myblog | Rebecca Harper | Activity

Rebecca Harper wrote a new post on the site Rebecca Harper

Mon, 13 Jan 2025 14:21:03 +0000

Reading: The RMIT Belonging Strategy: Fostering student connection and engagementI have been reading (RMIT […] “”

Rebecca Harper wrote a new post on the site Rebecca Harper

Sat, 11 Jan 2025 23:49:12 +0000

TUTORIAL NOTES: Ethics Sign off & Action Plans, Progress and Feedback and Presentation PreperationTutorial 1: Ethics […] “”

Rebecca Harper wrote a new post on the site Rebecca Harper

Sat, 11 Jan 2025 18:40:08 +0000

Presentation Slides:First First and First Draft: First Draft PresentationDownload Second Draft PresentationDownload Final PresentationDownload Final-Slide Notes for Presentation-Download

Rebecca Harper wrote a new post on the site Rebecca Harper

Sat, 11 Jan 2025 18:25:31 +0000

Project Findings: Questionnaire Qualitative Method […] “”

Rebecca Harper wrote a new post on the site Rebecca Harper

Sat, 11 Jan 2025 17:23:37 +0000

Project Findings: Method 3: Stuckness Drawing Intervention Research Design Overview: […] “”

Rebecca Harper wrote a new post on the site Rebecca Harper

Sat, 11 Jan 2025 16:35:25 +0000

Project Findings: Method 2: Metaphorical Self Portrait Intervention Here is the detailed […] “”

Rebecca Harper wrote a new post on the site Rebecca Harper

Sat, 11 Jan 2025 16:21:11 +0000

Project Findings: Method 1: PhotoVoice Intervention Research Design For the […] “”

Rebecca Harper wrote a new post on the site Rebecca Harper

Sat, 11 Jan 2025 10:42:22 +0000

Action PlanHere is my up-to-date task […] “”

Rebecca Harper wrote a new post on the site Rebecca Harper

Fri, 10 Jan 2025 17:39:15 +0000

Refrences:Full Bibliography […] “”

Rebecca Harper wrote a new post on the site Rebecca Harper

Fri, 10 Jan 2025 17:09:15 +0000

Research Methods: Qualitative and Participatory Art based action research (ABAR) approaches Here I will try to discuss […] “”

Rebecca Harper wrote a new post on the site Rebecca Harper

Fri, 10 Jan 2025 15:18:57 +0000

Rationale for the Action Research Project FIGURE 1: BELONGING IN […] “”

Rebecca Harper wrote a new post on the site Rebecca Harper

Fri, 03 Jan 2025 20:04:39 +0000

Participant Facing Documents:[…] “Participant Facing Documents:”

