09:29:31 From Team Wonkhe to Host and Panelists: Good morning everyone, we will be starting shortly 09:30:34 From Ira Hakim to Host and Panelists: Good morning everyone! 09:31:35 From Michelle Morgan to Host and Panelists: Morning all :-) So looking forward to today .Good luck 09:31:39 From Nic Beech to Host and Panelists: hello everyone 09:32:03 From Gail Capper to Host and Panelists: Morning, really looking forward to this! 09:32:13 From Mary Stuart to Everyone: Hi all, looking forward to today...good luck all 09:32:27 From Rebecca Freeman to Host and Panelists: Morning all! 09:32:29 From Liz Mossop to Host and Panelists: Morning all 09:32:33 From Lars Willner - Differ.Chat to Everyone: Hello from Oslo ✌️ 09:32:38 From Vrinda Nayak to Host and Panelists: Good morning and hello to all 09:32:38 From Suzanne Horton UW to Everyone: Good morning 09:32:41 From Amy Hilton to Everyone: Good morning! 09:32:53 From Pathik to Everyone: Good morning everyone🙂 09:32:55 From Lisa Hough to Host and Panelists: Morning from Staffordshire! 09:32:56 From Jennie Blake to Everyone: Good morning! 09:32:56 From Nazneen to Everyone: morning all! 09:32:56 From Adam Crane - University of Chester to Everyone: Hello from Chester! 09:33:02 From Janice Brown to Host and Panelists: Good morning everyone! 09:33:03 From Lea Goetze to Host and Panelists: Good morning from Aberdeen, UK :-) 09:33:04 From Hilary Carlisle to Everyone: Hi from sunny Norwich! 09:33:04 From Emma Beaudouin to Host and Panelists: Good morning from Reading! 09:33:05 From Jo Hawksworth to Everyone: Good morning All from York Univeristy 09:33:05 From Chiara to Host and Panelists: Hello from Sheffield! 09:33:06 From Caroline.Lewis to Everyone: Morning from Brighton! 09:33:07 From Zoë Carruthers to Host and Panelists: Morning from Bucks New Uni <3 09:33:09 From Sean Tillman to Everyone: Good morning from London! 09:33:09 From Vicky Mileva to Everyone: Good morning from Scotland! 09:33:13 From Adam Westall MMU to Host and Panelists: Hi Everyone from Manchester 09:33:15 From Zoë Carruthers to Host and Panelists: shout out to norwich I went to UEA 09:33:16 From 1. Carly Emsley-Jones to Everyone: Bore da from Cardiff! 09:33:17 From Kamil Stobiecki to Everyone: Morning from Manchester! 09:33:19 From Katrin Puutsa to Everyone: Good morning from Nottingham! 09:33:19 From Rosie - University of Bristol to Everyone: Good morning from Bristol :) 09:33:19 From saf to Everyone: Good Morning from Luton! 09:33:20 From amckie to Everyone: Hello from London College of Fashion 09:33:21 From Rachel Hawksworth to Host and Panelists: Morning from Norwich! 09:33:22 From Vicky Meadows (she/her) to Everyone: Morning from Sheffield! 09:33:23 From Angela Scanlon to Everyone: Good morning from Ulster Uni 09:33:25 From Jo Hardy to Everyone: Hello from sunny York! 09:33:25 From alison to Everyone: Good morning from Cheltenham 09:33:26 From Claire.wright to Everyone: Good Morning from Loughborough! 09:33:26 From Ruby McKenzie to Everyone: Good morning from Coventry University :) 09:33:26 From Stephen Eccles to Everyone: Morning from Nottingham ☺️! 09:33:28 From Samantha Rajasingham to Host and Panelists: Good morning from Norwich :-) 09:33:29 From Kathleen Gustin to Everyone: Good morning from Newcastle! 09:33:33 From Wilkerson, Daryl to Host and Panelists: Good morning, from a breezy Exeter! 09:33:34 From Jenny Anderson to Host and Panelists: greetings from cornwall! 09:33:35 From Leoarna Mathias (she/her) to Everyone: Morning from Newman University :) 09:33:35 From Bonnie Latimer to Everyone: Morning from Plymouth!! 09:33:37 From Georgia Horsley to Everyone: Good morning :) 09:33:39 From mhunn to Everyone: Good Morning from Bucks New Uni! 09:33:42 From Stefan Krummaker to Host and Panelists: Good morning from Queen Mary University of London - lovely autumn day here in London today… 09:33:42 From Avne Trivedi to Everyone: Good Morning 09:33:44 From David Wright (Uni of Southampton) to Everyone: Greetings from Southampton! 09:33:45 From Team Wonkhe to Host and Panelists: Report is here! https://wonkhe.com/blogs/the-four-foundations-of-belonging-at-university/ 09:33:45 From Niall Morrissey to Everyone: Morning from QMUL :-) 09:33:46 From Nikki Swift to Host and Panelists: Good morning from York St John! 09:33:47 From Olivia Harrison to Everyone: Morning from University of Sheffield 09:33:48 From Mica sefia - Leeds con to Everyone: Good morning from Leeds ! 09:33:48 From Mark E Allinson, LSE Director of Student Experience to Everyone: Hello from the LSE! 09:33:49 From Kurt Satney to Everyone: Good morning from London 09:33:49 From Peter Baker to Host and Panelists: Good morning :) 09:33:53 From Sebastian May, UAL to Host and Panelists: Good morning from University of the Arts London 09:33:55 From Johanna Hardy to Host and Panelists: Good Morning from Norwich 09:33:56 From Paula Dalziel to Everyone: Good morning everyone! 09:33:57 From Rebecca Middleton to Host and Panelists: Hello from Imperial College London! 09:34:00 From Natalie Dutka-Bowskill to Everyone: Morning from Portsmouth! 09:34:01 From Sophie to Everyone: Morning from Westminster! 09:34:02 From Leanne Trott to Everyone: Good morning from Bournemouth! 09:34:04 From Callum Roberts (Univ of Buckingham) to Everyone: Good morning all from the University of Buckingham SU! 09:34:05 From Suzi Jobe to Everyone: Morning from Nottingham Trent! 09:34:06 From Jenny Boyle to Everyone: Morning from Bath! 09:34:08 From Shifa Uddin to Everyone: Good morning from City, University of London 09:34:09 From Liz Bunting to Host and Panelists: Morning from UAL! 09:34:09 From Kamila Bateman to Everyone: Good morning from Brighton! 09:34:15 From Lara Jones to Everyone: Good Morning from York 09:34:16 From Julie Vuolo to Everyone: Good morning everyone, looking good here at Uni of Herts 🙂 09:34:17 From Robyn to Host and Panelists: Morning from QMUL! 09:34:17 From Pernille to Host and Panelists: Hello, everyone. 09:34:18 From Jordan Baker (he/him) to Everyone: Good morning from St Mary's University Twickenham 09:34:18 From Jennifer Simpson to Everyone: Good morning from Newcastle! 09:34:19 From Deborah Longworth to Everyone: Good morning from University of Birmingham! 09:34:20 From Lottricia Millett (she/her) to Everyone: Hi all! Excited to see what we learn today 09:34:21 From jackie potter to Everyone: Good morning from the University of Chester 09:34:23 From Ann Kennedy to Everyone: Morning from St Mary's University 09:34:24 From Kristin to Everyone: Hello from Leeds 👋 09:34:31 From David Ellis to Everyone: Hello from Oxford Brookes 09:34:33 From Becky Williams-White to Host and Panelists: Hi from the University of Leeds! 09:34:35 From Louise Younie to Host and Panelists: Morning from QMUL :-) London 09:34:37 From Paul Broster to Everyone: Morning from sunny Salford 09:34:38 From Stacy Gillis to Host and Panelists: Hello and morning from Newcastle! 09:34:38 From Kirsty Dorward to Everyone: Morning from Wolverhampton 09:34:39 From Kate Wright to Everyone: Good Morning from Staffordshire 😃 09:34:43 From Jennifer Craven to Everyone: Hello from Liverpool! 09:34:46 From wsb22187 to Everyone: Morning from Strathclyde Uni in Glasgow! 09:34:46 From Lucy Denton to Everyone: Morning from Sheffield! 09:34:48 From Melissa Jacobi to Everyone: Hello from Sheffield Hallam University 09:34:48 From Claire Caine to Everyone: Hello from Warwick! 09:34:49 From Pernille to Host and Panelists: Hello from Regent's University London. 09:34:49 From Alyssa to Host and Panelists: Morning from UWE 09:34:50 From Phia Steyn (she/her) to Host and Panelists: Hello from Stirling 09:34:51 From Suzanne Horton UW to Everyone: Hello from University of Worcester 09:34:51 From Tom Lloyd to Everyone: Good morning from the University of Liverpool 09:34:52 From Rachel Lucas (She/her/hers) to Everyone: Hi from Essex! 09:34:53 From Chris Blackmore to Everyone: Hi from University of Sheffield :-) 09:34:54 From Sam Potter to Everyone: Hi from Nottingham 09:34:55 From Chris Umfreville to Everyone: Good morning from Aston University! 09:34:55 From Jon Down to Everyone: And good morning from Grit! 09:34:56 From Brad Frankham to Everyone: Morning from Bristol! 09:34:57 From Ellie Shephard to Host and Panelists: Hi from Surrey! 09:34:57 From Stephen Petty to Everyone: Morning from Portsmouth! 09:34:57 From Alexandra Hayward to Everyone: Good morning from Reading 09:35:00 From Reilly Willis to Everyone: University of Suffolk here! 09:35:00 From Will Thomas to Everyone: Good morning from Warwick! 09:35:01 From Sebastian May, UAL to Everyone: Good Morning from University of the Arts London 09:35:01 From Josie to Everyone: Good morning from (not so) sunny Cornwall! 09:35:01 From Adele to Everyone: Hello from Anglia Ruskin University :) 09:35:02 From Emma Price to Everyone: Hi from Bradford 👋 09:35:02 From Hannah Morton to Host and Panelists: Morning from Glasgow Caledonian :) 09:35:03 From Zoe Taylor to Everyone: Hello from Huddersfield ☺️ 09:35:03 From Pernille to Everyone: Hello from Regent's University London. 09:35:05 From Musa Yusuff to Everyone: Morning from Loughborough :) 09:35:07 From Scott Francis to Everyone: Good morning from sunny St Andrews! 09:35:08 From Jag Khela to Everyone: Hello from Birmingham! :) 09:35:09 From ann.osola to Everyone: Hi from Cumbria 09:35:09 From M Ng to Host and Panelists: Good morning from UWE Bristol! 09:35:10 From Zena Rashid to Everyone: Morning all...Zena from Nottingham Trent...yay 🌄 09:35:10 From Gianna to Everyone: Good monring from Queen Mary's in London 09:35:11 From Nienke Alberts to Everyone: Good morning from the University of Bristol! 09:35:11 From Liam Thorpe (SRUC Student Association) to Everyone: Good morning from Scotland's Rural College (SRUC) 09:35:13 From Dr Jo Bishton (she/her) University of Derby to Everyone: Hi everyone- Jo from Uni of Derby 09:35:15 From Pathik to Everyone: Morning from Southampton! 09:35:17 From Ana Miguel (she/hers) to Everyone: Hello from University of West of England Bristol 09:35:18 From Dr Nicola Watchman Smith (she/her) to Everyone: Hi from Teesside! 09:35:19 From Sarah Baker to Everyone: Hello from Leeds Beckett! 09:35:22 From Helen Herold to Everyone: Morning from The University of Sheffield 09:35:26 From Shaalinie Sivalingham to Host and Panelists: Hello from the Royal College of Art! 09:35:30 From Harriet Baylore to Everyone: Morning from LSE! 09:35:30 From Lewis Redfern to Everyone: Good morning from the University of Roehampton! 09:35:32 From Nicola Dennis (she/her) to Everyone: Morning from Sheffield Hallam! 09:35:36 From Olivia Harrison to Everyone: Hi Helen 09:35:36 From Dr Helen Webster AdvanceHE to Everyone: Hello from Newcastle - and AdvanceHE 09:35:42 From Annie Hughes to Everyone: hi all - hope you are all well - super day ahead 🙂 09:35:47 From Kelly Coles to Everyone: Hello from Warwick University 09:35:48 From Adrianne Arendse to Host and Panelists: Hi from Falmouth University 09:35:49 From Team Wonkhe to Host and Panelists: The recording of the events will be shared with everyone later today 09:35:50 From Helen Leggett to Host and Panelists: morning from UEA 09:35:52 From Tracy Pritchard to Host and Panelists: Hello from Falmouth University 09:35:56 From Debra Costley to Everyone: Good Morning from Nottingham School of Education 09:35:56 From Cecile Morris - Head of Department to Everyone: Good morning from Sheffield Hallam! 09:36:01 From Lena Smith (She/Her) to Everyone: Morning from Cardiff University! 09:36:01 From Vicky Mellon to Everyone: Hi all, from Sheffield Hallam University! 09:36:01 From Steve to Everyone: Morning from Northampton Uni 09:36:01 From Helen Elliott to Everyone: Morning from Newcastle :) 09:36:02 From Carly Ramirez-Herelle to Everyone: Good morning from University of Bedfordshire 09:36:04 From Laura Torres Carrera to Everyone: Good morning from Oxford! 09:36:05 From Sara Bird to Everyone: Good morning from UWE Bristol! 09:36:12 From Megan John (she/her) to Everyone: Morning from Cardiff University 09:36:15 From Davies, Emma V to Everyone: Good morning from Imperial! 09:36:15 From Gillian Hampden-Thompson to Everyone: Good morning from the University of Sussex 09:36:16 From Elizabeth Kijewski to Host and Panelists: Hello from Leeds Beckett :) 09:36:21 From Lesley Jackson to Everyone: Good morning from Newcastle University 09:36:25 From John Dubber to Everyone: Good morning from Students' Union UCL 09:36:30 From Richard Vytniorgu to Everyone: Hello from Exeter! 09:36:30 From Sarah Bishop to Host and Panelists: Good morning from Teesside 09:36:31 From Vicky to Everyone: Good morning from Arts University Bournemouth 09:36:32 From Liz Mossop to Everyone: Good morning from a very sunny University of LIncoln today! 09:36:36 From Beth Reed to Everyone: Hi from the University of Reading. 09:36:36 From Taheara Khanam to Host and Panelists: Good morning from Istituto Marangoni London! 09:36:37 From Judith to Everyone: Good Morning from ARU, Cambridge 09:36:38 From Danny Roberts - Leeds Trinity University to Host and Panelists: Good morning from Leeds Trinity University :) 09:36:51 From Lesley OKeeffe to Everyone: Hi all! Watching from cloudy Brunel Uni! 09:36:55 From th839 to Everyone: Morning everyone from Open University in Wales 09:37:01 From Dee Drapkin to Everyone: Hi from U of Birmingham 09:37:01 From Danny Roberts - Leeds Trinity University to Everyone: Good morning from Leeds Trinity University :) 09:37:09 From Elizabeth Kijewski to Everyone: Hello from Leeds Beckett 09:37:31 From Nandini Canoo to Everyone: Good morning from Bloomsbury Institute London! 