Building a Sense Of Belonging in students: Using a participatory approach with staff to share academic practice

Abstract

This paper outlines ongoing work undertaken by a university educational development team to strengthen and share colleagues’ academic practice in relation to inclusive learning and teaching activities interventions. The paper outlines our institutional “Fora” structure (coordinated by The Centre for Learning and Teaching) and, taking one of the three Forum events as a modelled example, shows how consideration of the research literature informed colleagues’ discussion and catalysed the sharing of written and oral best practice through participatory action research (PAR) to ultimately build a resource guide. This paper specifically focuses on exploring the different approaches that colleagues adopted to build their students’ “sense of belonging” (both for the face to face and online experiences). A student’s perceived strong sense of belonging to their university can be a core factor in enhancing student satisfaction, engagement and retention (Pickford, 2016; Thomas, 2014). Critique and consideration of Ahn & Davis’ s (2019) four domains of belonging formed the starting point for the discussion. Digital tools and pedagogic approaches sourced from colleagues who have found them valuable in developing student engagement and belonging during the Covid-19 crisis are also explored.

The Centre for Learning and Teaching Associates Scheme: building a learning community for collaboration and impact

“…Being afforded the time to explore individual interests and create innovative collaborations is enriching for team members. The Scheme has secured a wider value across the institution, externally and in peer-reviewed publications which explore their work (Smith et al, 2021a;Smith et al, 2021b;Smith et al, 2022). The CLTA impact is strategic, inclusive, and mapped to the CLT impact assessment framework (Pickford, 2018b).…”

Ideas for Active Learning

“…Countless educational institutions welcome new students to their courses every year. Whether in a blended, face-to-face or hybrid learning approach, helping students get to know each other is a fundamental part of the induction programme because it contributes to community building and the sense of belonging (Smith et al, 2021). Establishing initial connections between peers and their tutors can be achieved via a variety of bonding activities.…”