Rebecca Harper wrote a new post on the site Rebecca Harper

Thu, 02 Jan 2025 14:36:32 +0000

Reading: Thinking around What Belonging means in FE and HE Contexts: Action Research ReflectionsGiven that ‘belonging’ is such a multifaceted concept in both Further Education (FE) and Higher Education (HE) and so deeply tied to wider successes, it is clear that “belonging is more than just a buzzword; it is a critical factor that affects students’ academic engagement, motivation, persistence, and overall achievement, especially considering the diversity of students in educational settings”. (Allen et al., 2024) In these settings, students often encounter massive challenges such as transitioning into new cultural and academic environments, managing diverse identities, language barriers, and navigating the demands of new creative disciplines, trying to operate new systems. Beech (2022) highlights the challenges of being “surrounded by severe sustainability and economic challenges as well as conflicts which drive people apart around the world. With all of this as a backdrop, students entering university do so with considerable uncertainty both about the present and the future, and the same is true for staff – academic, professional, technical and support”. Not to mention the post pandemic teaching models of remote learning with flexible, blended and learning, where we continue to rethink traditional approaches to belonging within these online/offline spaces. However, “belonging is more than an institutional priority or vision in academic spaces; it involves the emotional and psychological connection students have with their educational environment” (Pedler et al., 2022), “which directly influences their academic outcomes, mental health, and overall wellbeing” (Allen & Kern, 2017). But that if we want to understand how to build belonging in our classrooms better we need; “to understand how university life and work are blended and dynamic over time. Belongingness, confidence and a sense of identity are not static but rise and fall over time and we need to recognise this in ourselves and be compassionate towards others. Compassion is, crucially, both about empathising and seeing the situation from the perspective of the other, and about taking action”. Beech (2022). That is precisely what I wish to do. As an Associate Lecturer in Fine Art Painting (UAL), I have observed first-hand how feelings of belonging are influenced by larger institutional changes, particularly following a recent significant merger within our Foundation department. This restructuring has brought new challenges and operations, including reduced staff contracts, high student turnovers, and diminished contact hours, more tutees per tutor, less in person contact time, with greater online presence, all of this leading to the creation of an environment where both staff and students can more easily disconnected. This emphasis on fostering ‘student belonging’ within my teaching practice has partially emerged from these observations, prompting my focus on addressing belonging as a cornerstone of my students educational experience in what might otherwise feel a little impersonal. But whilst “It is clear that a whole-institution, consistent strategic approach is needed. However, it is often at the level of the course or programme that students’ sense of belonging is most localised, and, unlike extracurricular activities, one in which we can assume that all students will engage. It is therefore at course level that a holistic approach to belonging can be best embedded” (Allen et al., 2024) I agree“Almost certainly the first step is getting to know your students and creating ways for them to make their voices and their stories heard, as well as exploring what belonging means in the context of a particular programme and institution”. (Allen et al., 2024). In is precisely this this is something I have the influence to orchestrate. It is interesting to have the opportunity to question my current practice and invite considerations as to what the possibilities are for making incremental and local changes to students ‘belongingness’, and to understand the journey of individual students, cohorts, staff and institutions, and to make thoughtful choices about how we act towards each other. In the future what that may also look like collectively were collective efforts to be accelerated with cultural change. Frequently throughout the year my students’ academic practice and pastoral needs will meet and intersect with belonging and social justice issues, mostly playing out within the language of their fine art practice work, this is often non-verbal. However these themes also emerge within our discussions in tutorials or group crits more verbally. The initial tutorials we have in term one are designed specifically to intersect academic and pastoral needs, offering critical spaces for meaningful dialogue on students’ individual creative journeys, identity, and transitions that suits their context. I wonder how can I be effectively addressing my one-to-one pastoral and academic tutorials, specifically within the FE and HE contexts to create a space for student voices and stories more clearly. These initial tutorials with my tutees are now delivered online, having become increasingly critical spaces for fostering connection and inclusion, particularly for students navigating the complexities of creative education. The new online format during the FAD merger reiterates the need for a more personalized connection, and meaningful dialogue, yet as the absence of physical interaction can ironically amplify feelings of isolation. My aim is to address the gaps in exploring how these concepts can be effectively addressed in our discussions through personalized, student-centred approaches in the otherwise short one-to-one structured tutorials. I am aware that in (FE) and (HE), the diverse backgrounds of our students require educators to balance the celebration of individuality with the creation of a cohesive community. HEPI (2022) highlights that excessive focus on identity differences can isolate students, advocating instead for prioritizing shared experiences and engagement with local and academic communities. In one-to-one tutorials, I believe that this can be achieved by exploring common themes such as how to