09:37:42 From Amanda Yip to Everyone: Hello everyone from University of Hertfordshire 09:38:18 From Janice Brown to Host and Panelists: Hi from London South Bank University 09:39:17 From Team Wonkhe to Host and Panelists: For people who asked about opening music, here’s my dramatic playlist on Spotify I like to play - Mark https://open.spotify.com/playlist/2476s3ZGVFgtLBnttuyFLN?si=e98ea7c7e19e4959 09:39:28 From Mary Stuart to Danny Roberts - Leeds Trinity University, Host and Panelists: Hi Danny, great to see at this event! Hope you are doing well Mary 09:40:18 From Pathik to Everyone: @Sunday is there a hashtag we should be using on social media? 09:40:41 From Janice Brown to Everyone: Hi from London South Bank University 09:41:13 From Alexia Jones to Everyone: Good morning all! From Norland College in Bath! 09:41:14 From Nick to Everyone: Hi from University Centre Bishop Burton 09:41:41 From Kurt Satney to Everyone: Hi from BPP University UK 09:42:03 From Sunday Blake to Everyone: hashtag: BuildingBelonging 09:42:06 From Gemma Lace- University of Salford to Everyone: Good morning from the University of Salford 09:42:23 From Faye ap Geraint to Everyone: Bore da / Good morning from Aberystwyth University 09:43:22 From Rachel Stone to Everyone: Good morning from Sheffield Hallam University 09:43:44 From Gurdeep Singh Sheri to Everyone: Morning all from King's College in London! 09:43:56 From Shifa Uddin to Everyone: Where can I find the report? 09:44:44 From Kamila Bateman to Everyone: https://wonkhe.com/blogs/the-four-foundations-of-belonging-at-university/ 09:44:58 From Kamila Bateman to Everyone: It's this one I think. 09:45:07 From Sunday Blake to Everyone: That’s the one, Kamila! 09:45:53 From Kamila Bateman to Everyone: Oh brilliant, thank you for confirming, Sunday. 09:45:59 From Shifa Uddin to Everyone: Thank you 09:46:02 From Sunday Blake to Everyone: Thank you for sharing :) 09:46:48 From Lars Willner - Differ.Chat to Everyone: Good morning from Differ.Chat in Oslo :) 09:48:17 From David Gilani He/Him to Everyone: Good morning everyone! From Middlesex Uni in London. Great to see a few familiar names in the chat already who I know are doing great things around belonging. 09:50:07 From Jennie Blake to Everyone: It sounds like part of what you were saying is that an element of belonging is having agency and being able to act? Sort of like being part of a community means you can act to support others in it? 09:52:08 From Richard Vytniorgu to Everyone: One of the key things I've found in my work on belonging has been how students feel connected to their local communities outside the university. I suppose this = student belonging, but it's broader and more socio-cultural. 09:52:58 From Stephen Eccles to Everyone: Completely agree Sunday! I think in order to build student belonging, the need to look into staff belonging is equally as important. 09:53:13 From Katherine Hill to Everyone: David Gilani - I work with SG and JH at Southampton, looking forward to having you with us tomorrow :) 09:53:25 From Pathik to Everyone: I agree Jennie and Richard. Our research and practice has shown how valuable connections outside campus with local communities (both for local and international students) 09:53:43 From Meg Darroch to Everyone: I think that belonging is such a great buzzword but just the tip of the ice burg and we need to explore what it means to students which is crucial and so many people are doing that which is great to see. 09:54:17 From Valerie Pinfield to Everyone: The political and media conversation about higher education has turned almost entirely to employment outcomes. Should universities be influencing that conversation more, to highlight more of those other graduate outcomes Nic mentioned? 09:54:22 From amckie to Everyone: I guess some subjects do encourage deeper thinking by encouraging critical thinking/reflection, for example. We do that quite well in art and design. 09:54:22 From Stefan Krummaker to Host and Panelists: Belonging is also a key coping mechanism for stressful situations - students can perceive emotional support from others as a key resource to cope with stress (Lazarus, 1992) 09:55:00 From Sarah Bishop to Host and Panelists: I agree with Richard, we have a large commuter base in our student community and they have very strong ties to their local communities as a result. Our international students also say that getting involved in local community projects has helped them feel a sense of belonging to the university and the community. We're running a Belonging series to start expanding on this more broadly across the university and give others the opportunity to engage in different ways 09:55:34 From Helen Leggett to Everyone: At UEA we have reduced our number of assessments significantly, and a lot of staff are not supportive of this- think it makes courses "easier” and is not helpful to learning. I fell like the tricky thing here is actually having staff agreement/ getting staff on…board I feel like staff are polar opposites- those that are probably here today who recognise the issues and want to be more inclusive etc. and those that think students needs to toughen up/ if we "pander" to them at uni we are doing them no favours 09:56:22 From Adam Crane - University of Chester to Everyone: Our SU discovered there is a significant number of students working Full Time and juggling their studies. We are exploring how we "operate" as a university outside of the traditional 9-5. 09:56:49 From Michelle Morgan to Everyone: Sense of belonging is unique to the individual. A mature student may feel a sense of belonging wearing their uni sweatshirt at their kitchen table doing their course work. For an on campus student, it may be joining a society. One size does not fit all and this fantastic report draws this out. 09:57:00 From Paddy Woodman to Host and Panelists: Apologies, I have to dip out for 30mins, so sorry to miss this bit of the conversation, but I’ll be back! 09:57:35 From Zoë Carruthers to Host and Panelists: thats a very interesting point Helen, there is a real need to recognise the time poverty a lot of students have right now, and this will only increase as balancing work life with education will be the only option for many students to survive the cost of living crisis. 09:57:41 From Lars Willner - Differ.Chat to Everyone: Great point Michelle 09:58:04 From Zoë Carruthers to Host and Panelists: Agreed Michelle 09:58:11 From Vicky Mileva to Everyone: @Adam Crane, that's interesting, I think the same goes for our Uni... I'm wondering whether more part-time studies options + hours outside of 9-5 may be the future 09:58:12 From Suzanne Horton UW to Everyone: Agree Michelle - it is important we look closely at students at individuals. Great read - research outlines this. 09:58:16 From Sara Bird to Everyone: I think many academic staff attended university at a time of very different student cohorts and different expected outcomes: it can be hard to shift those expectations and increase focus on building communities as part of the curriculum as much as knowledge and skills 09:58:35 From Team Wonkhe to Host and Panelists: 1 second 09:59:05 From Bonnie Latimer to Everyone: We also need to think about what the endpoint of belonging is - as I say to my students, we bring you in here to get you out there! At Plymouth we have high % first-gen students and we are keen to make sure they feel they belong here, but also that they are empowered to seize opportunities within and outside campus 09:59:29 From Rachel Garman to Everyone: We have found that the cost of living messaging has affected the students contribution to communities, in that they now are struggling to fit in volunteering and key interaction points over paid work. 09:59:32 From alison to Everyone: I think with some students, there is a lack of confidence in their academic abilities, and their concern of exposing this to other students, which can prevent integration. This confidence, along with their sense of belonging is something that needs to be focused on even before they arrive at university. 09:59:36 From Liz Mossop to Everyone: I couldn't agree more Michelle - there are all sorts of contexts and situations that mean we cannot simply think one initiative works for all students. It might mean we think it makes our job harder but in my head it makes it more interesting and encourages us to engage differently 09:59:51 From Adam Crane - University of Chester to Host and Panelists: Please can your zoom settings be adjusted to allow chat copy? There are some fantastic comments that give great context to the discussion that I would like to retain. 09:59:59 From Richard Vytniorgu to Everyone: Yes -- is evidence of belonging that students continue to live in the location they studied at -- for residential students anyway? One student I spoke to actually said those who remained in the place they studied were laughed at! 10:00:17 From Michelle Morgan to Everyone: @sarabird - HE has expanded so dramatically that what we could actually do 20 -30 years isn't possible today . We have to evolve 10:00:28 From Abi Dolan - ARU Students' Union to Everyone: We've certainly found that Sunday, our students of Faith and those who are part of our Faith societies have some really fantastic connections to the local community and have some wonderful accounts of how their place of worship has helped them to build a sense of belonging in their new city 10:00:45 From Sam Potter to Everyone: Alison, yes, we are finding imposter syndrome being an increasing challenge and students seeking greater reassurance even around completion of basic processes 10:00:53 From Suzanne Horton UW to Everyone: How can we work more closely with FE? If anyone has any research/information on this, please let me know. 10:01:29 From Laura Burbidge to Everyone: I would say it is about feeling part of the Univeristy whilst at Uni rather than afterwards as alot of factors influencing post 10:01:31 From Team Wonkhe to Host and Panelists: @Sunday looking into it now! Will ensure this chat is saved, too 10:01:51 From Carol Jasper to Everyone: This probably also works well with uniformed organisations. I saw the Scouts had a stall in our atrium last week presumably for this community building purpose. 10:01:54 From Gail Capper to Team Wonkhe(Direct Message): Please turn my camera on - I can't 10:01:54 From Brooke Storer-Church to Everyone: Over 45% of students across the sector study and stay after study in their local communities, so it's an absolute myth that most students move for study or work afterwards...which bolsters much of what everyone here is saying. Belonging is key but can also be drawn from/enhanced by existing ties in localities. 10:02:39 From Laura Burbidge to Everyone: yep agree but back to is it about belonging or fact jobs are in that location? 10:03:47 From Sarah Maclennan to Everyone: Re Helen Leggett's point: if academics come from the background where they 1) maybe had a grant, 2) didn't need a part time job and studying at university was their full time occupation then I suspect that their understanding of being a student needs updating. Personal tutors can make a real difference to student outcomes BUT the toll on personal tutors can be immense, particularly when students have so many challenges. Academics are often unintentionally put into counselling roles - or as a first point of contact and it would be hurtful to say 'I'm not trained to deal with this, go speak to student wellbeing'. Academics don't have automatic 'supervisions' in the way trained counsellors do and also feel very much under scrutiny, afraid of making a safe-guarding error. Sorry, a bit of a muddled comment but I do think we need to focus on staff wellbeing in implementing compassionate responses. 10:03:48 From Mark E Allinson, LSE Director of Student Experience to Everyone: Will slides be shared? 10:04:07 From Janice Brown to Everyone: Alison and Sam, completely agree about confidence and imposter syndrome, and we are currently looking at how this might impact on how students engage with their institutions standards - if you don't feel that you belong, why would/could you embrace the standards at that institution? 10:04:26 From Team Wonkhe to Mark E Allinson, LSE Director of Student Experience, Host and Panelists: Yes 10:04:34 From Stephen Eccles to Everyone: @Adam Crane. I really like your idea of operating outside outside of the traditional 9-5. I was actually speaking about this yesterday and so it would be great to connect and discuss this further. 10:05:35 From David Gilani He/Him to Everyone: @bonnie - that's a great comment about belonging in terms of where students are hoping to go after their degree. For some students, their sole reason for coming to university will be getting a certain type of job / career progression. So for them, belonging could be about feeling more secure within that profession - which could look like building connections with alumni in that area, or confidence in using software / skills related to those jobs. 10:05:55 From Faye ap Geraint to Host and Panelists: @sunday I believe the wrong slide is showing 10:06:27 From Bonnie Latimer to Everyone: Yes agree @DavidGilani and we at Plym need to do more with our alumni, I am conscious 10:06:27 From Dr Helen Webster AdvanceHE to Everyone: @Sarah - I've been thinking quite a bit about support for staff who work with wellbeing/mental health issues but who aren't MH professionals- Supervision isn't common in a teachiung context but absolutely should be and it's something I explored with my team 10:11:05 From Matt Coldrey to Everyone: Connection is why I personally do the job. 10:12:54 From Ellie Parker to Everyone: Can I ask by "course" do you mean their overall degree programme or specific modules within the degree programme? 