Belonging: recommended resources
Blogs by students
Seeing is believing: the importance of diverse representation in Medicine by Shakeela Brown
Supporting student carers to get involved in extra-curricular activities by Bryony Brown
Reflections on a staff/student research partnership by Sophia Lambert and Rachel O’Connor
Blogs by staff
What do you mean by belonging? by Bridgette Bewick, Liz Thomas, David Gilani
Tackling degree awarding gaps by Louise Banahene
We must create a community in which structures of opportunity are opened by Iwi Ugiagbe-Green
Why do we need a compassionate campus? And how do we get there? By Bridgette Bewick
Small changes can make a big difference to inclusion by Jenny Brady
Conference presentations
Belonging was a key theme of the 2022 Student Education Conference. Talks included belonging-related presentation strands such as embracing diversity, co-creation and innovative pedagogies. Many of the snap sessions will also be of interest. UoL staff can access talks at Student Education Conference 2022
Guides
How might we ensure that students feel seen, respected and valued?
Ensure students feel seen, respected and valued PDF (5.3MB) guide explores how each individual student deserves to feel seen and respected, and how this is crucial to belonging and student success. This guide was developed collaboratively by colleagues with roles related to inclusivity, decolonising, hidden curriculum, sustainability and belonging. It is intended as a guide to support colleagues working to embed these related areas in programme and module development, teaching and learning and designing and carrying out assessment.
References:
Baumeister, R. F., Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497–529. https://doi.org/10.1037/0033-2909.117.3.497
Breeze, M. et al. 2022. Situating Imposter Syndrome in Higher Education. In: Addison, M, Breeze, M, & Taylor, Y (eds). The Palgrave Handbook of Imposter Syndrome in Higher Education. Springer International Publishing AG, Cham. Available from: ProQuest Ebook Central, pp. 1-16 [Accessed 14 September 2023]
Goodenow, C. 1993. Classroom Belonging Among Early Adolescent Students: Relationships to Motivation and Achievement. The Journal of Early Adolescence. 13 (21): 21-43
Gopalan, M. and Brady, S.T. (2019). College students’ sense of belonging: A national perspective. Educational researcher, 49(2):134-137 https://doi.org/10.3102/0013189X19897622
Hausmann, L. R. M., Schofield, J. W., & Woods, R. L. (2007). Sense of belonging as a predictor of intentions to persist among African American and White first-year college students. Research in Higher Education, 48(7), 803–839.
Hubbard, K. et al. 2020. Addressing the hidden curriculum during the transition to HE: the importance of empathy. In: Hinchcliffe, T (ed) The Hidden Curriculum of Higher Education. Advanced HE pp. 59-76 [Accessed 14 September 2023]. https://www.advance-he.ac.uk/knowledge-hub/hidden-curriculum-higher-education
National Academies of Sciences, Engineering, and Medicine . (2017). Supporting students’ college success: The role of assessment of intrapersonal and interpersonal competencies. National Academies Press.
Suhlmann, M., Sassenberg, K., Nagengast, B., and Trautwein, U. (2018). Belonging mediates effect of student-university fit on well-being, motivation and drop out intention. Social Psychology, 49(1):16-28 https://doi.org/10.1027/1864-9335/a000325