deal with creative challenges, aspirations, and pathways, fostering a shared understanding that addresses but ultimately transcends individual differences, as Vytniorgu (2022) describes “ a sense of being part of something larger than oneself.” I want to make sure to emphasise this in the directing of my questioning within the ABAR Methods that I use. Social Justice in One-to-One Tutorials Social justice principles underpin the creation of equitable and inclusive educational environments. These principles are especially pertinent in one-to-one student tutorials, where the tutor-student relationship can address systemic barriers and provide that necessary tailored support. Blake et al. (2022) emphasizes that belonging must be integrated as an institutional goal to align individual tutorials with broader equity and inclusion efforts. Particularly where this is pastoral. Though this process can in effect also standardise the process and become formulaic and a means of passing the buck to other stakeholders and less personalisation. In practice, fostering social justice in tutorials involves recognizing and addressing the unique challenges that can be faced by students from underrepresented or marginalized groups. Tutorials can provide an independent safe space for students to discuss how their identities intersect with their creative practices. By framing these discussions within the context of shared learning goals, tutors can help students feel both seen and supported. This approach is particularly important in the context of racial biases, neurodiversity, disability, caregivers or international students, who may for example face additional hurdles, including language barriers, cultural adjustments, and the complexities of living in urban settings like London for the first time. The Role of One-to-One Tutorials in Fostering Belonging and ABAR Methods One-to-one tutorials are uniquely positioned to enhance belonging by offering an approachable, personable, personalized approach to student support. In the online context, where non-verbal cues and informal interactions are limited, these sessions should create an environment where students feel valued as individuals while also connecting them to the broader academic community. As Blake et al. (2022) asserted, fostering belonging requires active student participation and autonomy in their learning.” Tutorials can facilitate this by encouraging students to take ownership of their learning and engage in reflective conversations about their goals and challenges. In FE and HE, where students often experience periods of uncertainty and transition, tutorials serve as anchors of stability or goalposts. By fostering open communication and trust, these sessions can help students navigate their educational journeys with more confidence and direction with their particular needs in mind. Moreover, they provide an opportunity to address feelings of isolation that may arise from the pressures of academic and creative work, particularly in virtual settings. The integration of creative methodologies that I am using, such as 1 Photovoice, Metaphorical self-portraits and ‘Stuckness’ drawings can try to further enrich these discussions by inviting students to visually express their feelings about their educational experiences in a way that doesn’t rely purely on the verbal. Critical Reflections on Belonging and Social Justice Despite their potential, one-to-one tutorials are not without challenges. One persistent issue is the time constraints, often being 20 minutes in length before needing to wrap up, with fourteen other students to see a day, and to try to make this as un-formulaic and consistent as possible. Another challenge lies in ensuring that the sense of belonging fostered in tutorials extends into the broader institutional environment. While one-to-one sessions provide a valuable foundation, belonging must be reinforced through institutional practices, peer relationships, and the overall curriculum. This requires a collaborative effort from educators, administrators, and students alike and is not always consistent, or communicated between staff. Conclusions and Future Directions Belonging and social justice are critical components of student success in FE and HE contexts. One-to-one tutorials, particularly in the online format, offer a powerful platform for addressing these issues by providing personalized support and fostering meaningful connections. However, their effectiveness depends on their alignment with broader institutional efforts to create inclusive and equitable learning environments. As my research progresses, I aim to further explore how these tutorials can bridge the gap between individual experiences and collective belonging, ensuring that all students feel valued heard, and supported in their educational journeys. Bibliography Allen, K.-A., Slaten, C., Hong, S., Lan, M., Craig, H., May, F. & Counted, V. (2024). Belonging in Higher Education: A Twenty-Year Systematic Review. Monash University, Australia; University of Missouri-Columbia, United States of America; Sunway University, Malaysia; Parenting Research Centre, Australia; Regent University, United States of America. [PDF] Available at: file:///Users/rebeccaharper/Downloads/AllenGalley.pdf Allen, K.-A. & Kern, P. (2017). Enhancing Wellbeing and Community in Higher Education. London: Routledge. Blake, S., Capper, G., & Jackson, A. (2022). Building Belonging in Higher Education: Recommendations for developing an integrated institutional approach. Available at: https://wonkhe.com/wp-content/wonkhe-uploads/2022/10/Building-Belonging-October-2022.pdf HEPI. (2022). To encourage a sense of belonging among students, avoid excessive focus on identity differences and increase engagement with local communities. Available at: https://www.fenews.co.uk/education/to-encourage-a-sense-of-belonging-among-students-avoid-excessive-focus-on-identity-differences-and-increase-engagement-with-local-communities/ Vytniorgu, R. (2022). Student Belonging and the Wider Context. HEPI Policy Note 39. Available at: https://www.hepi.ac.uk/2022/11/17/student-belonging-and-the-wider-context/ Webster, H. (2022). Building Student Belonging. Advance HE. Available a […] “Reading: Thinking around What Belonging means in FE and HE Contexts: Action Research Reflections”

