Belonging in Education: Lessons from the Belonging Project

Abstract

This paper presents some preliminary findings from The Belonging Project-a longitudinal learning and teaching research project seeking to develop and define a new approach to student engagement. In this project, the concept of belonging is used as a tactic to engage both staff and students in the School of Media and Communication at RMIT University as part of the project's aim to improve the student experience. This paper maps the way in which we use belonging-defined in relation to the educational experience-as a point of departure to achieve this outcome. Having established our definition of belonging and its purpose in our project, we then discuss some key results of focus groups with students, outlining the way in which students navigate issues of transition, interdisciplinarity, and notions of space and place, in their relationship to university and campus life.

Teacher and student interactions in the first year of university

“…Many studies have reported that developing feelings of belonging and connection to classes facilitate students' engagement and motivation with the content and academic activities (Freeman et al, 2007;Wilson et al, 2015;Zumbrunn et al, 2014). In Australia, Morieson, Carlin, Clarke, Lukas, & Wilson (2013) have emphasised that social interactions with peers benefit the sense of belonging to a school, particularly when they are promoted in and outside classes for the academic staff.…”

Distributed and collaborative: Experiences of local leadership of a first-year experience program

“…The sense of belonging with other FYTE coordinators and the ability to share weaknesses as well as effective practices and achievements were seen as essential for building their leadership capacity. As Morieson, Carlin, Clarke, Lukas, and Wilson (2013) observed, a sense of belonging is essential for staff who are seeking to encourage belonging in students. In the case of the FYE program, belonging to a community outside their faculty helped coordinators to build and sustain their local leadership in both more and less supportive local contexts.…”

A Grassroots, Practical Response to Student Belonging through Learning and Teaching Experiences

“…In higher education, belonging has been closely linked to persistence and retention (Tinto, 1993;Hurtado & Carter, 1997), and improved first-year student experiences (Kift, Nelson, & Clarke, 2010;Krause, 2005;Morieson, Carlin, Clarke, Lukas, & Wilson, 2013). In 2010, 809 Kift, Nelson and Clarke named "belonging" as one of three principles driving Queensland University of Technology"s (QUT) innovative, whole-of-institution approach to the firstyear experience.…”

“…Through a range of low cost, small-scale activities such as Cohort Day Out initiatives, coordinated Orientation Week activities and the co-creation of student informal spaces, the Belonging Project delivered a range of positive, discipline based interactions amongst student cohorts and between students and staff. Mix methods evaluation through surveys, focus groups and interviews has shown the initiatives provided a successful way to develop stronger connections amongst cohorts and significantly improved students" sense of belonging (for further discussion, see Morieson, Carlin, Clarke, Lukas, & Wilson, 2013;Araujo, Wilson, & Clarke, 2015;Clarke, & Wilson, 2016).…”

“…As an ethos, belonging is highly applicable to education, and work within RMIT University and the sector more broadly has identified that generating a sense of belonging for students has significant positive impact on transition and retention, learning outcomes, engagement, wellbeing and organisational advocacy (Tinto, 1993;Hurtado & Carter, 1997;Walton, Cohen, Cwir, & Spence, 2011;Strayhorn, 2012;Thomas, 2012;Morieson, Carlin, Clarke, Lukas, & Wilson, 2013;Ribera, Miller, & Dumford, 2017). A dual sector, tertiary institution, RMIT University is Australia"s second largest university, with additional campuses in Vietnam and Spain.…”