10:12:59 From Stefan Krummaker to Host and Panelists: We have done Peer-Led Learning pilots at QMUl with some exciting findings - besides an increased feeling of belonging we saw a 20% increase in attainment… 10:13:17 From Sarah Bishop to Host and Panelists: Interesting that those who do not feel they belong are also not seeing/recogning opportunities to interact with others on their course 10:14:09 From David Gilani He/Him to Everyone: @Katherine Hill - oh that's great! Looking forward to meeting you and the rest of the Soton team tomorrow 10:14:32 From Vicky Mileva to Everyone: @Ellie, I took it to mean degree programme, but it is an important distinction.. If it meant only specific modules, then where are the data regarding degree programme. 10:15:31 From Ann Kennedy to Everyone: @Ellie when I read the report, I assumed course meant degree programme 10:15:37 From Alexandra Hayward to Everyone: so often staff see group work as something that must be assessed, rather than focusing on collaborative work in the classroom. Flipped learning offers a great opportunity here 10:16:25 From David Wright (Uni of Southampton) to Everyone: I'm interested in how we get everyone in the University community to recognise the role they can play in fostering belonging. As a Library Manager, I know that even a brief conversation with students using our spaces can help to make a connection and the displays and exhibitions we host are key to making sure students see themselves reflected inour collections too 10:16:45 From Michelle Morgan to Everyone: The course/programme is at the heart of the student experience which is why supporting and empowering the CL is so pivotal. The role should not be a route to 10:16:57 From Michelle Morgan to Everyone: merely promotion 10:16:58 From Zoë Carruthers to Host and Panelists: Tinto’s work on retention reflects these findings, a collaborative learning environment in the classroom is VITAL for student investment. Think about your time at school, your favourite teacher was the one who “broke the rules”, made it fun, and gave you independence with your learning. 10:17:00 From Suzanne Horton UW to Everyone: We are finding some of our students are not always happy with group work/dynamics etc - how can we make it more meaningful? 10:17:03 From Anna Jackson to Everyone: @ellie and @vicky we asked students about their course, by which we meant the whole degree programme (I couldn't say whether some students took it mean an individual course but from the open comments I think most looked at their whole programme) 10:17:03 From Charlotte to Everyone: Will these slides be shared? :) 10:17:16 From Meg Darroch to Everyone: Really interesting :) 10:17:19 From Team Wonkhe to Charlotte, Host and Panelists: Yes 10:17:25 From Charlotte to Everyone: Thank you 10:17:37 From Vicky Mileva to Everyone: @Anna, great thanks for the clarification :) 10:17:37 From Matt Coldrey to Everyone: Michelle - I 100% agree! CL (or programme management as we call it) is vital but undervalued 10:17:48 From alison to Everyone: I work I student services and deliver presentations to new students, I stress the importance of the students connecting with each other, looking out for those who may be on their own, offering that support and friendship which benefits all. Seeing students who want to withdraw in the initial weeks, it is often linked to feelings of not belonging 10:18:03 From David Gilani He/Him to Everyone: That makes so much sense, Sunday. An inclusion strategy (or indeed any strategy) is only as good as it is on the ground for each student in how it's delivered. 10:18:20 From Paul to Everyone: Unfortunately I haven't had chance to read the report yet, so apologies if this is covered in the report content. I wondered if there were any questions based on students sense of belonging during the application / admissions stage and how their experiences here effected belonging as an enrolled student? 10:18:36 From Louise Younie to Host and Panelists: I think structures can be set up that enable student connection. One example inviting med students to work in group to explore compassion from head, hand, heart perspective (literature, practice, creative enquiry respectively) and then present to GP tutor(s) at their practice…. course evaluation evidences some benefit of working together, learning together, joy and most students evaluate highly...some think waste of time, and I think I need to do more work with GP tutors to help them think more on structures and support for belonging perhaps, going forward 10:19:39 From Lesley OKeeffe to Everyone: Thanks Paul - that is our interest too. Building this sense of belonging from the students first contact with us all the way through to enrolment. Grateful for any insights for this space in time 10:19:49 From Michelle Morgan to Everyone: The course/programme is the route to push information. A student is more likely to read an email or listen to their CL . Services need opportunities to deliver through the course. 10:20:13 From Anna Jackson to Everyone: @paul good question - we didn't ask specific questions about application/admissions stage. 10:20:26 From Suzanne Horton UW to Everyone: @paul - v important point. Wider Uni services need to be part of that community. 10:21:09 From Adrianne Arendse to Host and Panelists: Is there any focus on students’/staff members’ connecting/belonging to themselves, their own identity? I’m very mixed race, from the Global South and co-lead of a Belonging module and this is an area I feel is where students and other staff run into obstacles that can cast a long shadow. It can be very easy for the struggles at that intrapersonal level to be projected outside of themselves (and sometimes onto me, the Brown person facilitating the journey). 10:21:13 From Stacy Gillis to Host and Panelists: We've switched last year from emails to all our students in the school coming from a named member of staff's email (and someone that students will know) rather than being generated through systems. It has been noted by students as being very welcome, but does take time and commitment from staff. 10:21:32 From Zoë Carruthers to Host and Panelists: Sadly, our disability and inclusion team is massively under resourced. They are the best team but do not have the numbers of staff to have a fast turn around time to support students quickly. 10:21:44 From Michelle Morgan to Everyone: GDPR is a huge concern by universities even where students have self declared 10:21:57 From Bonnie Latimer to Everyone: So one thing we are trialling at Plym is 'smart' support - cheesy name but -- it's an hour of super-intensive support that is 'brought to' the student early on in L4, with the aim of supporting them really effectively at the start so they don't 'bump along' for much of their first year and get discouraged 10:23:36 From Ben McCarthy to Everyone: Students shouldn't need to understand how a university works or how it is structured in order to access the support they need. Difficulty is how do we redesign our services to achieve this. 10:24:00 From Stacy Gillis to Host and Panelists: This /\ /\ /\ 10:24:05 From Katherine Hill to Everyone: This year we did (UoSouthampton) a peer mentoring trial that started on results day until second week of October (so just wrapped up) to help facilitate community and connection early. Online platform and students were 'matched' on a number of factors with a relevant mentor, 1-2-1 sessions and also group sessions on a number of topics 10:24:10 From Helen Leggett to Everyone: re accessibility, Im shocked at the big move away from streaming post pandemic. the primary reason to drop it at UEA was becuase the uni was worried about poor in person attendance, as a campus uni. students were overwhelmingly in favour of keeping steaming 10:24:42 From Samantha Rajasingham to Host and Panelists: We're moving away from "BAME" as an appropriate way of talking about representation at the university because it does exactly what that first comment does: conflate ethnicities. 10:24:47 From Meg Darroch to Everyone: Such an important point about getting support and to move away from a deficit model as then we work alongside them to enhance their experiences, covid really showed the work that needs to be done and it's great to see that work is being done in this area. 10:25:21 From Zoë Carruthers to Host and Panelists: Again, a collaborative classroom, sharing lived experiences would offer a wealth of inclusive content, should be encouraged more, I did a media module at UEA and our seminars were all about sharing our experiences and I learnt a lot from my peers. 10:25:26 From Helen Leggett to Everyone: by streaming- i mean live in person, but also live streamed. and recorded. NOT that straming was a replacement for in person teaching 10:26:12 From Samantha Rajasingham to Host and Panelists: @Helen - not all courses. Psychology has retained hybrid learning after doing work with students on inclusive learning. (also at the UEA :-)) 10:28:33 From Helen Leggett to Everyone: this year we ran “social tolerance/ good citizenship” sessions for all our freshers. It was fab- excellent student feedback. Happy to share the details 10:28:34 From Helen Roberts to Everyone: Absolutely Sunday - at Middlesex we are trying to increase examples of not only different racial groups in our teaching, but also LGBTQ+ 10:29:33 From Helen Elliott to Everyone: Helen I would be really interested to hear more about those social tolerance sessions. 10:29:38 From Suzanne Horton UW to Everyone: @Helen - I would be very interested in this as I am looking at how we can incorporate/embed this 10:29:53 From Richard Vytniorgu to Everyone: This discussion around students' attitudes to diversity is fascinating. The students in our study, albeit far smaller than this report, were cautious about overemphasising different identity backgrounds. They spoke a lot about the importance of finding common ground and working together in spite of identity differences. 10:30:02 From amckie to Everyone: It does highlight the need to ensure teacher training/development, ie PGCert experiences, need to include workshops on reflectivity and how to facilitate 10:30:11 From Ann Kennedy to Everyone: @ Helen - I'd be interested too 10:30:14 From Dr Nicola Watchman Smith (she/her) to Everyone: @Brooke Storer-Church you mentioned '45% of students stay in location of study after graduating' - I'd be interested in reading around this particularly about splitting commuter students out of this number. What's the source of this 45% stat please? 10:30:23 From Samantha Rajasingham to Host and Panelists: Tolerance is not a word I would use... sorry. It implies conceptually that you don't react, but you continue to dislike. I know in a lot of my communities from racialised backgrounds, we all shudder at that word. Inclusive is not about tolerance but about understanding and welcoming. 10:30:37 From Sarah Bishop to Host and Panelists: @helen leggett, I would also like to hear more about the social tolerance session please 10:30:47 From Michelle Morgan to Everyone: How do we educate students to leave the issues of social media criticism when they enter the classroom? How do we create a safe space in enabling them to do this without fear of criticism? 10:30:48 From Kat to Everyone: @Helen me too please. Thanks 10:30:57 From Helen Leggett to Everyone: @suzanne horton, happy to discuss this. and if anyone interested, drop me a line: helen.leggett@uea.ac.uk 10:31:29 From Samantha Rajasingham to Host and Panelists: But congrats on trying to talk about the issue nonetheless! 10:32:03 From Suzanne Horton UW to Everyone: Thanks Helen 10:32:39 From Zoë Carruthers to Host and Panelists: Helen, would also love to know more 10:32:51 From Sunday Blake to Host and Panelists: Oh - I didn’t even realise I used the word ‘tolerance’ - we definitely didn’t use that in the report. My mistake! The issue of going off script! 10:33:00 From Sunday Blake to Host and Panelists: I definitely agree with your interpretation of the word! 10:33:01 From saf to Everyone: @helen - me too please. Thank you 10:33:02 From Georgia Horsley to Everyone: @Paul @Lesley O’Keeffe @Suzanne Horton happy to discuss belonging during the application/admissions cycle; it’s something we’re exploring in depth at the moment - georgia.horsley@unibuddy.com 10:33:46 From Chris Umfreville to Everyone: @Helen Leggett I would be interested in hearing more about the sessions you mentioned 10:34:01 From Peter Baker to Host and Panelists: @Helen: I would also be interested in hearing more about this! 10:34:16 From Nick to Everyone: Me too @Helen Leggett 10:34:17 From Suzanne Horton UW to Everyone: @georgia - thanks 10:34:29 From Melissa Jacobi to Everyone: Yes please @Helen 10:35:27 From Yvonne Harkness to Everyone: Sounds really interesting @Helen 10:36:34 From Alexandra Hayward to Everyone: our student panel on wellbeing told us that for PgT understanding processes and what to do at their new university was really important. They said "just because we've studied before, doesn't mean we know how to study this course, at this university" 10:37:17 From Vicky Mileva to Everyone: Would it be possible to share each other's contact details following this session (those who are interested) so that we can discus what we are doing at our institutions which are working, what hasn't worked well, and how we can improve areas. I realise what this Wonkhe event is meant to do, but some of this chat is really fascinating and I'd love more information! 