Rebecca Harper wrote a new post on the site Rebecca Harper

Sun, 29 Dec 2024 20:15:08 +0000

ARP Eithical Action Plan 2024-5Ethical Action Plan Name of practitioner- researcher: Rebecca Harper Ethical-Action-Plan-UNIT-3-ARP-REBECCA-HARPERDownload What is your project focus? My work frequently intersects with foundational issues of belonging and social justice as students navigate transitions. Blake, Capper, and Jackson (2022) highlight the multitude of ways in which feelings of belonging are established, nurtured, and hindered in universities. This project focuses on structuring the first pastoral/academic one-to-one tutorial of the year to foster a sense of belonging and inclusion for new Foundation Art and Design students, particularly those from marginalized or underrepresented backgrounds. These tutorials provide an opportunity to set the tone for connection, support, inclusion, and autonomy for the year ahead. These initial tutorials are often formulaic and standardised yet critical spaces for fostering a sense of ‘belongingness’ right at the outset, particularly for students navigating uncertainties, complexities, and challenges in life and or creative education. To better understand how to shape our diverse communities and promote opportunities for success—especially for students who experience language barriers, neurodiversity, mental health challenges, caregiving roles, exclusion, low self-esteem, or unfair bias—I aim to explore questions such as: Where do feelings of belonging come from in a university setting? and What can institutions do to better facilitate feelings of belonging? (Blake, 2022, p. 4). Given that this is the start of the term meeting tutees for the first time online, the project framework will focus on addressing their specific needs and the creative contexts in which they are working. It will aim to promote a safe space where all students feel valued by thoughtfully integrating social, digital, and physical systems. The project seeks to empower students by supporting them in developing confidence and ownership of their learning journey from the outset. What are you going to read about? My readings will hope to focus on: * Belonging and inclusion as social justice in pedagogy, particularly in FE and higher education settings; Blake, S., Capper, G., & Jackson, A. (2022). Building Belonging in Higher Education: Recommendations for developing an integrated institutional approach. Vytniorgu, R. (2022). Student Belonging and the Wider Context. HEPI Policy Note 39. HEPI. (2022). * Strategies for fostering belonging and inclusion more specifically in student tutorials. Art Based Action Research methods; Lury, C and Wakeford N, (2012), inventive methods- happening at the social. Creative methods conference. Kara H (2015) creative research practice guide, Gary C and Malins, Visualising research. * Survey Questionnaires, reflective teaching practices and ABAR action research methodologies.* Pastoral care in art and design education.* McNiff and Whitehead (2009) on action research cycles and ethical considerations. What action are you going to take in your teaching practice? I plan to use Art-Based Action Research (ABAR) as a medium to integrate my personal and academic practices within a visual fine art context. This approach aligns with the Art and Design course, where students are already familiar with visual methods of working and communicating. I will implement structured frameworks for the first three pastoral/academic tutorials, incorporating tailored introductory questions and icebreakers. These activities will encourage students to share personal and artistic reflections, as well as their experiences of belonging at UAL’s FAD, in a safe and inclusive environment. The goal is to foster connectivity, individuality, and self-expression, helping to establish a sense of ‘belongingness’ from the outset of the foundation course. I will also send a questionnaire afterwards for feedback around their experience. Who will be involved and how? Participants: My UAL FAD Foundation art and design tutee students, it will be both those in a rotational Diagnostic pathway and those in the Fine Art specialism’s.Involvement: With consent, students will engage in the first tutorial using the prompt activity I give them pre-emptively, and then drawing on designed questions and icebreakers in conversation. Notes will be recorded from each student. They will lastly with consent provide feedback on their experience and how included they felt after the tutorial. Tutors: Other tutors will be involved for transparency, and possibly for feedback or implementation in similar settings if the project proves successful. N.B. No participants will be under 18 years of age preferably. N.B. If any of your participants/co-researchers will be under 18, please seek advice from your tutor. What are the health & safety concerns, and how will you prepare for them? Concerns: Ensuring that all students have time to prepare their pre-emptive task in time without asking too much. That discussions on Teams are conducted in a safe and respectful manner, avoiding emotional harm- where sensitive topics, particularly related to identity, background, or mental health, may well arise in this pastoral setting. Managing time constraints around the structure. Preparation: I will email students prior to our meeting so that they have time to prepare. I will create ground rules for tutorials, ensuring respectful and inclusive conversations that support, signpost and empower. Be prepared to offer the correct support or refer students to counselling or student services if sensitive issues arise during tutorials. Keep a close eye on the clock and make sure that I am setting an alarm, and covering all that needs to be covered. How will you protect the data of those involved? Data Protection: All data collected (e.g., student images, reflections, feedback forms) will be anonymized and stored securely in accordance with UAL’s data protection policies. I will inform students of their rights regarding the use of their data and obtain their consent before collecting any information. Data will only be used for the purpose of the action research project and will not be shared without consent outside of this. Where I may wish to do this later on I will ask for consent again. How will you work with your participants in an ethical way? Ethical Considerations: Informed Consent: All participants will be 18 years old or over, informed about the nature of the project prior to the tutorial via email, their role, and how their data will be used before participating. Right to Withdraw: Participants will be informed that they can withdraw from the project at any time without such a thing as a penalty both verbally and by email. Confidentiality: All student data and personal reflections will be kept confidential unless openly disclosed, and participants names will not be identifiable in any research reports or publications. Wellbeing: The emotional and mental wellbeing of my student participants will be a top priority, with steps taken to ensure a safe and supportive environment throughout the tutorials and be […] “ARP Eithical Action Plan 2024-5”

Rebecca Harper wrote a new post on the site Rebecca Harper

Tue, 19 Nov 2024 16:48:03 +0000

Project Findings:My […] “Project Findings:”

