Intervention proposal

As a course leader, I want to utilise the intervention to tackle a challenge that I am aware of on a course level.

Students have responded, via the National Student Survey (NSS), that their sense of belonging on the course, and in the college is low. I think that this creates a series of further challenges such as attendance and attainment. This further negatively impacts the course as a whole and the teaching team.

This year, I have worked with the course leader from Creative Direction for Fashion on a series of course ‘mixers’. These have been low key events, largely conversational, where we encourage students from across the three year groups to meet and mingle, with the hope of forming friendships and potential collaborations.

While they have been moderately successful, I feel that much more can be done, particularly when it comes to creating an inclusive space where those students who might prefer non-verbal forms of interaction and engagement could enjoy the activity. In this instance, I am thinking about our international students, for whom English is a second or third language. I am also thinking about students who experience forms of neurodivergence.

During one of the previous mixers, I noticed that when one student brought out a pack of cards, there was an instant shift in the group dynamics. There was a focus on the cards, the initial explaining of rules, playing the game (in which I partook), and during the game, interaction took place that in essence achieved what we course leaders had desired, laughter, getting to know one another, etc.

This got me thinking about gaming as a social activity. So, based on previous social events, I want to design another mixer event, an intervention with gaming at its core, as a form of community building.