10:37:17 From Richard Vytniorgu to Everyone: @Alexandra -- really good point 10:37:20 From Georgia Horsley to Everyone: Interesting! Goes back to that point Jennie Blake made earlier about that sense of agency as feeling part of a community 10:37:29 From Sarah Maclennan to Everyone: Is this autonomy or agency? 10:37:35 From Nina Walker to Everyone: Running a Transition to Higher Education module at Uni of Herts gives me the chance to scaffold early skills and help smooth the transition. I also run an academic confidence survey with the students to help identify specific areas that I can support with from day 1. Flexibility allows me to respond to the needs of the individual cohort 10:37:45 From Dr Helen Webster AdvanceHE to Everyone: @alexanra - that insight is crucial. academic skills are always contextualised - by institution, by discipline and by stage of study and beyond 10:38:34 From Dan Tinkler - Advance HE to Everyone: Were there any key findings based on the relationship between presenteeism and belonging? Particularly thinking about the impact where more students are now requiring to work longer with increased cost of living so have less time to devote to being a student or simply able to regularly attend classes. 10:38:45 From Pathik Pathak to Everyone: co-design might also be important in terms of agency 10:38:58 From Bonnie Latimer to Everyone: That is a great point Dan, I'd be interested too 10:39:24 From Sarah Bishop to Host and Panelists: We find repetition is important. Students have a large orientation programme, but it is unrealistic to expect them to absorb everything at the first pass, so we encourage and support courses to revisit support services throughout the semester and bring their teaching, where appropriate, into these spaces so students are supported in starting to use them 10:39:48 From Stacy Gillis to Host and Panelists: In English Lit at Newcastle we have diversified our dissertation capstone (traditional long form essay of 10,000 words) - now an online exhibition; project work with local partner; digital edition; speaking and presentation all other capstone options to broaden the skillset they are leaving our degrees with. 10:39:49 From Mark E Allinson, LSE Director of Student Experience to Everyone: Yes, the ability to influence change in the institution is an important part of belonging. Active rather than passive. 10:39:51 From Rosie - University of Bristol to Everyone: Your point Sunday reminds me of this cartoon: https://blogs.kcl.ac.uk/diversity/files/2021/10/BHM-kirsten-blod.jpg (image copied from a blog that I haven't read!) 10:40:06 From alison to Everyone: @Alexandra - absolutely agree, especially as many PGT students have family and caring commitments, along with employment pressures (appreciate that UG do too) which limits their time, but there is an expectation that they already understand the processes and policies 10:41:13 From Adrianne Arendse to Everyone: We’ve talked a lot about belonging to things outside the individual. Is there any focus on students’/staff members’ connection/belonging to themselves/their own identity (as individuals)? I’m (very) mixed race, from the Global South and co-lead of a Belonging module and this is an area I feel is where students and other staff run into obstacles that can cast a long shadow. It can be very easy for the struggles with the material at an intrapersonal level to be projected outside themselves (and sometimes onto me, the Brown person facilitating/supporting the journey). 10:41:37 From Sarah Maclennan to Everyone: @Dan - we've found that students who didn't attend, found it difficult to start attending class because they didn't know anyone in the class and felt like they didn't belong. Attendance did promote a sense of belonging but we've also done a lot of work about students being co-responsible for creating supportive learning environments, including discussion of micro-affirmations and being inclusive, avoiding the creation of cliques etc. 10:42:02 From Pathik Pathak to Everyone: that’s a very good point @Adrianne 10:43:02 From Tinashe Verhaeghe to Everyone: @Adrienne that is so important! 10:44:00 From Will Thomas to Everyone: Great to be able to choose assessment methodologies, but do students need to experiment and learn around these to be able to get to a point where they are able to choose? If you constantly choose something you are stronger at, then when do you get to practice and refine skills that you may need after you graduate? 10:44:24 From Sam Potter to Everyone: @adrianne, I'm really interested in this and would love to hear more. We are very conscious that many students lack clarity on their identity during their studies, also that students may find themselves as a minority in the community for the first time so there is a real complexity in supporting students to understand their identity and how it sits within the broader community 10:47:59 From Adrianne Arendse to Everyone: Thanks, Pathik, Tinashe and Sam. My resting pulse on this is that ideally Belonging doesn’t leave Anyone out. Many thoughts… but, yes, let’s talk some more: adrianne.arendse@falmouth.ac.uk. 10:49:20 From mhunn to Everyone: Have any of your universities got PAL/ PASS programmes in place or in development? If so have you found that the programme has supported autonomy, connection, inclusion and support? We are looking to develop one of this programme at BNU so it would be interesting to hear other's thoughts on this and how these factors have been incorporated to develop a sense of belonging 10:49:21 From Samantha Rajasingham to Host and Panelists: Yes, would agree with Adrianne's point: that you make sure each student feels like this is their place. To do that, you have to make sure they feel welcome, engaged, a respected and valued part of that community, etc etc 10:50:13 From Olivia Harrison to Everyone: Yes, we do. Problem is that it isn't timetabled and often clashes with other classes or events. for those who do use it they report significant benefits 10:50:14 From Samantha Rajasingham to Host and Panelists: And that this is not just about an identity, but about feeling listened to, and their personal interests matter. 10:50:49 From Zoë Carruthers to Host and Panelists: Sounds great Rebecca, did you have any push back from academic staff over time pressures they have? 10:52:00 From Chris Umfreville to Everyone: Group work is really important to building community and broadening the student experience. But how often do we prepare students to work effectively in groups, to understand and manage the challenges and barriers that they may face? Do we scaffold this support in and where? 10:52:11 From Adam Westall MMU to Host and Panelists: We have a PALs programme at MMU in our department. I am not involved but happily pass on connections. a.westall@mmu.ac.uk if it helps. 10:52:52 From Jenny Anderson to Host and Panelists: what was the name of the academic liz just cited? tree of identity? 10:52:52 From Rachel Stone to Everyone: What's the name of the person Liz just mentioned? 10:53:22 From David Wright (Uni of Southampton) to Everyone: I thnk that point from Warwick is so important and echoes the introductory remarks from Nic about staff and student belonging going hand in hand. The join between academic and non-academic experience is so crucial too. I feel we as a librayr team have a part to play in this and I look forward to exploring this more with colleagues in libraries across the sector on the back of this report 10:53:41 From Stephen Eccles to Everyone: Totally agree @lizMossop. This is why I've delivered sessions to students to enable them to understand their super strengths. Helping them to understand the opportunities where they can use their strengths in the curriculum and beyond. Students have loved these types of sessions as they don't get time to focus on such things. 10:54:20 From Matt Coldrey to Everyone: Appreciative Inquiry is a valuable framework for reflection 10:54:47 From Debra Costley to Everyone: @stephen Eccles I would love to talk to you about this off line. 10:54:59 From alison to Everyone: Love the analogy of a tree 10:55:00 From Olivia Harrison to Everyone: Like this Liz. Is there more detail on this somewhere? 10:55:07 From Rebecca Freeman to Everyone: @ChrisUmfreville we have some work which has been co-created with a group of mature part-time students on this as part of an OfS project with the OU, Bradford and Student Minds https://positivedigitalpractices.weebly.com/groupwork.html 10:55:13 From s-moyle to Everyone: who was that author you mentioned? 10:55:15 From Samantha Rajasingham to Host and Panelists: It is quite a lot isn't it? I mean, lecturers, especially junior lecturers, are already quite a precarious group with the pressures of work and delivering research. They've trained for years in their academic discipline... and now they're asked to become socially intelligent as well. I wonder how the university can help staff do this? 10:55:20 From alison to Everyone: what was the name of the author? 10:55:37 From Liz Mossop to Everyone: The author is Hedy Wald - give me two secs and I'll pop the reference in the chat 10:56:00 From Nandini Canoo to Everyone: @Liz Mossop - Thank you for sharing, a valuable exercise I'd like to try out. 10:56:24 From Stephen Eccles to Everyone: @Debracostley, absolutely - my email is Stephen.eccles@ntu.ac.uk. 10:57:02 From Liz Mossop to Everyone: This is the reference https://sobramfa.com.br/site/wp-content/uploads/2016/07/Professional_Identity__Trans_Formation_in_Medical_Education.pdf - the tree is a couple of pages in and this is what I have adapted into this exercise 10:57:11 From Chris Umfreville to Everyone: Thanks @Rebecca Freeman - will take a look at this! 10:57:36 From Amanda Yip to Everyone: Thanks for sharing @Liz Mossop. Really useful 10:57:40 From Liz Mossop to Everyone: (NB also a useful thing to do with colleagues!) 10:58:11 From Olivia Harrison to Everyone: Yes, thanks a lot 10:58:48 From Lisa Hough to Host and Panelists: @Marianne Evans - could you share your review around academic representation 10:58:59 From Roz Asli to Everyone: love this idea!! 10:59:09 From Meg Darroch to Everyone: Really good points Marianne - would love to chat to you more 10:59:16 From Valerie Pinfield to Everyone: Representation of the hard-to-reach groups is really challenging. Those who feel they don't belong also engage less with the reps, staff-student liaison and so on, so it can be hard to hear their view or co-create change with them. 10:59:17 From alison to Everyone: Great ideas 10:59:23 From Shaalinie Sivalingham to Everyone: Brill Marianne! 11:00:42 From Claire.wright to Everyone: It's so interesting that the Dance students took their own take on reps! I really like the idea of mutiple reps for each course. 11:00:51 From Alexandra Hayward to Everyone: our student voice panel have told us that WhatsApp groups can be amazing, but can be toxic, it's a really tricky area, do we suggest they make them or not? 11:01:04 From Matt Coldrey to Everyone: Snapchat groups nowadays 11:01:16 From Gianna to Everyone: anyone using Discord? 11:01:18 From David Gilani He/Him to Everyone: I've heard a lot about that from some of our academic staff at Middlesex - i.e. how much students have engaged with online spaces to chat (with students and staff on a course), rather than email. Slack and Discord have been the two that seem easiest to manage as a course space for quick communications. 11:01:47 From Rob Samuel to Everyone: We've changed our course rep system to be voluntary as opposed to elections, and it works really well to reduce barriers to students becoming part of that rep community. We also have underrepresented group rep roles in each school. Such as LGBTQ+ Rep, Women Students Course Rep, international students course rep etc 11:01:53 From Katherine Hill to Everyone: Really popular discord at Southampton, entirely student run 11:02:12 From Matt Coldrey to Everyone: Discord is an interesting idea - I'm going to look into this 11:02:26 From David Gilani He/Him to Everyone: WhatsApp is better as a space left for students to run as their own - problems of how much to be involved when staff try and be part of them. But student academic reps in those WhatsApp groups can certainly be a good middle-ground. That was the feedback again I heard from programme teams who had been trying different platforms out 11:02:27 From Vicky Mileva to Everyone: @Katherine, I've heard great things about Discord! 11:02:54 From Louise Younie to Host and Panelists: We have done a lot of work on humanising the virtual experience - naming psych safety (Amy Edmondson) at the start, naming importance of equal talk time (Google team research), and use break outs, including starting each meeting, teaching with students in groups of 3 for informal conversation and connection 11:02:55 From Helen Leggett to Everyone: Lots of people wanting to stay in touch, fantastic! Maybe this padlet can help facilitate our networking: add your details and your area of interest using the + symbol in the bottom right of this padlet. https://padlet.com/helenleggett/qdqtwbtexn0fh7i 11:02:57 From Pernille to Everyone: Love the volunteering idea, @Rob Samuel. That's part of the Scandinavian traditions as well. (I'm Danish). 11:03:11 From Gianna to Everyone: @Katherine - thanks. I will look into. Really like Discord. 