Rebecca Harper wrote a new post on the site Rebecca Harper

Tue, 19 Nov 2024 15:58:31 +0000

Reflecting on Diana Kwon’s Article on Citational JusticeAs I develop my Action Research Project (ARP) on structuring interventions in initial tutorials to foster belonging and inclusion (especially within generic Teams meetings), I find Diana Kwon’s article on citational justice deeply thought-provoking. The reading has challenged me to integrate social research and feminist frameworks into my project, particularly through the ethical dimensions of citation. This process has helped me make sense of how inclusivity and belonging extend beyond the initial tutorial spaces I am looking at and into the bigger picture, and wider realm of academic practices. Citational Justice: Key Takeaways for My ARP Kwon’s article highlights the concept of citational justice as a response to inequities in citation practices. Citations, as she explains, go beyond acknowledgments—they shape academic careers, access to opportunities, and the visibility of ideas. The article connects directly to my research project, as fostering belonging within tutorials parallels the inclusive ethos of citational justice: valuing and representing diverse voices. Kwon discusses how systemic biases in citation metrics—such as favouring privileged groups—undermine marginalized scholars. Initiatives like Christen Smith’s Cite Black Women movement encourage academic practices that promote equity and diversity in citations, offering tools to assess the gender and racial representation of references. This push for more inclusive citation practices inspires me to think much more critically about the voices and variety of academic references that I introduce to my students. By doing so, I hope to ensure students feel their own perspectives are valued within the academic and creative space. My Personal Experience in Fine Art Tutorials In my teaching practice, I have always sought to extend references that challenge students to think critically about inclusivity and representation so as to broaden the conversations and personal connections. Within Fine Art tutorials, I consistently encourage students to become aware of “more equal gender ratios” and to engage with resources that reflect diverse perspectives that might be eye opening or aid that students development within their practice. For example, I’ve incorporated guidance from Kwon’s article, such as reviewing references for inclusivity and citation diversity. Keeping up these practices aims to increase awareness of these issues and spark dialogue about how students can actively contribute to making academia in fine art practice more more personal, diverse and equitable. One of the goals in my tutorials (perhaps in particular the more academic tutorials going forward) is for students to understand the importance of being persistantly exposed to and crediting diverse voices. By doing so, they will begin to realize that their own voices also matter. Citational justice emphasizes the need to actively include and value diverse voices in academic work, which, in turn, creates a more representative and equitable space for all scholars. This approach certainly aligns with my efforts to foster a sense of belonging and inclusion in my tutorials over the long term, where students’ creative and intellectual contributions are valued and recognized. Drawing Parallels Between Citational Justice and Tutorial Practices In both academic work and tutorials, practices can either include or exclude. Initial pastoral tutorials, much like citation practices, tend to start by setting the tone for inclusion. My thoughs are that by integrating structured yet flexible methods like Photovoice, Metaphorical Self-Portraits, and Stuckness Drawings, I can aim to provide students with multiple ways to start the academic year by expressing themselves. These activities I hope will parallel citational justice by offering a range of platforms for students to feel “seen” and “heard.” Through these creative ABAR approaches, I also aim to learn from my students too—uncovering unique insights into their experiences and the voices, refrences and subjects that resonate with them. This mirrors how inclusive citation practices intentionally engage with underrepresented perspectives to enrich academic discourse. Just as citational justice promotes fair representation, my tutorials seek to affirm each student’s identity and creative potential, fostering an inclusive learning environment from the start. Questions for Reflection As I adjust my approach, I’m considering several questions inspired by citational justice: How can tutorials better balance inclusivity and individuality?Could allowing students to choose from a wider range of icebreakers or activities enhance their comfort and engagement? How can I measure the impact of these interventions?Citational justice uses metrics to track diversity in citations. Could similar tools, such as surveys or reflections, document changes in students’ sense of belonging? What role does feedback play in improving tutorial structures?If citational justice evolves through iterative feedback. Might a reflection process for students after each tutorial provide valuable insights for adaptation? Building Inclusive and Belonging-Oriented Tutorials Kwon’s article has illuminated how inclusive practices in academic citation reflect broader values of representation and equity. This understanding resonates strongly with my efforts to create belonging-oriented tutorials that serve students going forward in their education longer term. By providing students with varied, reflective methods to explore their identities and those of others, I hope to foster an environment where they feel included, respected, and supported. Ultimately, the principles of citational justice guide me to approach both the pastoral, and academic tutorials not only as opportunities to impart knowledge but as spaces for belonging. By recognizing and valuing each student’s unique contributions, I aim to ensure their voices matter—both in the tutorial setting and in their wider academic journey. Bibliography Ahmed, S. (2017) Living a Feminist Life. Durham: Duke University Press. Available at: https://doi.org/10.1215/9780822373377Converse, J.M. and Presser, S. (2011) Questionnaire Design: Theory and Best Practices. Chicago: University of Chicago Press. Available: https://press.uchicago.edu/ucp/books/book/chicago/Q/bo3622079.htmlKwon, D. (2022) ‘The push for citational justice in science’, Nature, 610(1), pp. 123-125. Available at: https://www.nature.com/articles/d41586-022-03049-0Smith, C. (2018) Cite Black Women: A Movement for Citational Justice. Available at: https://www.citeblackwomencollective.orgTemplin, C. (2020) ‘The Importance of Citation in Feminist Research’, Feminist Research Blog. Available at: https://feministresearch.org/the-importance-of- […] “Reflecting on Diana Kwon’s Article on Citational Justice”

