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The beginning of the podcast framed belonging as an iterative process. Not a concrete space/place one sits. For me, this resonates with my experience and the fluidity of positions one assumes within a campus setting. This idea highlights the further discussion. For me, the concept of identity and where you belong is a changing process.

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That belonging doesn't mean fitting in or being assimilated. 

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That belonging doesn't mean fitting in or being assimilated. 

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Now I type that out, it seems obvious. But as I listened, it jumped out at me. Maybe because it resonated with my own experiences of not fitting in? So how do I/we create belonging that welcomes people as they are, that doesn't demand they fit in in order to belong?

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Towards a student-centred approach for everyone

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Towards a student-centred approach for everyone

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In an ideal world essentially having a comprehensive Individualised Learning Plan for each student taking into account their current circumstances, ways of thinking/learning/coping, previous experiences and/or associated traumas and agreements on how to proceed on course.

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There is something important here for me about how identity is embodied, enacted and imagined, and where this exists alongside the capacity that is demonstrated and nurtured.

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Using PAT model to foster relationships with personal students, including taking an individualised approach to not just their learning needs but their previous experiences, current circumstances professionally/at home and targetting/actively offering support where we are able.

In addition trying to represent a diverse range of thinkers (e.g. neurodivergent) as well as representation of minority groups where able within our team of "speakers".

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There are many different drivers and values that sectors, institutions, programmes, teams and cohorts face. These may not always align (on the surface). There may be different ways of achieving a similar outcome. Yet belonging is not itself an end goal, it is the dynamic process (as identified in the podcast).

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We teach online due to the numbers of students and geographical spread and sometimes this impacts on fostering that sense of belonging even to a peer group.

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Inviting multiple and critical perspectives, questions and reflections and being intentional to facilitate this sharing and receiving. This might be inclusive of what I share. It might be about acknowledging discomfort. It might be generating new ways to hear from more people. It is working with the comments shared - not the accuracy of knowledge rather the intention and expansion and source of knowledge.

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Challenging structural issues to support belonging

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Challenging structural issues to support belonging

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There is an issue with some of the structures within university not supporting belonging - for example, support with travel costs, organising placements etc.

Some of these things don't work for some students either due to entitlement or in the way they are organised.  This needs to be challenged as sometimes these structural issues are not fit for purpose and can work to make people feel excluded, undervalued or as though they are 'causing hassle' by raising their concerns.

We, as staff at these institutions, need to take time to try and understand student experiences from their perspective and to challenge structural processes which are unfair and exclusionary to allow us to foster belonging amongst our learners.

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As part of my teaching/PAT role, there will be times when I share some of the challenges I have faced as an identified 'non-traditional' student who crosses over several different identified groups (young mum, poverty, young carer etc).  Obviously, this will totally depend on situation and circumstance but this has worked to build relationships and to challenge assumptions which have been shared within class and during 1-1 meetings - and with some teaching practice with other colleagues.

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Assumptions made from previous experience

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Assumptions made from previous experience

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The team is made up of lots of different academic/professionals - some of whom were undertaking a programme very similar to what they are teaching on when doing their undergraduate. Sometimes, it can feel as though assumptions are made about the experiences of the students and comparisons made due to past experience which may not be reflective of the different student needs.

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Sometimes having such a large cohort of students on a programme hinders the opportunity to get to know students in a way which is meaningful.

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This resonates both on a personal level and when working with students.  As a person who is identified as a non-traditional academic (both self and by others) - the emotional aspect of belonging impacts greatly on my experience (personal and teaching) - I know that this is felt by others from similar backgrounds.

Additionally, the point about seeing people like you within the educational establishment is also something that I really connected with.  When I'm with others who I feel are similar to me, I instantly feel more at ease (it can feel like a huge sigh of relief at times) - I know they 'understand' who I am and where I am from and I don't have to provide additional explanations or 'pretend' that their assumptions/or lack of understanding doesn't bother me.

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I mentioned my experience on my MSc in Community Education as one of belonging compared to my undergraduate in the session. I've been thinking more about what made that experience so good.

From the application through to the interview through to our induction, the lecturers treated us as adults with a lot to contribute, regardless of previous academic success. And we were encouraged to share our relevant experiences as community and youth workers and learn from each other.