11:03:19 From Lars Willner - Differ.Chat to Everyone: Differ.Chat is a solution piloted with Leeds Plus Programme, with early evidence of improved peer connections and belonging 11:03:20 From Louise Younie to Host and Panelists: We call the intro small group informal start to fac dev and teaching ‘kettle boiling' time, usu 10-15 mins 11:03:37 From Adam Crane - University of Chester to Everyone: We are trialling Umii and have seen over 1,000 students download and create connections using the platform within 4 weeks of the AY starting. It is a safe space in the sense that they have to verify and is directly linked to our wellbeing services and unacceptable behaviour processes. Students only, no staff. 11:03:41 From Jim Dickinson to Everyone: Some stuff here on community on campus https://wonkhe.com/blogs-sus/time-for-sus-to-turn-a-new-chapter-on-community-on-campus/ 11:03:44 From Katherine Hill to Everyone: Big poponent of discord, once set up with a couple of mods it mostly runs itself with v little admin 11:04:12 From Ellie Goldsack to Host and Panelists: @Gianna we've recently started using Discord, but are still getting to grips with it. Getting students to engage with it has been difficult but I hope that once we get the conversations flowing in the online community, the students will run with it 11:04:26 From Katherine Hill to Everyone: @Adam, interesting! We are in chats with Umii. Would you be willing to chat further? 11:05:19 From Adam Crane - University of Chester to Everyone: Sure - a.crane@chester.ac.uk or https://www.linkedin.com/in/adamdavidcrane/ 11:05:28 From Gianna to Everyone: @Katherine - would love to chat to you more about Discord if you wouldn't mind 11:06:00 From Katherine Hill to Everyone: @Giannia - Of course K.E.Hill@soton.ac.uk 11:06:13 From Bonnie Latimer to Everyone: Our SU is now running a breakfast bar, community fridge, and hygiene bar from this year.... 11:06:34 From Emma Beaudouin to Everyone: We have been working on creating an official, safe space for students to communicate and connect in a group messaging platform no matter where they are in their journey. Feel free to have a look at our website: https://unibuddy.com/products/community/ 11:06:37 From Team Wonkhe to Everyone: James Bagshaw here from Team Wonkhe! An institution I previously worked for used discord heavily for both student-tutor communication and student communities - effective to run and students definitely engaged, but has recently been open to account hacks/attacks 11:06:42 From Michelle Morgan to Everyone: Space is a real issue as student numbers have increased and some uni's have had to convert social space to teaching space. 11:07:57 From Reza Mosavian to Everyone: Good morning all! I am currently doing a lot of work with regards to Digital space/solutions at Tribal Group. I would love the opportunity to show the work we have done and how we could potentially help via our Tribal Engage solution. As Head of Student Engagement I am keen to seek feedback on how this may be weaved into all the fantastic work that's been shared already! 11:08:06 From Gianna to Everyone: @James - yes, hacks are certainly a concern. Definitely need to be mindful of that. 11:08:07 From Abi Dolan - ARU Students' Union to Everyone: We've been working with our Student Services team and are currently providing porridge, fruit and soup in our Student Spaces (common room areas) as well as providing kettles and microwaves to heat up packed lunches. We've only been working on the free food scheme for a couple of weeks but it seems to be going well so far 11:08:15 From Alexandra Hayward to Everyone: social space is so critical for commuter students, somewhere to go during the day, something more than the library but doesn't make them feel they have to spend yet more money that day 11:08:42 From Valerie Pinfield to Everyone: We are talking a lot about belonging as if it is the same as doing things in groups/socially. Some people can belong completely, but they do this by working within our spaces on their own, or at a desk tucked away in a corner. Connection needs to be at the students' own decision too. 11:09:11 From Michelle Morgan to Everyone: agree @Valerie Pinfield 11:09:26 From Paul to Everyone: great point @valerie 11:09:45 From Pernille to Everyone: So true, @Valerie. 11:09:54 From Adam Crane - University of Chester to Everyone: Our catering outlets also have a new policy of never saying no to a free filter coffee or tea to a student during winter months to help with cost of living and to encourage students to "hang out" without worrying about affording a drink that their peers may be able to. No explanation needed. Pumpkin spiced lattes unfortunately not included, but its a great start! 11:09:57 From Scott Francis to Everyone: @alexandra Hayward - in your institution, who looks after the Commuter Students needs? We have recently started to realise the need to concentrate more effort on commuters, but don't yet have a clear "staff home". (St Andrews) 11:10:12 From Sunday Blake to Host and Panelists: I love this point, Valerie. In a focus group one student said “I have a very small social group, and I am not at all unhappy about that” Really stayed with me. 11:10:27 From Katherine Hill to Everyone: We've got a few campuses and social space differs so much across them. Two tiny campuses - one has a common room and one has no social space beyond a few tables in the cafe. Our main big campus has social space but is busting at the seams. My role involves coordinating activities and events and hard to give a comparative experience across campuses when we're basically stood in a car park for one event a week. 11:10:39 From Samantha Rajasingham to Host and Panelists: @Adam Crane - that is terrific. So good to hear. 11:11:02 From Alexandra Hayward to Everyone: @scott francis, I'm unsure, at my previous institution (Hallam) there was a union group which allowed commuter students to come together 11:11:10 From Dr Nicola Watchman Smith (she/her) to Everyone: Great initiative @adamcrane 11:11:18 From Judith to Everyone: Our catering outlets are doing £1 meal option for students and staff to help with cost of living - very popular. 11:11:20 From alison to Everyone: Lovely idea @Adam - pumpkin spiced lattes are overrated anyway. We also offer this in our chapel space, but not in our refectories. 11:11:24 From Stefan Krummaker to Host and Panelists: @Helen: any chance you switch on the ‘like function’ for the Padlet for some quick Insta-style reactions? 11:12:21 From Samantha Rajasingham to Everyone: @Adam - terrific! Such a good idea. Will definitely bring this back to our team 11:12:22 From Jon Down to Everyone: The charity Marianne mentions is Grit Breakthrough Programmes 11:12:25 From Will Thomas to Everyone: Also at Warwick, we have our Global Connections Community, which has over 1,500 members online. It started in the pandemic and is a mix between staff and student led discussion, now with supporting in-person events. We also had a Games Hub social space with comfy seating and arcade games, pool tables, air hockey etc, with an adjacent kitchen space, open from lunchtime to late night in Welcome Week that was incredibly well received - about 1,000 people a day - and we are looking to secure a future year-round space for that too. 11:12:25 From Alyssa to Host and Panelists: Here at UWE we've spent the last 6 years updating our study spaces - most with hot water/microwave facilities. Students love having lots of different places to go https://virtualtour.uwe.ac.uk/explore/study-spaces/study-zones-and-pc-labs/study-space-in-bristol-business-school-2-2 11:12:27 From Jim Dickinson to Everyone: Interesting I think that this CoL note from UoM includes “Creating ‘Cosy campus’ spaces where you can relax and hang out with friends, equipped with free to use microwaves, hot water, and washing up facilities” and “Further ‘Bring and ping’ spaces on campus where you can bring your own food from home to microwave and enjoy in a relaxed, warm environment” https://studentnews.manchester.ac.uk/2022/09/29/cost-of-living-weve-got-you/ 11:12:51 From Jim Dickinson to Everyone: LOts of focus on space(s) here too https://www.durhamsu.com/articles/new-student-spaces-opened-in-durham-su 11:13:09 From Adam Crane - University of Chester to Everyone: LOVE Bring and Ping! 11:13:21 From Carly Ramirez-Herelle to Everyone: Hello. I would be interested in this @judith :-) 11:13:46 From Alexandra Hayward to Everyone: Great idea, especially for universities which have had accommodation woes, supporting belonging amongst those affected by this is an urgent priority 11:13:53 From Dan Tinkler - Advance HE to Everyone: As a former staffer at Bath Spa SU hearing all of the wonderful initiatives the SU is doing and how their values of inclusivity continue as the golden thread has made my morning. Thank you Marianne for sharing all your wonderful work and how what appears the most simple interventions is having the biggest impact. 11:14:57 From Adrianne Arendse to Everyone: Yes. Co-design, as radically as can be managed, is so important as an attitude and a practice. 11:15:04 From Katrin Puutsa to Everyone: At NTU we have Global Lounges, which are spaces open to all students and staff, we provide free hot drinks that students can make and community lunches etc. We also do lots of events focused on cultures, global issues, practising languages etc. While there are no events on students can come and hang out, meet others, play boardgames etc. 11:15:35 From Aran Pascual to Everyone: Are closed captions enabled for this webinar? I cannot seem to enable them! 11:15:49 From Sarah Bishop to Host and Panelists: I'd love to speak to you in more detail about this @Katrin Puutsa 11:16:18 From Lars Willner - Differ.Chat to Everyone: Interesting research article coming out of University of Leeds published in the Intl. Journal of Lifelong Learning "Online chat and chatbots to enhance mature student engagement in higher education" https://www.tandfonline.com/doi/full/10.1080/02601370.2022.2066213 11:16:21 From Samantha Rajasingham to Everyone: What are the main communication channels everyone is using? We use such a wide mix of channels but we're trying to move away from newsletters atm as students have email fatigue. Would love to hear other solutions? 11:16:31 From Dan Tinkler - Advance HE to Everyone: Have the panel found any initiatives that work really well on satellite campuses (or satellite buildings within a main campus) to help build a sense of belonging with students who may be in more remote locations? 11:16:56 From Pernille to Everyone: So true, @Rebecca Freeman. As Head of Comms all of this resonates. We did a big student comms project last year and have completely changed how we communicate with students, from the platforms we use to tone of voice and type of content. 11:17:10 From Debra Costley to Everyone: We have scheduled regular coffee and catch up events open to all students in our School in an effort to make them feel welcome and engaged with each other and staff. Free drinks and cake always help. 11:17:41 From Rebecca Freeman to Everyone: Would love to hear more @Pernille 11:17:54 From Louise Younie to Host and Panelists: @Debra, how do you physically organise I wonder 11:18:00 From Alexandra Hayward to Everyone: me too @Pernille 11:18:06 From Gianna to Everyone: Thanks @Lars. Looks like an interesting article. 11:18:15 From Nicola Dennis (she/her) to Everyone: Me too @Pernille 11:18:23 From Ellie Goldsack to Host and Panelists: @Pernille I'd be really interested to hear more about this as well 11:18:30 From Vicky Mileva to Everyone: me too @Pernille 11:18:36 From Rosie - University of Bristol to Everyone: I would be interested @Pernille too :) 11:18:41 From Katrin Puutsa to Everyone: me too :) 11:18:44 From John Dubber to Everyone: High quality Students' Union space is really important - spaces that students genuinely feel are their own and are led by their elected representatives. The informality and vibrancy of SU spaces can mean universities can achieve more impact from investment than developing non-SU social spaces. 11:18:58 From Pernille to Everyone: Very happy to share. Feel free to reach out to me at norregap@regents.ac.uk or https://www.linkedin.com/in/pernille-norregaard/. 11:19:08 From Faye ap Geraint to Host and Panelists: @Pernille me too please. 11:19:08 From Adam Westall MMU to Host and Panelists: Thank you for sharing all the ideas, this is really helpful. Already contacting students about a bring and ping. Pernille, it would be great to hear more about your communications project. 11:19:18 From Alexia Jones to Everyone: Norland is a very niche, small institution which only offers one academic course which runs alongside our diploma programme. This creates issues with competition between students, and lots of imposter syndrome/comparisons going on between them, particularly among the first years. This year we introduced a peer support/buddy system which has been brilliant - they visit the 1st years in their accommodation (which is all private houses - we don't have halls of residence) and they arrange social events, and each buddy volunteer looks after a small group of 4-5 1st years. The commuter students are added to these groups as 'virtual housemates' so that they are included right from the start. The buddy volunteers set up a WhatsApp group before the beginning of the academic year so they have connected with their buddies before they even get to Bath, and this has helped them feel welcome and less intimidated when they start. 11:19:45 From Debra Costley to Everyone: Our SU spaces are on a different campus, so not all students can access them easily. 