For years, I’ve been exploring ways to design with and for communities at the Open University (OU). A recent event showcasing student community projects highlighted a growing interest among staff and students in building and supporting these initiatives.
Being part of a community or communities instils a sense of belonging. Belonging, a sense of connectedness and mattering, is a powerful force. It can significantly impact a student’s experience, motivation, and ultimately, their success.
OU students come from diverse backgrounds and life stages, each with unique motivations for community engagement. Some seek enrichment opportunities beyond their modules, while others prioritise their core studies and may participate in limited community activities, such as discussion forums or tutorials, to support their learning. A third group may struggle to engage in any community building activities due to various factors, such as work commitments, family responsibilities, or personal preferences.
Reflecting on my own experience as an OU student, I clearly fitted into the third category. I had no interest in engaging in community activities, and I didn’t feel a need to belong or be part of a group. I didn’t care if I mattered to anyone. But this lack of engagement nearly led me to drop out of my studies. This experience taught me a valuable lesson as an educator: my primary goal is to offer students valuable and relevant opportunities to keep them on track and help them achieve their academic goals.
What is belonging, really?
Belonging is a complex interplay of personal and social factors. It’s about feeling at home, being part of a wider community, and being both seen and valued. Probyn (1998) aptly describes it as a combination of “be-ing” and “long-ing.” A student may feel valued but not fit in, or vice versa. Both aspects are essential for true belonging.
Designing for belonging and mattering
Student may feel valued, needed, and accepted but they may not share all characteristics with a group. This might lead them to feel they don’t fit in. Another student may feel a sense of fit, but experience that their involvement is not valued. While the former student matters but does not belong. The latter student personally feels they belong, but they do not matter.
As we embark on a collaborative project to co-design STEM Black student communities, we must consider how to foster both personal fit and a sense of value.
Designing for personal fit:
- Visibility and representation:
- Showcase diverse role models through videos, live presentations, and written stories.
- Facilitate peer-to-peer interactions in which students feel comfortable discussing their experiences and perspectives in a respectful way.
Designing for value and valuing others:
- Co-creation:
- Involve students in shaping the curriculum and learning experiences.
- Provide opportunities for students to share their work and receive feedback.
- Mentorship:
- Establish mentorship programs to connect students with experienced peers and professionals.
- Career development:
- Provide access to career resources and opportunities.
What do you think?
What kind of community engagement events would you participate in? What suggestions do you have for fostering belonging and mattering in online learning environments?
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