Rebecca Harper wrote a new post on the site Rebecca Harper

Mon, 04 Nov 2024 16:19:05 +0000

My Research Question: How can the Tutorials be structured to foster a sense of belonging and inclusion for students in Foundation Art and Design? Particularly within the first pastoral tutorials? As a Painter and Fine Art Painting specialist and Associate Lecturer in the UAL’s Foundation in Art and Design, my Action Research Project (ARP) has focused on fostering a sense of compassionate belonging and inclusion, particularly taking place around the first pastoral/accademic tutorials. These early interactions are pivotal in setting the tone for the academic year, offering students a space where they can feel supported, heard, and connected as they navigate the challenges of entering and settling in a new educational environment. This research is situated in the context of experiencing a major institutional merger, which has reshaped UAL’s Foundation structure, class sizes, and teaching modalities. I was exploring how we can truly foster belonging and inclusion within the curriculum, ensuring UAL’s social purpose aspirations become lived realities for every learner? With many tutorials now being held purely online, the question’s for me quickly became: How can the tutorials be structured to foster a sense of belonging and inclusion for students in Foundation Art and Design? Particularly within the first pastoral tutorials? A bit of Context and Background My name is Rebecca Harper, and I have been teaching Fine Art Painting at UAL since 2018, working with both Diagnostic and Specialist students across the Foundation Art and Design courses. I taught BA Drawing into Paint at UWE, and I mentor painters at Turp’s Art School and lecture in Drawing at the Royal Drawing School’s postgraduate programmes. My own mixed-heritage Jewish background significantly shapes my painting practice, which often explores themes of diaspora, identity, and cultural belonging through a narrative lens and i have found that throughout my painting and teaching career, I have always been deeply interested in how personal expression—our lived experiences, identities, and emotions—can inform our artistic processes and, crucially, our sense of belonging within a creative community. We all have a story, and this understanding of belonging, as something that is both emotional and academic, plays a significant role in my current ARP. UAL’s Foundation, having undergone a significant merger with St. Martins, LCF, and CCW, now operates across multiple sites and has undergone major structural and environmental changes. This restructuring has created challenges and opportunities in terms of fostering a sense of inclusion and community. The Foundation has a diverse student body, many of whom come from marginalised backgrounds, which i believe makes a strong case for the importance of fostering belonging from the very first point of contact with a tutor. In my role as a Part One tutor, I work directly with students during their tutorials (pastoral and academic) and pre- merger also their assessments. Some students I may never have seen in my studios personally, and they may not have had the oppitunity to speak to a tutor one to one at this point, so hese initial pastoral tutorials are often the first meaningful contact students have with a tutor prior to choosing their specialist pathway. It is within these tutorials that they begin to establish a sense of who they are as learners and members of the academic community. Therefore, these moments are critical in helping them navigate the uncertainties of their first term, particularly within a new academic environment. The Challenge: Bridging Institutional Ideals and Daily Practice UAL’s social purpose ideals include a focus on nurturing wellbeing, promoting inclusion, and ensuring a sense of belonging. However, translating these ideals into everyday practice, especially in a merged and changing institution, can be difficult. Tutorials—once face-to-face and now increasingly online—serve as a critical opportunity for students to feel connected to both their tutor and their learning community. Yet, if institutional ideals around compassionate belonging aren’t reflected in day-to-day practice, students may still feel disconnected or adrift, particularly in the early stages of their studies. UAL’s emphasis is on not doing more, but rather doing things differently—ensuring that a sense of belonging is embedded within the curriculum and interactions from the outset. This is where my research really comes in: exploring how we can meaningfully structure tutorials, especially the first pastoral ones, to foster inclusion and ensure that students feel valued, supported, and part of the community. Research Focus and Approach My research question—How can the tutorials be structured to foster a sense of belonging and inclusion for students in Foundation Art and Design? Particularly within the first pastoral tutorials?—focuses on understanding how to create inclusive learning spaces for students who are adjusting to new academic and social contexts. I aim to explore the use of participatory and creative methods that engage students emotionally and artistically from the beginning. Given the inherently creative nature of Fine Art and Design, I am incorporating visual participatory methods, such as PhotoVoice and Metaphorical Self-Portrait activities, into the tutorials. These activities will provide students with opportunities to reflect on their feelings about the course and their artistic identity, helping them to express themselves in a way that feels safe, accessible, and empowering. By tapping into these creative practices, I aim to support students not just academically, but also emotionally, by giving them space to share their experiences and explore their place within the wider community. Action Research Project (ARP) Structure PhotoVoice: This method involves students taking a photograph that reflects how they are feeling about the course and their current experience. The photograph is then used as a tool for discussion, helping students articulate their feelings and concerns about their educational journey. Metaphorical Self-Portraits: Students are asked to create a symbolic self-portrait that represents how they see themselves as artists. This exercise allows them to reflect on their identity, both within the course and as creative individuals. Stuckness Drawings: Students create a quick drawing that represents how they feel blocked or stuck in their work. This activity encourages self-reflection and helps identify areas where they may be struggling, fostering a deeper sense of connection between the student and tutor. The Importance of Belonging in Education Belonging is not just a “buzzword” in education, it is an essential factor for student success and wellbeing. As research by Vytniorgu (2022) and Chun et al. (2016) has shown, a sense of belonging is linked to emotional wellbeing, motivation, and academic achievement. It is particularly important in creative disciplines such as Fine Art, where students are asked to take intellectual and emotional risks in their work. The first few weeks of a foundation course are critical for establishing trust and rapport between students and tutors, and for creating an environment where students feel safe to explore and express themselves. Conclusion As I continue to develop and implement my ARP, I aim to create a tutorial environment that fosters a sense of belonging and inclusion. By focusing on reflective, participatory methods such as PhotoVoice and Metaphorical Self-Portraits, I hope to support students both academically and emotionally, providing them with the space to express themselves and explore their identity within the creative community. This research is not just about improving the academic experience, but about creating a space where students feel seen, heard, and connected. It is my belief that when students feel supported and included, they are more likely to thrive, take creative risks, and develop the confidence necessary to succeed in their studies and beyond. References Chun, K. M., et al. (2016). Belongingness in Higher Education: The Role of Emotional Wellbeing and Motivation. Journal of Educational Psychology, 108(3), […] “My Research Question: How can the Tutorials be structured to foster a sense of belonging and inclusion for students in Foundation Art and Design? Particularly within the first pastoral tutorials?”