11:20:25 From Georgia Horsley to Everyone: Love the idea of the ‘virtual housemates’ Alexia 🤩 11:21:00 From Amy Hilton to Everyone: Virtual housemates! What a great idea! 11:21:19 From Michelle Morgan to Host and Panelists: what a brilliant first session 👏 11:22:55 From Alyssa to Host and Panelists: Re: student comms. UWE has invested in a Student Communications Team for the past 8 years. We undertake yearly insight work and develop and deliver communications and campaigns across all student-facing channels. We also have student comms officers in each college to support best practice at programme level and communicate college priorities (while continuing to align with strategic aims). The main arc is that we work with students to understand them so we can communicate and prioritise what they need to know/do, in a way that they engage with. https://blogs.uwe.ac.uk/welcome/tag/10-things-you-need-to-know/. I'd happily chat to anybody looking to develop strategic student comms. 11:23:21 From Team Wonkhe to Aran Pascual, Host and Panelists: I will look into this, apologies. I believe there will be auto CC on the recording on Vimeo 11:24:15 From Vicky Mileva to Everyone: Love the Thomas Bergersen soundtrack :) 11:25:18 From Rebecca Freeman to Everyone: @ Katrin Puutsa we have an equivalent Global Connections Community which brings students together online and in person and was particularly fantastic at connecting students online over the last couple of years https://warwick.ac.uk/students/opportunities/worldatwarwick/events/globalconnectionsclub/ 11:27:00 From Katrin Puutsa to Everyone: @Rebecca Freeman - that sounds great, we also had a Virtual Global Lounge which we launched as the pandemic started - it worked great but engagement with virtual events has definitely decreased 11:27:40 From Vrinda Nayak to Everyone: @Pernille, I would love to hear more about the student communication project please. 11:28:55 From Marianne Evans to Host and Panelists: Hi everyone :) Thank you for listening! I saw some questions pop up in the chat for me so if you want to get in contact my email is su-president@bathspa.ac.uk 11:30:21 From Reza Mosavian to Everyone: Active participation/engagement as part of communications (emails are 'old school') whilst safeguarding our students on these channels is critical (Instagram, WhatsApp/SnapChat will not do this). At Tribal we have considered this and would love to show you the work we have done. We've considered this from all angles of the student lifecycle, including support. 11:31:09 From Samantha Rajasingham to Everyone: @Resa - Oooh. That sounds cool. We use Unibuddy but would love to talk to you about other options 11:31:40 From Georgia Horsley to Everyone: hahahhaha 11:31:51 From Georgia Horsley to Everyone: That tickled me 11:31:56 From Reza Mosavian to Everyone: @Samantha - Sure.. Please get in touch reza.mosavian@tribalgroup.com 11:32:15 From QCPL7 to Everyone: Hi All, I am responisble for the Customer Experience Project at Northumbria University, we are reviewing how all of our front line support delivered by Professional Service teams operates for enquirers, applicants, and on programme students. Essentailly we want to ensure the students get the correct advice, first time, quickly. I'd like to connect with anyone involved in similar activites, my email address is tracey.urwin@northmbria.ac.uk 11:33:07 From Judith to Everyone: @Carly Ramirez-Herelle - please get in touch Judith.Wells@aru.ac.uk 11:33:07 From saf to Everyone: @tracey about to embark on something similar so will be great to connect 11:33:37 From Alice Holder to Everyone: Hi lovely colleague Tracey :-) 11:34:00 From Carly Ramirez-Herelle to Everyone: Brilliant. Thank you @judith 11:34:14 From Suzanne Horton UW to Everyone: @tracey - I would love to find out more about this. 11:34:39 From Mark E Allinson, LSE Director of Student Experience to Everyone: @Tracey: also interested in those discussions 11:34:56 From Suzanne Horton UW to Everyone: We need to set up some interest groups! 11:35:27 From Lesley OKeeffe to Everyone: @tracey- also about to embark on this so would love to join any group forming about working on this area 11:35:28 From Vicky Mileva to Everyone: @Helen Leggett shared this padlet where you can write what you are interested in: https://padlet.com/helenleggett/qdqtwbtexn0fh7i 11:41:17 From Helen Leggett to Everyone: you did a good thing Sunday ;) 11:43:35 From Helen Leggett to Everyone: YES Tony... especially if this also diffused out to our local communities/ general public 11:44:56 From Gail Capper to Everyone: I am so enjoying all the debate and discussion today - such an inspirational and exciting day for us 11:45:13 From Matt Coldrey to Everyone: It doesn't feel radical at point of delivery IMO, but it seems to be radical at a strategic level because proper implementation requires creating a structure for the recommendations to be implemented (e.g. the considerations about reducing workload, allocating time/renumeration, etc.) 11:45:45 From Helen Leggett to Everyone: 100% @Matt Coldrey 11:46:01 From Peter Baker to Host and Panelists: Yes totally agree @Matt 11:46:37 From Samantha Rajasingham to Everyone: @Matt - absolutely. I think that's one of the biggest barriers we've seen in decolonisation work - who does the labour and how it is remunerated. I fully welcome a world where decolonisation is funded properly and taken seriously. 11:48:14 From Matt Coldrey to Everyone: I would welcome ideas on how we can get the resources needed from senior management at a strategic level. I do think evidence in this report will really help. 11:49:46 From David Ellis to Everyone: I think Nic's point about doing things differently rather than doing more is one way to resource this. Suggesting reduced assessments to release staff and student time is, as noted above, often fiercely resisted. 11:50:33 From Matt Coldrey to Everyone: Being "clever" with assessments is something we try to do. 11:50:33 From Alexandra Hayward to Everyone: we're implementing a cap on the number of assessment as part of a change programme and encouraging a move away from exam 11:50:46 From Dr Nicola Watchman Smith (she/her) to Everyone: @Annie, I agree - belonging (and motivation / context for belonging) may be quite different for apprenticeship learners, commuter students, etc. etc. 11:51:30 From Matt Coldrey to Everyone: Alexandra - I'd be really interested to find out more about this if you're happy to share? Matt.Coldrey@hartpury.ac.uk 11:51:58 From Alexandra Hayward to Everyone: sure, feel free to get in touch: a.j.hayward@reading.ac.uk Also on LinkedIn 11:52:17 From Helen Leggett to Everyone: YES @David and @ Alexandra, as I said above, UEA have capped the number of assessments for a few years now and a lot of staff are not happy about it/ believe it damages the integrity of our degree programmes. 11:53:08 From Debra Costley to Everyone: We have a university level Curriculum Transformation project that aims to co-create evidence informed curricula. The focus is on the student journey and includes reducing assessment points in an effort to move the focus from modules to the course. Central funding is provided for a project leader as well as teams who will generate data from alumni, employers, students and staff. We are going to review 5 of our MA programmes, so I am looking forward to developing more inclusive student focussed curricula. 11:53:15 From Sam Mead to Everyone: I love that, that's amazing! 11:53:18 From Alexandra Hayward to Everyone: our student voice was very much in favour of it, they told us that lots of assessments lead to surface learning, rushing things and not doing their best work, skiping lectures so they could do all the assessments 11:53:37 From Mark E Allinson, LSE Director of Student Experience to Everyone: Belonging also relates to how we see our students: are they our apprentices? our customers? our partners? And are there gaps between what they think university is for and what we think? 11:53:56 From Alexandra Hayward to Everyone: Be good to catch up Debra 11:54:20 From Laura Torres Carrera to Everyone: Loved the example Sunday!! Thank you for sharing 11:54:32 From Melissa Jacobi to Everyone: Very much agree @Mark Allinson - language is incredibly important, and consistent use of that language too 11:54:42 From Stephen Eccles to Everyone: Thank you for sharing that story @SundayBlake. Something I'm going to reflect on and implement in my next lecture :)! 11:55:14 From Samantha Rajasingham to Everyone: I was only a student a year ago and I found that short creative formative assessments reflecting the weekly content (and I do mean short! like 3 paragraphs) and which you could collaborate on, was one of the best pedagogical things I ever engaged with. We learned so much! Everyone always goes on about that class 11:55:19 From Debra Costley to Everyone: @alexandra happy to catch up. email: debra.costley@nottingham.ac.uk 11:55:29 From SophiaEco to Everyone: The university lecturers were not well informed, because there are well knowns engineers who are/ were black female or gay or transgender. So we need to think about how WE have engage with the issues that concern our students. 11:55:32 From Dr Nicola Watchman Smith (she/her) to Everyone: @Mark - yes! There's a whole aspect here on understanding student expectations in all of this. 11:55:41 From Diana Yeh to Host and Panelists: Which bodies were mentioned just now? 11:55:57 From Adam Crane - University of Chester to Everyone: Yes @Mark Allinson! - This thinking may change for the better as APP data will now include students under sub-contractual arrangements at partner colleges on foundation degrees, for example. 11:56:17 From Deborah Longworth to Everyone: @Alex - would be great to catch up and compare notes on the challenge of reducing summative assessments. We are undertaking a similar project. 11:56:26 From Louise Younie to Host and Panelists: We have set up a Student teaching co-creative (SEED) award that they can apply for with written reflection, relating to UKPSF (as per Advance HE teaching awards) to recognise 10 hours of student-educator collaboration with recommendations for teaching/curriculum. This is encouraging and enabling co-creative working as well as student engagement and feeling of belonging - doing further research into this 11:56:37 From Stephen Eccles to Everyone: @samanthaRajasingham. That sounds like a great week to consolidate knowledge. Could we connect to discuss this more? 11:57:19 From Samantha Rajasingham to Everyone: @Stephen - sure. always happy to talk about the value of this pedagogical model s.rajasingham@uea.ac.uk 11:57:29 From Louise Younie to Host and Panelists: https://www.qmul.ac.uk/queenmaryacademy/students/seed-award/ 11:58:16 From Nina Walker to Host and Panelists: sorry need to pop out - back in a bit if it lets me back in 11:58:23 From Stephen Eccles to Everyone: Thank you :)! 11:58:38 From Helen Leggett to Everyone: @Stephen and @samanta - if you can add a topic on reducing summative assessments in the padlet, that would be great! Im very interested in this too: https://padlet.com/helenleggett/qdqtwbtexn0fh7i 12:02:21 From JdS to Everyone: really sorry but having real issues with the laptop today, so I will have to catch up with the recording instead :-( 12:04:14 From Gianna to Everyone: Definitely agree there needs to be a solid framework with an emphasis on change work using external orgs. 12:09:40 From Poonam to Host and Panelists: That's such an important point Annie - supporting our students and offering empowerment without burdening them is a delicate balance to strike. Also true of many staff colleagues too! 12:13:35 From Sebastian May, UAL to Everyone: Such good points on working with students @Sunday, and not confusing student representation with student partnerships and feedback 12:13:42 From Nandini Canoo to Everyone: @Sunday: So many important issues in what you just said. 12:13:58 From Helen Leggett to Everyone: So true Sunday. In our social tolerance sessions we discussed gender based violoence etc with students. There is a GBV charter in scotland that is due to be roled out to UK uni's and Im working hard at UEA to work towards the recommendations in this charter, regardless of whether UEA formally signs up to the charter 12:14:59 From Katherine Hill to Everyone: 100% Sunday, our University did reverse mentoring last year where Disabled, Black, Asian students and staff mentored members of our executive board. I felt somewhat exploited as a staff member who was a mentor, let alone how I imagine some students felt. Discussions on how we are expected to share our trauma and how it is actually work tend to be difficult to progress. 12:15:12 From Mark E Allinson, LSE Director of Student Experience to Everyone: Our students have developed Consent Education themselves. We are supporting with Comms and resources. I think it's better designed and led by students. 12:16:33 From Pathik Pathak to Everyone: that's very interesting @Katherine. I wasn't involved in the reverse mentoring process but I'd like to hear more about your experience and those of others who were involved 12:16:55 From Adrianne Arendse to Everyone: I’m hearing your thought, here, Sunday: it’s something I’ve observed and experienced. The value of my own or students’ a Global Majority/intersectionally significant experiences is complex and needs nuanced acknowledgment. (Not unrelated: the institution doesn’t own the IP on that experience.) 12:17:02 From Matt Coldrey to Everyone: Vrinda - this is so important. It is something I am looking to set up at our institution. A sympathetic, investigative body, for students and staff to report instances like this. 12:17:09 From Helen Leggett to Everyone: Yes @ Mark - our sessions were also run by external facilitators with specialist training and the students very much drove the discussions etc 12:17:42 From Katherine Hill to Everyone: @Pathik - I'll send you an email! 