{"id":532,"date":"2019-04-10T15:31:05","date_gmt":"2019-04-10T15:31:05","guid":{"rendered":"http:\/\/sites.reading.ac.uk\/curriculum-framework\/?page_id=532"},"modified":"2019-06-26T13:01:46","modified_gmt":"2019-06-26T13:01:46","slug":"sense-of-belonging","status":"publish","type":"page","link":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/sense-of-belonging\/","title":{"rendered":"Sense of Belonging"},"content":{"rendered":"
\n\t\t\t\n\t\t\n\t\t\t\n\t\t\tCURRICULUM FRAMEWORK HOME\t\t<\/span>\n\t\t\t<\/a>\n\t<\/div>\n<\/div><\/div>
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Engaging Everyone<\/strong><\/a><\/p>\n

What is Inclusive Practice?<\/strong><\/a><\/p>\n

Inclusive Curriculum Design<\/strong><\/a><\/p>\n

Inclusive Curriculum Delivery<\/strong><\/a><\/p>\n

Inclusive Teaching and Learning Resources<\/strong><\/a><\/p>\n

Student Engagement<\/strong><\/a><\/p>\n<\/div>\n<\/div><\/div><\/div>

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resources<\/strong><\/h1>\n

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\u00a0'What Works? Student Retention &\u00a0Success'<\/a>\u00a0 Thomas, L. (2012).<\/strong><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n

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Sense of belonging<\/h1>\n

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At the heart of successful retention and success is a strong sense of belonging in HE for all students (Thomas, L. 2012).<\/strong><\/em><\/p>\n

This was the key finding from a major UK research project, 'What Works? Student Retention & Success'.<\/a><\/p>\n

There are many opportunities to foster a sense of belonging in the academic sphere, particularly in the all-important early weeks of the year. This could be through: what you choose to teach, how you teach and facilitate learning, how you support students, or how you interact on a person-to-person basis. Opportunities exist across the whole year, formal and informal, inside the classroom and out.<\/p>\n

The following areas have been identified as important ones where academic staff can facilitate a sense of belonging (Thomas, L. 2012) :<\/p>\n

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  1. staff\/student relationships: knowing staff and being able to ask for help<\/strong><\/li>\n
  2. curricular contents and related opportunities: providing real-world learning opportunities that are interesting and relevant [to the full range of] future aspirations<\/strong><\/li>\n
  3. learning and teaching: group-based learning and teaching that allows students to interact with each other, share their own experiences and learn by doing<\/strong><\/li>\n
  4. assessment and feedback: clear guidelines about assessment processes and transparency about criteria and feedback to assist students to perform better in the future<\/strong><\/li>\n
  5. personal tutoring: as a means of developing a close relationship with a member of staff who oversees individual progress and takes action if necessary, including [pro-actively] directing students to appropriate academic development and pastoral support services<\/strong><\/li>\n
  6. peer relations and cohort identity: having friends to discuss academic and non-academic issues with, both during teaching time and outside of it, and a strong sense of cohort identity<\/strong><\/li>\n
  7. a sense of belonging to a particular place within the university, most usually a departmental [location or] building<\/strong><\/li>\n<\/ol>\n

    The final 'What Works? Student Retention & Success' report provided further discussion of nurturing a culture of belonging. It also includes a wide range of case studies on how this can be achieved.<\/p>\n

    References<\/strong><\/p>\n

    Thomas, L. (2012). What Works? Student Retention & Success. London: Paul Hamlyn Foundation, p. 6.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div><\/div><\/div><\/div><\/div>","protected":false},"excerpt":{"rendered":"

    Engaging Everyone What is Inclusive Practice? Inclusive Curriculum Design Inclusive Curriculum Delivery Inclusive Teaching and Learning Resources Student Engagement resources   \u00a0‘What Works? Student Retention &\u00a0Success’\u00a0 Thomas, L. (2012). Sense of belonging   At the heart of successful retention and success is a strong sense of belonging in HE for all students (Thomas, L. 2012). […]<\/p>\n","protected":false},"author":85,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"om_disable_all_campaigns":false,"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"jetpack_post_was_ever_published":false,"_links_to":"","_links_to_target":""},"acf":[],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/PbcJTb-8A","_links":{"self":[{"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/pages\/532"}],"collection":[{"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/users\/85"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/comments?post=532"}],"version-history":[{"count":0,"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/pages\/532\/revisions"}],"wp:attachment":[{"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/media?parent=532"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}