Rebecca Harper posted a new activity comment

Mon, 05 Aug 2024 16:49:46 +0000

Hi Beatrice,

Your analysis offers a really interesting perspective from the director’s viewpoint, especially when you discuss the manipulative audio-visual elements and critique how diversity and inclusion efforts are often hijacked by divisive rhetoric in the media—it provided a new way of looking at things for me. While I totally understand t…Read more

In reply to - Beatrice Vorster wrote a new post on the site PGCert Blog IP BlogCurrently, I am based at: Chelsea College of Arts BA Fine Art, year 3 theory tutor CCW foundation, interim specialist option leader for […]

Rebecca Harper wrote a new post on the site Rebecca Harper

Mon, 15 Jul 2024 12:15:39 +0000

Unit 2 Reflective Report: Fostering a Sense of Belonging through Inclusive Practices As an Associate HPL […] “”

Rebecca Harper wrote a new post on the site Rebecca Harper

Sat, 22 Jun 2024 21:21:37 +0000

Approaches to Addressing Racism: A Critical ExaminationAs a Jewish woman when I […] “”

Rebecca Harper wrote a new post on the site Rebecca Harper

Sat, 01 Jun 2024 13:02:33 +0000

Formative SubmissionA gallery exhibition: […] “”

Rebecca Harper wrote a new post on the site Rebecca Harper

Sun, 26 May 2024 12:08:49 +0000

Unveiling the Intersections: Navigating Faith as a Jewish WomanKimberlé Crenshaw’s th […] “”

Rebecca Harper posted a new activity comment

Tue, 07 May 2024 11:12:40 +0000

Anna, your post on disability resonated deeply with me on a nuber of levals, but particularly your insightful opening exploration of the social model of disability as articulated by Jess Thom. The quote, “The social model says people aren’t disabled by their impairments but by a failure to consider difference in the way society is organised,” t…Read more

In reply to - Anna Reading wrote a new post on the site annareading DisabilityThis topic intrigues me because I am interested in the social model of disability. Artist Jess Thom of Touretteshero explains, ‘The social mo […]

Rebecca Harper posted a new activity comment

Tue, 30 Apr 2024 09:54:54 +0000

Nina there is lots of say about your post, but one thing that stood out for me was the way you beautifully captured the resonance you felt with Christine Sun Kim’s narrative and your own personal reflections on caregiving, highlighting the additional challenges faced by women in balancing multiple roles and responsibilities. I couldn’t agree more,…Read more

In reply to - Nina Manandhar wrote a new post on the site Class Pictures Where Power Comes and Collides Intersectionality was first coined over 35 years ago by Kimberlé Crenshaw, drawing on black feminist and critical legal […]

