Belonging, connection and inclusivity

3.50-4.15pm

Impacts of student perspectives of diversity and inclusion in active learning environments: Insights from the Victoria University Block Model

Craig Kappes and Rebecca Wospil, Victoria University

Diversity and inclusion are central to the student experience in higher education, particularly within institutions that serve a wide cross-section of society. Victoria University (VU) has one of the most diverse student cohorts in Australia, drawing learners from immigrant and disadvantaged backgrounds, including low socio-economic status (LSES), non-English speaking background (NESB), and first in family (FiF) groups (Samarawickrema & Cleary, 2021; Tangalakis et al., 2024). However, as mentioned in Tienda, (2013), diversity does not ensure inclusion. Though diversity has been shown to enrich learning environments, diverse learner cohorts often require intentional approaches to curriculum design and delivery to ensure equity, belonging, and success, (Danowitz & Tuitt, 2011; Powell & Kalina, 2009).

The VU Block Model, introduced in 2018, represents a significant innovation in this area. By restructuring learning into intensive four-week units, supported by collaborative small-group tasks and authentic assessments, the model aims to foster deeper engagement and more inclusive learning conditions (Samarawickrema et al., 2022); Winchester, Rudi, and Sinnayah (2021). Block teaching environments encourage interaction, peer learning, and reflective practice, all of which can nurture a sense of safety and ownership for students from diverse backgrounds (Zajda, 2023; Sayfulloevna, 2023).

This presentation will explore current student values place on diversity and inclusion and their understanding of inclusivity and the potential impacts on active learning environments. It has been shown that there can be discrepancies between students assigning high values to diversity and inclusion and their understanding of these concepts,(DeLuca, Mudrick, Sauder, & Taylor, 2022; Shane-Simpson, Obeid, Chang, Ki, & Arlt, 2024). Limited understanding of diversity and inclusion by students may undermine engagement and productivity in a wide range of learning environments, (Whitelaw, 2016). The presentation will be partially informed by current active research being conducted at Victoria University investigating student perception of diversity and inclusion and how intensive models such as the VU Block Model may impact understanding of diversity and inclusion.

Creativity and connection: A ‘Men’s Shed’ model of social wellbeing

Rosie Sjoelin, University of Melbourne

Our project is inspired by the structure of Men’s Sheds, which aim to remove the pressure and anxiety from forming meaningful social connections by providing a task or activity to focus on. Pre-COVID socialising events like speed-friending were proving less popular post-COVID, with social anxiety and less engagement with campus life seeing students withdrawing from socially-demanding experiences. Our model sought to provide a series of activities where students gather to focus on a a productive objective under the advertised purpose of ‘wellbeing’, ‘mindfulness’ or ‘creativity’. We have observed great success with this initiative, and have collected feedback that has been encouraging and affirming of its impact. The initiative is cost effective, resource-friendly, and supports the University of Melbourne's Advancing Students and Education Strategy (2023–2030) goals of connection and belonging.

From surviving to belonging: How a human-centered blueprint is rebuilding student connection, purpose, and wellbeing

Lorilee Montajes, Torrens University Australia

To design and implement a scalable, intentional model of student belonging and wellbeing that integrates coaching, peer-led connection, and interdisciplinary health services, tailored to the needs of diverse learners at Torrens University. At Torrens University, we work with students from all walks of life: international students juggling work and study, mature-age learners returning to education, and first-in-family students navigating university alone. Despite their diversity, a common thread often emerges disconnection, overwhelm, and a quiet sense of not belonging.

As a Success Coach, I’ve seen how this invisible barrier impacts motivation, engagement, and mental health. One student shared, “I didn’t feel like I belonged until I joined Stress Relief Week, it changed how I viewed my study and myself.” In response, we co-developed the Belonging Blueprint: a proactive wellbeing framework that unites Success Coaching, Counselling, The Practice (Nutrition, Chinese Medicine, Myotherapy), Psychology (Psychological Science), Health Sciences, Community Services and Public Health. Through initiatives like Stress Relief Week, Peer Connector Circles, and Courageous Conversations, we created safe, accessible spaces where students could reset, reflect, and reconnect with purpose, before they reach crisis point. Grounded in research that links belonging with academic persistence and mental wellbeing (Hausmann et al., 2007; Walton & Cohen, 2011), our approach embeds support as a regular part of student life — not just a referral pathway.

This low-cost, human-first model is already increasing student engagement, early help-seeking, and confidence across cohorts. It's adaptable, scalable, and deeply relevant — offering a practical roadmap for other institutions seeking to transform support for diverse, underrepresented, and at-risk students.

The HERDSA special interest group: Pedagogy of student belonging and wellbeing

Dr Chris Maloney, University of New South Wales

The HERDSA Special Interest Group (SIG): Pedagogy of Student Belonging and Wellbeing brings together educators committed to enhancing student wellbeing, belonging, and engagement through inclusive, evidence-informed teaching practices. Although belonging and wellbeing are increasingly recognised as critical to student success, many initiatives across the sector remain positioned outside the curriculum. This lack of coordinated, pedagogically grounded approaches risks leaving students unsupported and educators without clear frameworks to guide practice. Our focus is on pedagogy that directly supports students by fostering learning environments where all feel valued, connected, and empowered to succeed. We welcome academics, professional staff, and educational developers who are passionate about improving the student experience. Whether new to this space or deeply engaged, the SIG offers a collaborative community to share resources, conduct Scholarship of Teaching and Learning (SoTL), and co-create meaningful change in higher education.

This initiative directly responds to sector priorities. The Australian Universities Accord identifies student wellbeing as a cornerstone of educational success and calls for comprehensive support systems and inclusive practices to ensure all students thrive academically and personally (Department of Education, 2024). Similarly, the Tertiary Education Quality and Standards Agency (TEQSA) emphasizes the importance of wellbeing and safety, urging institutions to provide inclusive pedagogical approaches, safe learning environments, and accessible support services (TEQSA, 2024).

Through its work, the SIG aims to provide a collaborative space for exploring and applying the pedagogy of belonging and wellbeing; to co-create, evaluate, and share best practices; to support and undertake SoTL research on the impact of belonging and wellbeing on student engagement; and to build a cross-institutional, interdisciplinary network of educators committed to inclusive and compassionate pedagogy. In advancing these aims, the SIG addresses the sector-wide challenge of embedding belonging and wellbeing not as optional extras but as central to learning, retention, and success in higher education.

Full program

Abstracts