{"id":19573,"date":"2023-12-06T08:54:27","date_gmt":"2023-12-05T21:54:27","guid":{"rendered":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/?p=19573"},"modified":"2023-12-06T08:54:59","modified_gmt":"2023-12-05T21:54:59","slug":"bridging-first-year-barriers-fostering-belonging-in-the-biology-learning-space%e2%80%af","status":"publish","type":"post","link":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/bridging-first-year-barriers-fostering-belonging-in-the-biology-learning-space%e2%80%af\/","title":{"rendered":"Bridging first year barriers: fostering belonging in the biology learning space"},"content":{"rendered":"

First year teaching often requires a delicate and deft hand \u2013 teachers balance the delivery of important foundational content with facilitating student transition to university, familiarising them with a new world and supporting them to thrive both academically and professionally. The connection between belonging and learning has been found to be of pivotal importance when looking at how best to support students to achieve positive educational outcomes<\/a>. Fostering this sense of belonging can be challenging when aspects of the learning environment are not under our control<\/strong>, as the teaching team of BIOL1X07 \u2018From Molecules to Ecosystems\u2019<\/a> found this year. <\/span>\u00a0<\/span><\/p>\n

The\u00a0 teaching environment in BIOL1X07 is consistent from semester to semester, though with known barriers. We aimed to creatively engage with these physical and conceptual barriers to support the multilayered needs of the cohort.\u00a0 It is a large and diverse unit of study with over 1500 students, and a relatively high number of equity students (at 30%). Students join the class from different stages in their biology learning journey<\/strong>, impacting their confidence with the material and with sharing their knowledge in classes. The physical learning spaces\u00a0<\/strong><\/span>where practical classes are held also create a literal barrier to student communication<\/strong>, which can heighten a sense of alienation and isolation for less-confident student. These variables all come together to form a unique situation for the teaching team to work with; how to create a welcoming environment where students can develop a sense of belonging, confidence in working with peers (an essential learning outcome for a career in the field), and mastery of the subject matter. \u00a0<\/span><\/p>\n

To explore how the design team this year worked towards creating a more welcoming learning environment, we will discuss some of the changes made in BIOL1X07, and they have impacted the student cohort. Taking this forward into the broader context of all learning spaces and subjects we\u2019ll also think about how we can take the lessons learned from BIOL1X07 into other learning spaces.<\/span>\u00a0<\/span>\u00a0<\/span><\/p>\n

BIOL1X07: a case study<\/span>\u00a0<\/span><\/h2>\n

To achieve these goals our team designed and embedded a number of activities in the laboratory teaching space early in the semester.\u00a0We wanted to to create a meaningful dialogue between the teaching team and students<\/strong> by modelling diversity, allow student voices to be heard and to share their stories, and to demonstrate the ways that the learning space could facilitate communication and collaboration. Drawing on pedagogical literature on Universal Design for Learning<\/a>, Designing for Diversity<\/a> and transition pedagogy<\/a>, we embedded two activities in the first class of the semester; \u2018My Journey to Sydney<\/a>\u2019 and a safety induction scavenger hunt. Welcoming students and validating their experiences by sharing from the teacher perspective can mutually foster empathy, and cultivating a space for peer to peer collaboration can grow confidence in navigating learning spaces and dynamics. <\/span>\u00a0<\/span><\/p>\n

My Journey to Sydney<\/h3>\n

This activity is an icebreaker designed to help students get to know each other, creating a sense of belonging by sharing experiences that led them to where they are today<\/strong>. Teachers first share their journeys to Sydney to bridge the divide between students and teachers and create space for peer-to-peer bonding. Students then take time to think and share their journeys with each other. This activity was modified in BIOL1X07 to incorporate the challenges presented by the space and encourage students to adapt their environment to their needs by moving equipment, in particular the large monitors present on benches.\u00a0<\/span>Find out more in the video below:<\/span><\/p>\n