12:17:47 From Helen Leggett to Everyone: @ Matt there is an anonymous network... Ill dig out the link... 12:18:12 From Matt Coldrey to Everyone: Fantastic, thanks Helen. It is an idea that was mentioned at a conference I was recently at 12:19:21 From Debra Costley to Everyone: @Vrinda Nayak I am really interested in how we can apply UDL to HE. We teach our students about it on MA Special and Inclusive Education, but don't necessarily apply it across courses we teach. 12:20:20 From Alexandra Hayward to Everyone: Great point Tony, we run ABC workshops for module design, we encourage staff to invite students, but on the proviso it's appropriate for them to do so, to be involved in that design. If it's likely to be a forum where staff get things off their chest, it's not appropriate, and commenting on the end product is much more valuable and appropriate for the students 12:20:47 From Will Thomas to Everyone: Would be really interested in this tool Tony - are you able to share a link? 12:21:32 From Helen Leggett to Everyone: wow- heres the link, but seems its paused due to being overwhelmed! https://www.everyonesinvited.uk/ 12:21:57 From Will Thomas to Everyone: Thank you! 12:22:25 From Samantha Rajasingham to Everyone: I agree with the focus on paying students/staff for decolonisation and any diversity inclusivity and accessibility work. AND... the need to keep people from having to tell and retell their stories. The trauma is real. I think unpaid solicited help is the one thing people in my community are constantly having to deal with. - and @Tinashe - yes! Care is key here! 12:23:15 From Tony Moss to Everyone: I can’t share a direct link to our PDP tool as you need to be a student (happy to enrol anyone on to a course!!). But a colleague and I are just finishing up a bog about the tool for AdvanceHE, so hopefully we’ll be able to share this soon 12:23:44 From Adrianne Arendse to Everyone: Tina: yes, Brent Brown’s work is so helpful. I’d love to have Braving the Wilderness as a core reading for the Belonging module I’m helping deliver. 12:25:32 From Pathik Pathak to Everyone: yes, lots of data from participation on REC from people of colour (staff and students) on feelings of fatigue and exploitation. If interested, I wrote about how to avoid some of that here and the importance of process equity in anti-racism : https://eprints.soton.ac.uk/450247/ 12:29:05 From Helen Leggett to Everyone: We have introduced an ‘EDI Library’ in our school. Its in our cafe, and its an honest library where anyone can take a book and read up about EDI issues. All we ask is that they bring the book back, and leave a review, to encourage informal conversation and learning. Also have a book club to read the books- we are reading the good Ally by Nova Reid at the moment for black history month. Its so popular that weve had to buy more books. 12:29:49 From Samantha Rajasingham to Everyone: @Pathik - thank you. I think this will be useful to the members of our university, like myself, who work/worked on the REC 12:31:38 From Vrinda Nayak to Everyone: Thank you Sunday and Thank you all 12:31:42 From Suzi Jobe to Everyone: The Advance HE research sounds fascinating, I'll eagerly await the findings! 12:33:46 From Callum Roberts (Univ of Buckingham) to Everyone: I'm sad to say I have to leave early! Thank you all for a really interesting morning. I will definitely be catching up on the recording. 12:40:14 From Laura Torres Carrera to Everyone: I love the 'EDI Library' initiative Helen! In OUP, our Higher Education Diversity and Inclusion Team (HEDIT) has launched a platform that offers free access to textbook chapters that cover EDI and social issues. Here is the link in case you want to have a look / suggest it to your students: https://learninglink.oup.com/access/global_citizen#tag_climate-change 😊 12:41:47 From Stacy Gillis to Host and Panelists: Thanks @Sasha for this powerful reminder of institutional and cultural frameworks here. 12:43:36 From Laura Burbidge to Everyone: really like that Michelle, nice simple approach in how to embedd 12:45:42 From Valerie Pinfield to Everyone: Do we have a gender issue here? Almost twice as many male students as female in the data. And today's sessions predominantly female. Are we fully understanding the male student perspective and fully engaging with male staff and their involvement with this important topic? 12:46:07 From alison to Everyone: Agree Michelle, we have seen a difference in the last few student cohorts coming into our uni, in that they are needing additional support, and MH issues have increased 12:47:19 From Suzanne Horton UW to Everyone: yes, this puts additional burden on staff workload and also an emotional burden. We are looking at how to support and signpost and acknowledging boundaries. 12:47:21 From Adam Crane - University of Chester to Everyone: Excellent question Valerie - At Chester we have roughly a 2:1 ratio of female to male students and have to constantly think about this.. 12:48:32 From Sunday Blake to Everyone: Really excellent question. In terms of gender, we looked at confidence (women and non binary less confident than men in skills) but issues around men and beloning - particuarly around working class men is an area I am really interested in and want to look at more deeply 12:48:37 From Bonnie Latimer to Everyone: We also need to keep an eye on changing trends. At Plymouth we have started doing 'pre-applicant sentiment' surveys and the results are different from our current cohorts of students. Not so much on MH, although that is a key issue too. 12:49:06 From Janice Brown to Everyone: Fantastic event, thanks so much everyone, lots to think about but I need to leave to go to another meeting. Hoping to get a chance to look at the various initiatives on the padlet later today and make some connections, so hopefully this will be available for a while after the meeting? One of the best things about today is the opportunity to make connections! 12:49:09 From Sunday Blake to Everyone: Such a good point, Bonnie! 12:50:45 From Helen Leggett to Everyone: @ Laura TC, thanks so much - Ive added your link to the post I just put on the padlet about the EDI library 12:50:45 From Vrinda Nayak to Everyone: @Debra Costley we have yet to start our project on applying UDL for the reasonable adjustments prescribed in Individual learning plans for students with disabilities and specific learning difficulties. I would be in a position to tell more about this once I get some data from the project. There are some good examples mentioned in literature/websites and you can see one here https://www.rochester.edu/college/disability/faculty/universal-design.html 12:51:34 From Pathik Pathak to Everyone: I’m sure there are others, but I am leading work on belonging and postgraduate research students and I'd love to be involved in the next stage of practice orientated research 12:51:52 From Tony Moss to Everyone: Such an important point, Mary - there’s so much more we can and should do to support and develop leadership skills in our sector. A report like this presents so much healthy challenge - but none of the recommendations can be implemented through top-down edicts. It requires local leaders to feel able to meaningfully engage and interpret what this means in their area of influence. 12:51:53 From Sunday Blake to Everyone: Pathik - send me an email Sunday@wonkhe.com 12:52:15 From Pathik Pathak to Everyone: @Sunday, will do! 12:52:43 From Adam Crane - University of Chester to Everyone: At our upcoming International Mens Day event, we are having a keynote from a fantastic local CIC called Wilderness Tribe who run men only, amongst others, therapeutic wilderness belonging and mental health workshops. These activities would be great on campus to help belonging. The sessions work. I know, I have been through the Wilderness Tribe programme myself! - https://www.wildernesstribe.org/everyman-tribe/ - We are looking closely at therapeutic wellbeing and belonging interventions/activities. 12:53:01 From Matt Coldrey to Everyone: Thanks everyone for such a great session - I've got to jump into another meeting now. Really keen to keep in touch, so if you're keen, please pop your email on the Padlet on the "Belonging discussion group" post (it's in red) 12:53:27 From Carol Jasper to Everyone: some accredited courses are not allowed to offer purely online courses without reaccreditation. 12:53:44 From jackie potter to Everyone: Can someone post the padlet back in chat? I have jumped in and out of today's session and missed it. 12:54:06 From Adam Crane - University of Chester to Everyone: https://padlet.com/helenleggett/qdqtwbtexn0fh7i 12:54:26 From Stephen Eccles to Everyone: Great point @michellemorgan. It also highlights that the focus on transition needs to be equally split, not only on first year students, but also towards returning students. In the Uni Mental Health Charter, it speaks of a focus on progression to address this issue. 12:54:50 From Tony Moss to Everyone: Really sorry to have to drop off now, but thanks to all involved for such a brilliant session! 12:54:53 From alison to Everyone: @SundayBlake, my research is looking first in family males sense of belonging during their transition into higher education, I would be interested in talking with you 12:55:41 From Sunday Blake to Everyone: I would be very interested in talking about that! 12:55:44 From Sunday Blake to Everyone: sunday@wonkhe.com 12:56:04 From saf to Everyone: totally agree @michelle morgan 12:56:23 From Melissa Jacobi to Everyone: Agree - very varied digital skills evident with students 12:56:26 From Deborah Longworth to Everyone: Yes, completely agree. Very clear from research with our students too. 12:56:41 From Gillian Hampden-Thompson to Everyone: Good point Michelle. 12:57:28 From Maria Banks to Host and Panelists: We have tried to bring them back on to campus in an attempt to encourage community engagement - build friendships etc. but our students are telling us they would prefer hybrid (we provide online lectures and other content to help them prep and stretch and as a back up) 12:57:39 From Gianna to Everyone: Good point. Even if they have digital learning experience, it might be through using a different tool(s) than what's available at university. 12:58:18 From Chris Umfreville to Everyone: Absolutely agree @Michelle Morgan - we cannot assume understanding of e.g. platforms and digital skills - students could be alienated from the outset if we do 12:58:29 From Judith to Everyone: Sadly Covid gave us all the time/impetus to look at technology and how we could use it where some had just been starting to look at it. But don't agree that all students are digital natives as Michelle is saying. Some have very limited IT knowledge. 12:58:35 From Alyssa to Everyone: That aligns with our insight - students have all the information in the world in their hands but don't know the questions to ask. And us 'olds' are expecting that since they've always had the technology they should have the understanding... 12:58:40 From Georgia Horsley to Everyone: Really interesting insight Michelle 12:59:00 From Danny Clegg to Everyone: 40% of learning technology experience is a situation we overlook, particularly with returning and mature students who are swept into the perception that because students have more digital access experience, they will manage the digital learning automatically. Not the case, and we are learning that use of VLE and Teams was incredibly varied during Covid lockdown, and the basics still need to be taught during the earliest opportunity. 12:59:04 From Suzanne Horton UW to Everyone: also digital poverty issues 12:59:16 From Gianna to Everyone: Yes! We also assume students are all kitted out at home, which often isn't the case 12:59:18 From alison to Everyone: @Suzanne - yes!!! 12:59:50 From Danny Clegg to Everyone: “One size does not fit all” - perfectly summed up Mary 12:59:57 From Sunday Blake to Everyone: my terrible use of mute/unmute is demonstrating the variety of technical skills on this panel! 12:59:58 From alison to Everyone: or for disabled students - having the support to enable them to use these tools 13:00:07 From Laura Burbidge to Everyone: It still very much in a transition stage where you have mixed digital abilities and also some limited by accessibility. Think we need to consider how we can support with a range of options but without over complicating things - not an easy thing to solve for! 13:00:24 From Gianna to Everyone: @Sunday 😂 13:00:27 From Pathik Pathak to Everyone: Mary you've just summarised the important distinction between equity and equality 13:00:36 From Samantha Rajasingham to Everyone: Such good points on the panel rn - about the conditions of virtual learning being dependent on so many things that exist outside of the virtual, the user, the economic conditions... it's so important to understand that we need to get rid of the idea that one model will work for all. 13:00:45 From Reza Mosavian to Everyone: Unfortunately I have to leave. Many thanks for such a fantastic event and congrats on the report. I will definitely be looking forward to the recording. Have a great day. 13:01:03 From Olivia Harrison to Everyone: We also had the parent/partner in the room issue 13:01:04 From alison to Everyone: Wow, interesting point Mary 13:01:22 From Stephen Eccles to Everyone: @alison - I'm also conducting research into first in the family students. Specifically, I'm looking into their mental health across an academic year. It would be great to connect. 