Helping Our Students Integrate into the Social Life of Campus
By Grace A. Bagunu, UCSD Express to Success Programs
According to research in higher education, a student’s sense of belonging is largely built upon feelings of acceptance as an individual and as part of a community. This sense of connection impacts the quality of learning and social life on campus. Adversely, feelings of loneliness have a negative impact on students’ sense of community on campus (Cheng 2004, Tinto 1987). This is evident in assessment data yielded from surveys administered to students at UC San Diego, which indicates room for improvement. As UC San Diego first year students’ feelings of loneliness increased, students indicated their sense of belonging on the campus decreased from 2007 to 2008. So, what are we doing to help students socially integrate on our campus?
UC San Diego is not unique in its attempts to build a stronger sense of belonging among students and enhance social integration. D. X. Cheng (2004) suggests that there are six areas that our Student Affairs professionals should strive for in order to build a sense of community:
- Have an open environment where free expressions are encouraged and individuality is accepted and respected.
- Engage faculty and students in teaching and learning.
- Provide active social and learning environments in the residence halls.
- Foster positive relationships among ethnic and cultural groups through programs and student activities.
- Celebrate traditions and heritage of the institution.
- Provide assistance when students feel lonely or depressed.
One example of where Student Affairs is fostering positive relationships among diverse student groups is at the International Center. This year in the pilot Peer Leader Program, fifty international and domestic student volunteers serve as a resource to the incoming class of international students. Incoming students are encouraged to ask questions about classes, housing, and other campus-related topics and to meet with their peer leader at least twice during the academic year at a social event at the International Center or on campus.
Student Affairs units across the campus have made great strides in building a sense of community at UC San Diego. One colleague stated:
As student affairs professionals, we can continue to provide opportunities for students to become socially integrated. It is a goal of our Residence Life Office to build community within our residence halls and apartments. Our resident advisors understand this goal and implement strategies within their communities. We encourage them to personalize the experience with their residents, ensuring that they know all of their residents by name and something about them. Then, we encourage resident advisors to plan activities and programs that cater to the needs and wants of their residents.
Another colleague had an inspiring story to share:
I noticed a difference in this international graduate student majoring in Management Science. After participating in an ETS Public Speaking Seminar, this student gained more confidence in their presentation skills as well as their social skills. This confidence led to volunteering at the International Center and to taking on the position of orientation assistant where they assisted incoming international students with integrating into the campus community.
These examples are just a few ways in which Student Affairs is making a difference in fostering the social integration of students. From ice cream socials in the residence halls to campus traditions like UnOlympics and Family Weekend, Student Affairs is determined to respond to the charge that Cheng set forth for professionals in the field. But it doesn’t start and end there. We have the ability to engage colleagues in Academic Affairs, External and Business Affairs, and the Campus Community Centers to help UC San Diego excel in the ways in which we help students connect socially and feel a sense of belonging in the UC San Diego community. A professional colleague said it best: “I have learned one size does not fit all, so it is essential that we are knowledgeable about our unique student communities. After that we can work in partnership with students and others across the University to develop strategies and recommendations for action.”
There is “room to grow” as they say when things aren’t where we would like them to be. At UC San Diego, the Division of Student Affairs has set goals that each unit can utilize to focus programs and services to meet the developmental needs of individual students. In addition, there is a need for more collaboration and the creation of a common language that colleagues outside of Student Affairs can understand in order to enhance the academic and social experience of students. UC San Diego strives to create an environment where students feel accepted as part of the campus community through the strategic and purposeful development of events, programs, and services intended to reduce students’ feelings of loneliness and by fostering social connections while forming supportive friendships and meaningful relationships with peers.
References
Cheng, D. X. 2004. Students’ sense of campus community: What it means, and what to do about it. NASPA Journal, 41 (2): 216–234.
Cooper, R. 2009. Constructing belonging in a diverse campus community. Journal of College & Character, X (3): 1–10.
Keeling, R. P., ed. 2006. Learning reconsidered 2: Implementing a campus-wide focus on the student experience. Washington, DC: NASPA—Student Affairs Administrators in Higher Education.
Tinto, V. 1987. Leaving college: Rethinking the causes and cures of student attrition. Chicago: University of Chicago Press.