Student belongingness in higher education: Lessons for professors from the covid-19 pandemic

Tice, D; Baumeister, R; Crawford, J; Allen, KA; Percy, A

Student belongingness in higher education: Lessons for professors from the covid-19 pandemic

Tice, D Baumeister, R Crawford, J Allen, KA Percy, A

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Publication Type:: Journal Article
Citation:: Journal of University Teaching and Learning Practice, 2021, 18, (4)
Issue Date:: 2021-01-01

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Field	Value	Language
dc.contributor.author	Tice, D
dc.contributor.author	Baumeister, R
dc.contributor.author	Crawford, J
dc.contributor.author	Allen, KA
dc.contributor.author	Percy, A https://orcid.org/0000-0001-7212-9194
dc.date.accessioned	2021-11-27T23:08:45Z
dc.date.available	2021-11-27T23:08:45Z
dc.date.issued	2021-01-01
dc.identifier.citation	Journal of University Teaching and Learning Practice, 2021, 18, (4)
dc.identifier.issn	1449-9789
dc.identifier.uri	http://hdl.handle.net/10453/151886
dc.description.abstract	‘To learn about X, observe what happens to the system when X is removed.’ What happens to the higher education student experience when, during a pandemic, so many of the avenues for building a sense of belonging are radically and fundamentally disrupted? How should we respond as individuals, a collective and a sector, to redress this? The national student survey data in Australia has highlighted a significant drop in learner engagement and their sense of belonging as a result of the pandemic. Indeed, the pandemic has been a significant point of anxiety for students, educators, and universities globally. We see the pandemic as a unique opportunity to critically examine belongingness among university students in a climate where their normal avenues to feel they belong need to establish a new kind of normal. In this article, we seek to articulate what can be learned from the pandemic experience about student belongingness and what instructors can do to improve it, even under difficult circumstances. We found opportunities to strengthen a students’ sense of belonging in online environments, when necessary, and how responses within the constraints of lockdown and emergency remote teaching can still support student success.
dc.language	en
dc.relation.ispartof	Journal of University Teaching and Learning Practice
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1301 Education Systems, 1302 Curriculum and Pedagogy
dc.title	Student belongingness in higher education: Lessons for professors from the covid-19 pandemic
dc.type	Journal Article
utslib.citation.volume	18
utslib.for	1301 Education Systems
utslib.for	1302 Curriculum and Pedagogy
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
utslib.copyright.status	closed_access	*
dc.date.updated	2021-11-27T23:08:44Z
pubs.issue	4
pubs.publication-status	Published
pubs.volume	18
utslib.citation.issue	4

Abstract:

‘To learn about X, observe what happens to the system when X is removed.’ What happens to the higher education student experience when, during a pandemic, so many of the avenues for building a sense of belonging are radically and fundamentally disrupted? How should we respond as individuals, a collective and a sector, to redress this? The national student survey data in Australia has highlighted a significant drop in learner engagement and their sense of belonging as a result of the pandemic. Indeed, the pandemic has been a significant point of anxiety for students, educators, and universities globally. We see the pandemic as a unique opportunity to critically examine belongingness among university students in a climate where their normal avenues to feel they belong need to establish a new kind of normal. In this article, we seek to articulate what can be learned from the pandemic experience about student belongingness and what instructors can do to improve it, even under difficult circumstances. We found opportunities to strengthen a students’ sense of belonging in online environments, when necessary, and how responses within the constraints of lockdown and emergency remote teaching can still support student success.

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http://hdl.handle.net/10453/151886