another area where experiences change. Large universities often rely on teaching assistants to bridge the gap between students and professors, which Wiegers said “can be helpful and efficient.” Meanwhile, students at smaller schools have more direct access to professors, though availability can still depend on individual schedules and office hours.

Community and belonging can also look different depending on campus size. Giebel described feeling more comfortable at the smaller campus because it was less intimidating and easier to navigate socially. 

Grise added that living in close housing communities strengthened her sense of connection and school identity. “I think it is especially since I live in the sem, and it's further away from the rest of campus. I am more apt to talk with people from the sem because we are all here together,” Grise said

When it comes to opportunities, larger universities often have the advantage in numbers. Wiegers described her school as offering countless clubs, sports, and activities, though the more people make it harder to stand out. 

“I think it's hard to fit in socially because there are a lot of people fighting for those positions,” said Wiegers.

Giebel agreed that the University of Buffalo provides more overall opportunities, but she emphasized that smaller schools still offer meaningful ways to get involved.

Ultimately, whether students feel seen and heard depends on more than just enrollment size. Some students thrive in the diversity of a large campus, while others prefer the closeness of a small college environment. The choice between the two often comes down to personal comfort, academic needs, and how actively a student chooses to participate.