Rebecca Harper wrote a new post on the site Rebecca Harper

Thu, 25 Apr 2024 12:30:22 +0000

Navigating Tapestry's of Intersectionality:Disability Across the […] “”

Rebecca Harper wrote a new post on the site Rebecca Harper

Wed, 20 Mar 2024 13:21:57 +0000

Reflections on Workshop 5; ‘Assessment of/for learning’ and Reading Reflections on Race (2001) on Self, Peer, and Group Assessment.Particularly within Fine […] “”

Rebecca Harper wrote a new post on the site Rebecca Harper

Tue, 19 Mar 2024 22:00:04 +0000

Case study 3 Assessing learning and exchanging feedback (A3, V3)‘The Advantages and D […] “”

Rebecca Harper wrote a new post on the site Rebecca Harper

Tue, 19 Mar 2024 21:57:36 +0000

Case Study 2: Planning and teaching for effective learning (A1, A2, V3) How do I plan to support […] “”

Rebecca Harper wrote a new post on the site Rebecca Harper

Tue, 19 Mar 2024 21:55:13 +0000

Case Study 1: Knowing and meeting the needs of diverse learners (V1, V3)Navigating Cultural […] “”

Rebecca Harper wrote a new post on the site Rebecca Harper

Tue, 19 Mar 2024 21:52:05 +0000

Record of Observation or Review of Teaching Practice: Review of my practice written by a tutor Session/artefact to be […] “”

Rebecca Harper wrote a new post on the site Rebecca Harper

Tue, 19 Mar 2024 21:45:20 +0000

Record of Observation or Review of Teaching Practice: Review of my practice written by a peerSession/artefact to be […] “”

Rebecca Harper wrote a new post on the site Rebecca Harper

Tue, 19 Mar 2024 21:41:36 +0000

Record of Observation or Review of Teaching Practice: Review of a peers practiceSession/artefact to be […] “”

Rebecca Harper wrote a new post on the site Rebecca Harper

Tue, 19 Mar 2024 21:19:23 +0000

An Account of running a Microteaching activity for colleagues. Brief Teaching Resource […] “”

Rebecca Harper wrote a new post on the site Rebecca Harper

Tue, 19 Mar 2024 20:52:46 +0000

Reflections on Workshop 3: Aims and outcomes & 4: Make the grade.Reflecting on ‘Learning Outcomes’ through the Transformative Power of Education and Reflecting on the reading of ‘Doubting learning outcomes in higher education contexts; from performativity towards Emergence and Negoti

Rebecca Harper wrote a new post on the site Rebecca Harper

Tue, 19 Mar 2024 20:50:23 +0000

Reading and Workshop reflections:‘ Reflect on this..or that?Annamarie McKie: ‘Reflect on this..or that? Enabling space for reflection in the creative arts’ My reflections from the workshop titled “Reflect on this..or that? Enabling space for reflection in the creative arts” by A

Rebecca Harper wrote a new post on the site Rebecca Harper

Tue, 19 Mar 2024 20:47:11 +0000

Reading Reflections: Concepts of Personal Reflective Space and Dyadic Reflective Space.Reading reflections on: Pages 55-69 of Thompson, Sue, & Thompson, Neil. (2008). The critically reflective practitioner. I enjoyed reading Clutterbuck’s argument that ‘Reflective space is important at three levels; perso

Rebecca Harper wrote a new post on the site Rebecca Harper

Wed, 17 Jan 2024 17:01:14 +0000

Drawing Laboratory: Research Workshops and Outcomes

Michelle Salamon, Associate Lecturer, BA (Hons) Graphic Communication Design, Central Saint Martins

I was compelled towards reading this text primarily […]

Rebecca Harper wrote a new post on the site Rebecca Harper

Wed, 17 Jan 2024 15:51:57 +0000

‘The design critique and the moral goods of studio pedagogy by Jason K. McDonald and Esther Michela, Brigham Young University, USA’

I was happy to read ‘The design critique and the moral goods of studio pedag […]

Rebecca Harper wrote a new post on the site Rebecca Harper

Wed, 17 Jan 2024 15:13:26 +0000

Unit 1: Theories, Policies and Practices Unit.

On the first day of the PgCert I arrived aptly an early bird, enthusiastically helping to move chairs and tables around the classroom into groups of 5, curious to […]

Rebecca Harper wrote a new post on the site Rebecca Harper

Wed, 17 Jan 2024 14:45:11 +0000

Hello, I am Rebecca Harper and I have been an Associate Lecturer at Camberwell College of Arts teaching on the CCW Foundation Diploma, Painting Specialism since 2019. Outside of UAL I am a Painter by practice, […]