13:01:42 From Melissa Jacobi to Everyone: Yes - we were encouraging students to use headphone for PT meetings - mindful of not being aware of who could be in the room 13:02:06 From alison to Everyone: @Stephen - that would be great - s9703006@glos.ac.uk 13:02:10 From Suzanne Horton UW to Everyone: @Olivia - yes. Also difficult for students who may be experiencing DV, coercive control etc. 13:02:20 From Bonnie Latimer to Everyone: This has been such a great discussion - thank you everyone and particularly Sunday! Need to go to another meeting but really great to have heard all the perspectives today. 13:02:24 From Dan Tinkler - Advance HE to Everyone: As this research moves forward and potential policy implications at national level where do the panel seeing this research going and how do we as a sector ensure we learn more about the diversity of students in HE course - bot just studying in universities. A lot has been spoken about the "University Community", but it is easy to forget that there are a large number of students not studying in universities, e.g. College based HE (8-10% of UK students), increasing numbers of specialist/independent providers, degree apprenticeships/work based learning, growth of lifelong learning etc. that we know very little about as a sector. How do we ensure their experience and needs isn't forgotten about in developing sector approaches, acknowledging diversity of provider types and any influence over sector or government policy? 13:03:32 From Stephen Eccles to Everyone: @alison - Thank you :)! 13:03:55 From Nick to Everyone: Well said @Dan 13:05:59 From Claire.wright to Everyone: @Dan Great point, I work in the HE department in an FE college and our students have a such a different expeince in terms of belonging and community 13:06:32 From Dr Nicola Watchman Smith (she/her) to Everyone: Hi @Dan - yes good point! We're in danger of framing the HE experience as only those learning on uni campuses/ in uni contexts. We need to thinking about approaches to enhancing belonging for college-based HE, and online learners too! 13:06:37 From Olivia Harrison to Everyone: Yes, I did too. All PT and evening with almost no facilities 13:06:57 From Zoë Carruthers to Everyone: Love that point Mary, we are holding retention panels where we use our data but also discuss with academic staff, is that accurate, do we need to be concerned about a particular student our system is flagging up, or are they engaging in your module and excelling, on the flip side it also helps us identify students who are struggling that the data miss 13:07:44 From Danny Clegg to Everyone: Engagement activities and patchwork assessment of students has potential to remove the need for summative exams, and also helps with the decolonising strategy. I’m running this for one of my modules for the first time this year, and the summative mark will have potential for increase based on engagement with feedback and actions to improve and develop throughout the module. Fingers crossed it is received well by students, and also accommodate those who engage and prefer to submit all of their work at the end of the module, as well as those who prefer to work and get feedback more frequently 13:08:18 From Faye ap Geraint to Host and Panelists: @Michelle Morgan I totally agree with the need for this data to be longitudinal. I wonder what the picture will look like the further we are from the pandemic 13:08:51 From Suzanne Horton UW to Everyone: sorry missed that name - twitter. 13:09:24 From Pathik Pathak to Everyone: such a brilliant point about the role of data @Sunday 13:09:50 From alison to Everyone: Yes, the online engagement needs to be managed carefully. In particular with international students where it has implications for their visa if they are not seen to be engaging. Not sure if its the same at other institutions, but our students have to check in to a (in-person)lecture via our portal, they get a code at the beginning of the lecture, if they are late they miss the code. They cannot check in once the lecture has ended 13:09:57 From Helen Leggett to Everyone: In our "getting to know you survey" in our summerschool- that ran for three weeks (the two weeks prior to and including welcome week), we asked specifically about the students’ study skills and IT skills, in addition to lab skills (we are biosciences school). We have used the results immediately to inform our teaching this semester, esp RE IT and lab skills. Happy to share info- theres a padlet section. But in short, HUGE surprise at the lack of IT and lab skills- lab skills that were in school curriculums. also so useful for us to know things like whether our students had their won computer etc 13:11:10 From Gianna to Everyone: @Michelle. A sector wide survey is very interesting and I'd love to learn more about what questions you are asking in your pre-arrival questionnaire 13:11:13 From Helen Leggett to Everyone: YES michelle - prearrival surveys have been so useful. Our students say it reduced their anxiety too: we have referenced the survey and told them how their survey has helped us design our teaching sessions 13:11:26 From Laura Burbidge to Everyone: @michelle me too please :0) 13:11:26 From Melissa Jacobi to Everyone: That sort of pre-arrival information gathering can be incredibly useful for PT's to support relationship building and identify support needs 13:11:46 From Suki Haider to Everyone: Is anywhere doing this - the pre-arrival q'aire? 13:12:00 From Suzanne Horton UW to Everyone: yes, some pockets of pre-arrival surveys with us but sector wide would be useful. 13:12:01 From Dr Nicola Watchman Smith (she/her) to Everyone: We're doing it at Teesside 13:12:19 From Melissa Jacobi to Everyone: I have done it at course level. Looking at how to instigate institution wide 13:12:28 From Alexandra Hayward to Everyone: maybe an entry on the padlet on this would be good to share practice? 13:12:31 From Suzanne Horton UW to Everyone: We have some experiences on a course level rather than more widely. 13:12:51 From Laura Burbidge to Everyone: yes we do but sector level view woud add an additional interesting lens 13:12:55 From Suzanne Horton UW to Everyone: @Melissa - would love to discuss your ideas about this 13:13:29 From Melissa Jacobi to Everyone: @suzanne great. Melissa.jacobi@shu.ac.uk 13:13:55 From Nick to Everyone: I would be interested in gaining some examples of the 'Getting to know you surveys' @nick.drewery@bishopburton.ac.uk 13:14:04 From Dan Tinkler - Advance HE to Everyone: Thanks for the wonderful answer @Michelle - sorry to put you on the spot! 13:14:32 From Suzanne Horton UW to Everyone: 👍 @melissa 13:16:26 From Sam Potter to Everyone: Completely agree, Sasha. 13:16:57 From Adam Crane - University of Chester to Everyone: I had a really interesting discussion with a sector colleague at another HEI about how they are thinking about re-imagining their IT Helpdesk to be a "shopfront" style that is collaboratively led by Learning Techs and IT Technicians. They said almost like a Currys/PC or Apple Store World type set up to help with equipment, technical skills and help connect students and staff with technology but also dealing with technical queries experienced during their studies. It gave me food for thought. 13:17:01 From Gillian Hampden-Thompson to Everyone: Agree totally with Sasha 😀 13:17:02 From Helen Leggett to Everyone: I think student expectation management is key here: safe failure for example! How to be OK when things go wrong- building student resilience would help towards a lot of the discussion points today. 13:17:31 From Ben McCarthy to Everyone: Agree we need to be realistic about what we can provide/deliver: how do we communicate that best to students and parents/guardians? 13:17:51 From Anna Jackson to Everyone: @helen totally agree growth versus fixed mindsets came up in the research (both staff and students!) 13:19:12 From Kate Wright to Everyone: A focus on nurturing a growth mindset is vital to promoting connections and engagement. 13:20:50 From Gail Capper to Everyone: @kate, absolutely, in the research these mindsets fed through to peer connections and beyond - it affected areas like groupwork for example, where students were able to be inspired by their peers or intimidated by their presence in a group. 13:21:56 From Zoë Carruthers to Everyone: could that not be embedded into seminars, etc, a coffee morning but it is a seminar? making learning environments not a classroom, but collaborating with academic staff to make their teaching environment more welcoming, and more student led 13:22:11 From Olivia Harrison to Everyone: not all 18 year olds. All ours are mature 13:22:50 From Sunday Blake to Everyone: Zoe - yes, this is one of our recommendations. Have it as part of the learning structure and students will be there, rather than an optional extra. 13:23:08 From Kelly Coles to Everyone: That honesty and transparency would be amazing - how that is communicated well could make a really significant impact 13:23:11 From Kate Wright to Everyone: You can't undo this behaviour completely but you can nurture a respect within it. I know we have Psychology in the Pub once a month where lecturers and students can discuss recent projects and learn how to integrate personal time with being professional outside of the workspace. Sorry for the essay 13:23:14 From Nick to Everyone: @Michelle be great to read this. Real models 13:23:16 From Samantha Rajasingham to Everyone: I really hear this Michelle... yes. The student journey is unique to them. I fully concur that we can scaffold their experience. We actually do provide a lot of information for new students... but sometimes I do feel like the marketing message overwhelms the real life message. 13:23:36 From Alexandra Hayward to Everyone: I think there's a training need for teaching staff to better understand what A-level study is like these days, to help scaffold the student journey from there to where we want first years to be; as it is very different to what it used to be (I say this having marked hundreds of A-level papers last summer) 13:23:54 From Sunday Blake to Everyone: Kate Wright - no apologies! A valuable contribution! 13:23:55 From Suzanne Horton UW to Everyone: Cross year group tutorials where students from across year groups were able to have a forum to discuss these expectations and their learning journey. Important they hear experiences of others to know they are not alone. 13:24:06 From Stephen Eccles to Everyone: @michelle - completely agree with this! This is exactly why I recently suggested using Open Days as an opportunity to discuss mental health for wonkhe (Seizing the Open Day). We need honest conversations with students about the possible challenges ahead, but equally, how we can support them so they can succeed. 13:24:14 From Debra Costley to Everyone: @Olivia I agree. We are mainly a PGT school. One of our biggest issues with University led initiatives is that they are all UG focused and do not understand the PGT experience and needs. 13:24:25 From Dr Helen Webster AdvanceHE to Everyone: Brilliant point Michelle -at times, I've really pushed for a more honest approach to student guidance and the push-back to be positive!! has been quite tricky to manage 13:26:00 From Olivia Harrison to Everyone: Yes Debra. Ours are UG all on Foundation Year with degrees bolted on. We have something called Explore which "explores" all sorts of aspects of the University experience from the academic to the personal 13:26:35 From Danny Clegg to Everyone: Thank you all, it has been a very informative, interesting, and enjoyable session. I have to leave for another session but look forward to the recording being available 🙂 13:26:54 From Adam Crane - University of Chester to Everyone: @Debra Costley - Our initial pilot of Umii has seen the dominant cohort registered and using the app is PGT Internationals - I am going to go out on a limb and say the university probably didn't expect that given the focus on UG 13:28:02 From SophiaEco to Everyone: The competition has not gone away. Wanting to work with the "expert" is just a way to get an advantage over the other student teams. 13:28:34 From Katherine Hill to Everyone: @Adam very similar for our pilot of a different platform (Vygo) this summer. 13:29:05 From Sunday Blake to Everyone: That’s interesting Sophie - i’d like to hear about that more! 13:29:35 From Debra Costley to Everyone: @Sunday we planned in student presentations and sharing of learning to our course, but some complained that they wanted to learn from us as the 'experts' rather than their class mates. 13:29:52 From Kerr Castle (QAA) to Everyone: I need to dash but thanks for a really great event, everyone's been brilliant and so many ideas sparking now! Take care, folks 13:30:16 From Olivia Harrison to Everyone: Fab session. Need to go now 13:30:17 From Sunday Blake to Everyone: Ah, I see! There were some comments from students around feeling more confident in their academic abilities when they witnessed percieved failture of their peers 13:30:24 From Sarah Maclennan to Everyone: If students feel unique and understand that 'comparison is the thief of joy', then it's easier to create a learning space of mutual support and generosity. Students aren't in competition; they support their classmates to reach their potential. I'm in Creative Writing and this is exactly the approach fostered in writing workshops. The students create their own manifesto, agree the minimum expectations and come to an agreement.