I have been reading (RMIT University, n.d.) on Belonging in Higher Education from the RMIT Strategy which is relational and there are some relevant quotes which stood out as being particularly relevant which I’ve popped into six some categories below:
- Definition of Belonging:
“Belonging is the sense of mattering and interpersonal connectedness: a basic human need, it enhances motivation and drives behaviour” (Baumeister & Leary, 1995; Strayhorn, 2012).
Belonging in higher education refers to “feeling cared about, accepted, respected, valued by, and important to the group” (Strayhorn, 2012).
- Impact of Belonging:
Belonging positively influences retention, engagement, learning outcomes, and student well-being (Tinto, 1993; Thomas, 2012).
It is critical for “transition, learning outcomes, engagement, well-being, and organizational advocacy” (Araujo, Wilson & Clarke, 2015).
- Institutional Context:
Universities should cultivate belonging across the “whole student life cycle,” encompassing academic and extracurricular experiences (Clarke & Wilson, 2016).
“Supportive peer relations, meaningful interaction between staff and students, and the development of identity as successful learners” are vital for fostering belonging (Thomas, 2012).
- Drivers of Belonging:
Five key drivers: learning experiences, social networks, physical and digital spaces, extracurricular activities, and student services (RMIT, 2015).
“Learning experiences” (e.g., inclusive, engaging curricula) were found to have the greatest impact on belonging.
Challenges to Belonging:
Students who do not feel they “fit in” or matter may face isolation, alienation, and reduced academic performance (Mellor et al., 2008; Strayhorn, 2012).
- Belonging as a Strategic Focus:
A holistic institutional approach aligns belonging initiatives with strategic plans, ensuring sustainable, transformative experiences for students (RMIT University, 2015).
This article by (RMIT University, n.d) highlights several aspects around the central importance of belonging in education which aligns with there being an inherently collaborative and reflective nature to arts education. Creative disciplines more often than not emphasize personal expression, making the sense of being “cared about, accepted, and respected” essential for students to thrive in the studio.
This sense of the students individual in art and design impacts as they are often exploring their identities and creative voices. Feeling they belong to a community can empower them to be individuals, to take creative risks and develop their practice authentically is really important.
Foundation students at UAL, especially in Foundation are often going through such a transition, may face challenges adjusting to academic rigor, diverse peer groups, and self-directed learning. This sense of Belonging and being able to trust us in the process helps them to navigate this transition.
Both learning to work independently and in a self-directed way in the studio work and introducing work more collaboratively within Peer critique’s and group work are both central to art and design education. Building a culture of belonging ensures these activities foster collaboration rather than competition, and keep students feeling motivated.
The arts, particularly on UALs foundation often attract diverse cohorts in terms of culture, gender, and socio-economic backgrounds. This reiterates the importance of establishing inclusion, where that sense of belonging ensures equity, enabling all students to feel valued and included.
Through pastoral tutorials and one-to-one interactions, I have in this project created more distinct opportunities in using ABAR methods for my students to share personal and artistic stories, which aligns with the emphasis on relational belonging in the RMIT strategy.
By using the methods I have like Photovoice, I can attempt to enable students to connect much more emotionally to themselves and their learning experiences, addressing the “learning experiences” driver identified as critical to belonging.
Belonging really matters because the creative process is so often deeply personal, and students are engaging and may feel vulnerable when sharing their work. A strong sense of belonging provides this level of emotional safety, enabling them to grow as artists.
The arts is supposed to prepare students for this dynamic, often unpredictable nature and career paths. Fostering belonging should give students a start by equipping students with self-directed capabilities, resilience, collaboration skills, and a professional identity tied to their community.
Refrence
RMIT University. (n.d.). The RMIT Belonging Strategy: Fostering student connection and engagement. Retrieved from file:///Users/rebeccaharper/Downloads/The_RMIT_belonging_strategy_fostering_st.pdf