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  1. Teaching
  2. About
  3. Healthy Universities Initiative
  4. Building relatedness and belonging examples

B. Building Relatedness and Belonging toward Positive Identities

This section has more emphasis on upper-level courses and on maintaining relatedness and belonging, as students build their sense of being a successful student and a developing professional. 

The last video in this section focuses on a student partnership to create program-level Student Wellbeing Action Groups, which serve to increase students’ sense of relatedness, autonomy and competence, and solidify their sense of successful professional development.

Building a sense of relatedness through curricular and co-curricular activities in a relatively large course

Peer and student-staff-course relatedness. Contact Professor Nalini Pather

Building peer and student-instructor relatedness through constructing a supportive learning community

Contact Dr Thomas Britz

A simple technique to better build student-lecturer relatedness in online lectures

Contact Associate Professor Steve Most

Weekly instructor-to-student check-ins: Are you OK Monitor

Contact Dr Alanya Drummond

Building a sense of student-instructor relatedness through curricular strategies in a compulsory course

Contact Leesa Sidhu

Simplified gamification to build peer and student-educator relatedness

Contact Dr Lynn Gribble

Creating study group communities with individual assessable tasks

Contact Associate Professor Terry Ord

Building peer relatedness in a diverse classroom context

Small-group in-class discussion. Contact Associate Professor Will Felps

Inviting students into the educators’ broader external networks

Contact Dr Tim Gregory

UNSW Medicine Student Wellbeing Action Group (SWAG)

Contact Professor Gary Velan

References

  • Felten, P. (2022). Is ‘mattering’ a more helpful way of thinking about student belonging at university? https://twitter.com/pfeltenNC/status/1486444790963134469
  • Lizzio, A. (2017). Student lifecycle and the 5 senses of success. https://www.youtube.com/playlist?list=PLfqWyDah_ybAP1QaiE-199pykCTdYcwD1
  • Redmond, P., Heffernan, A., Abawi, L., Brown, A., & Henderson, R. (2018). An Online Engagement Framework for Higher Education. Online Learning, 22(1).
  • Reid, A., Rowley, J. & Bennett, D. (2019). From expert student to novice professional: higher education and sense of self in the creative and performing arts. Music Education Research, 21(4), 399-413.
  • Ryan, R. M.,& Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066x.55.1.68.
  • Sheldon, K. M. , & Houser-Marko, L. (2001). Self-concordance, goal attainment, and the pursuit of happiness: Can there be an upward spiral? Journal of Personality & Social Psychology,80, 152-165.


Curricular approaches | Course convenor practical examples | Moodle resources | Whole-of-University approaches | General resources

  • Healthy Universities Initiative
    • Curricular approaches
    • Building relatedness and belonging examples
      • A. Great Start
      • B. Building Relatedness and Belonging
      • C. Assessable Team-work
    • Course convenor practical examples
    • Practical Curricular Examples from Faculties
    • Moodle resources
    • Whole-of-University approaches
    • General resources

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Page last updated: Friday 28 October 2022