Belonging is a fundamental human need for connection—nearly as important as food, water, shelter, and safety. In higher education contexts, a sense of belonging can curtail loneliness and depression while also improving academic and health outcomes. To their credit, many college and university administrations have attempted to measure belonging on campus, identify key groups or areas of concern, and offer resources in response. Targeting particular populations as “not belonging” is risky, however. All members of the campus community will be better served by replacing dehumanizing organizational dynamics with inclusionary ones. To this end, we suggest that belonging can be usefully understood as a dynamic, socially constructed state—the product of an individual’s social identity in interaction with the conditions they encounter (i.e., other people and the environment). In college writing courses, teachers and students can “build the house together,” essentially starting from the ground up to tailor social conditions that stimulate feelings of belonging. This involves making intentional choices about encouraging vulnerability and considering how learning technologies affect belonging. Forging a campus culture of belonging requires a broad commitment to inclusionary practices—a shared purpose, meaningful interactions with members of diverse groups, and cultural responsiveness at every institutional level.