The first workshop session in the unit was highly valuable as we were able to discuss our evolving ideas for our interventions. On reflection, I found that my original idea for the intervention was problematic. This was due in part to an unrealistic timescale, as I did not previously realise just how short we all were on time in order to complete the intervention. Furthermore, I cam to realise that my intervention idea was going to be too resource heavy, with time and budget as very limited resources available to both myself and my teaching team.
During the course of the workshop, I reviewed and edited my ideas for the intervention, and subsequently for the entire action research project. As we discussed our ideas in groups, I explained that my intervention had evolved into a response that considers belonging as an aspect of social purpose in the teaching spaces at LCF. In particular, I have observed that there is a lack of spaces on the course that I lead for students to go to if they feel overwhelmed or if they want to work in a space that requires that ability to make a ‘mess’. Anecdotally, students have commented in class that while East Bank functions well as a building, it can at times feel sterile or soulless.
With the above in mind, I am using the action research project as a means to investigate student’s sense of belonging, and whether this can be improved by a small intervention in our teaching spaces, by designating a ‘breakout space’ for students to occupy at times when they may feel overwhelmed, or need a space to sit and think, with the added option of making work that cannot be made in the usual teaching spaces.
As a result of conversation with tutors and peers, I left the session feeling in a much more positive and knowing place when visualising the project’s intentions and reach.