I think this is something I/we already do with our students. But how do students experience it?

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Sadly, as part of moving between institutions the repository access to file is gone, but here is a link to a student facing summary explaining some of the peer assessment as well as the original conference presentation: https://youtu.be/12HtJ0hYWmA

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Not everyone likes group work! It can really upset relationships and belonging in a class if one group has a difficult experience.

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our students on our only programme are a mix of full-time and part-time, on campus and online, doing different modules over different timescales...

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I share my intellectual uncertainties and struggles when relevant e.g. "I'm still not sure about what I think about X, I have to do more thinking and reading" because I think so many students think if they don't know stuff, they don't belong, imposter syndrome. Also we are all scholars - lecturers and students - we share these processes. Maybe being a student as well as a lecturer helps?

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use padlet to involve students in providing material eg podcasts, blogs, video, that relate to the material - some told me that this feels like we value their contributions.

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As much as we can try to create inclusive environments, there is a challenge if a student is conflicted themselves between belong to different in-groups.

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time at the start of a session to check in with us all about how we are feeling, any news etc.

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I like students to shape the content of the teaching, to allow everyone to bring examples from their own background, sometimes anonymously, so that was is being discussed is meaningful to all of them and they can see themselves in it.

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If you are part-time, it can be hard to feel you belong yourself. The student in the podcast pointed out the impact of staff's precarity and workload on their capacity to support students' sense of belonging.

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challenging students' preformed professional identity and creating space for acceptance of those who may not conform to these norms,

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Positive student-staff interactions, or other traditional 'fixes' are not practical for TNE students...but we know that our TNE students crave connection with us - so what will have the greatest impact - but remain practical and sustainable?

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Being Inclusive Irrespective of Declared Characteristics

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Being Inclusive Irrespective of Declared Characteristics

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Not all minority groups or people with protected characteristics declare themselves, nor would I want them to. I would much rather that we aim for creating inclusive environments that everyone can contribute to shaping the environment to be inclusive to allow them to belong.

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People are part of multiple "categories" and these are ever changing and changing depending on context. Trying to appease a specific group is like hitting a moving target.

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student clubs and selling degree branded
sports wear

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- That employability initiatives can support 'seeing oneself in the curriculum'!
- That student-student interactions can be problematic and alienating.  Its obvious now its said, but I had been thinking of this as an uncomplicated, positive way of enhancing belonging by brings peers across the world together.  It did not strike me this might need to be mediated.

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link between maslow and HE graduate outcomes

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link between maslow and HE graduate outcomes

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seems so clear now that it is pointed out. belonging is on the route to self actualisation and therefore underpins graduate attributes

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We focus on practical and small group work to help students get to know each other in a safe environment. We then bring the groups together to have 'reflection' sessions.

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We focus on practical and small group work to help students get to know each other in a safe environment. We then bring the groups together to have 'reflection' sessions.

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All of my students are commuter/online students. They generally work full time and are mature students with the additional responsibilities that may come alongside that. There are some structural inequalities also.

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All of my students are commuter/online students. They generally work full time and are mature students with the additional responsibilities that may come alongside that. There are some structural inequalities also.

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Identity- We have some issues with identity within our profession. There are a number of tribes within the profession relating to scope of practice. Within one of the tribes people can work for a National Health Service or privately. In the private sector, people can work for National or Independent providers. Even within the National companies people are incentivised on sales performance and that creates tensions between individuals within that company. Historically, we have experienced some hostility between different factions .

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Identity- We have some issues with identity within our profession. There are a number of tribes within the profession relating to scope of practice. Within one of the tribes people can work for a National Health Service or privately. In the private sector, people can work for National or Independent providers. Even within the National companies people are incentivised on sales performance and that creates tensions between individuals within that company. Historically, we have experienced some hostility between different factions .

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Resonated - Fit is not about fitting in but about meeting someone's needs. People's needs are different.

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Resonated - Fit is not about fitting in but about meeting someone's needs. People's needs are different.

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Belonging in Higher Education - Interrogating Spaces

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In this episode of Interrogating Spaces we explore the value of belonging in Higher Education. Compiling together interviews with education professionals from across the globe as well as staff and students from UAL, we get a rounded picture of key...