From cohort to community: how to support student-led initiatives

A strong sense of belonging to their university and study experience has long been linked with students’ improved retention and study outcomes. How well students feel connected to their study, teaching staff and their peers also has a direct impact on their mental health and well-being as well as their capability to develop discipline and academic knowledge.

Since 2018, the Faculty of Humanities, Arts and Social Sciences (HASS) at the University of Queensland has been piloting initiatives to enhance a sense of belonging and connection for students. We have focused on building community within disciplines (at course level) and supporting clubs and societies through collaborative partnerships.

A foundation of the student experience

Our support model allows for an authentic partnership between students and staff, with several key factors ensuring success.

1. Provide straightforward access to funding

Easy-to-access funding is critical in empowering students and staff to undertake cohort-building activities both in and outside the classroom. Students and staff alike may have an idea in mind but lack the funds to get their idea off the ground. However, a small allocation of funding – usually $100 (£52) to $500 – is often plenty to support an idea for an event and initiative. Activities could include coffee catch-ups, study skills sessions or trivia events. The success of smaller initiatives can then build towards larger events (with bigger budgets).

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Where possible, make access to funding simple. It should be straightforward and broadly applicable. Collate information and answers to FAQs as they arise in an accessible source for students to refer to when needed. This allows students to see what kinds of ideas have already been floated and how new ideas could be supported. Our cohort connections guidelines document for clubs and societies is an example of how to do this.

2. Support diverse student experiences that align with faculty values

Recognise the value of extracurricular student-led initiatives in shaping a sense of belonging for students. Branch out to support initiatives that might not be directly affiliated with the faculty but align with its values. In broad faculties such as HASS, the diverse student populations are often involved in a range of student clubs, both faculty and hobby or special-interest related. These extracurricular clubs can put staff in direct contact with students who may otherwise not be involved with faculty (which may open the door for them to be more involved with faculty-related initiatives).

HASS, for example, supports the UQ Minorities in Media Society, which is not strictly a HASS discipline, like English literature, but works as a safe, welcoming space for diverse students. The club allows students to exist in a space where they otherwise might not. The society then acts as a touchpoint for these students and helps them to be more involved with faculty-wide related initiatives, including HASS orientation, the HASS ball and other discipline-related clubs such as UQ History Society and UQ Advanced Humanities Society.

3. Make an accessible point of contact

Have an accessible staff member whom students can contact directly for assistance. Many students might not be aware of what kind of assistance is offered for their initiatives or how to navigate the application processes. Assistance should be flexible, ranging from general event planning and marketing advice to detailed specifics of your university’s grant application processes. Diverse students, in particular, can benefit from being walked through processes to access support, as self-deselection may mean they are less accustomed to reaching out.

Be active with this role. Ways to interact directly with the student cohort include regular email contact or running stalls at orientation and market days. Be aware that anxiety, certain disabilities or schedule restrictions might prevent students making contact. Having both an online and physical point of connection allows students to access support in a way that suits them. A familiar, friendly face is an important cornerstone for cohort connections and to bridge the gap between students and staff members.

4. Be truly student-led

Allow students to take the lead – and prioritise their ideas. Staff should take on supporting roles, and assist with the logistics of event planning, including finances and marketing. This ensures that the initiatives are relevant for the cohort, boosting student participation. Students are also more likely to build genuine connections with the university and their peers when they are participating in events that align with their interests and needs. Furthermore, this approach gives students confidence in developing event-management skills, and it empowers them to take on larger projects in the future. These are valuable skills for both personal development and employability.

Students shape communities and vice versa

Remember that building strong cohorts will look different from place to place, year to year. The student cohort will be shaped by the community your students find themselves in. As staff, the best you can do is support these students in building their community to suit their needs and assist where you can to help your students build their own solutions.

In our experience, these are points that have led to successful cohort building. We are excited to hear about what has worked in your spaces for your community.

Ranita Thompson is dual-degree bachelor of science-bachelor of arts student, Joanne Walmsley is a bachelor of international studies student, and Ben Graham is acting manager of Student Futures in the Faculty of Humanities, Arts and Social Sciences; all are at the University of Queensland.

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