Course belonging surveys were administered to students of introductory Computer Science (commonly referred to as CS1 ) as well as introductory Chemistry courses at four different post-secondary institutions in the United States. All instructors use Process Oriented Guided Inquiry Learning (POGIL), which is a collaborative guided inquiry teaching method. For the cohort as a whole, no statistically significant differences were found between pre and post-belonging scores on the belonging instrument we administered. However, there was a statistically significant correlation between a sense of belonging at the end of the semester and enrollment in the next course of the sequence. Students from all four classes indicated that social interaction(s) is the main factor that contributed to their sense of belonging. In the CS course, in particular, sentiment about career goals appeared more often than in chemistry classes. In this poster, we also present results from qualitative data from the CS1 course summarizing students’ sentiments that contribute to a sense of belonging or unbelonging.