This page aims to equip advisors to involve students and make them feel like they belong in virtual community building efforts. It is a culmination of resources and ideas collected from the Berkeley Advising community as well as campus partners that have developed guidance on establishing a virtual culture.
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Guiding Principles
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Why is Building Community Critical to Our Work?
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Students as Partners in Community Building
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What to Consider
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Ways to Build Community in a Virtual Environment: Examples from Campus Colleagues
Guiding Principles
In addition to UC Berkeley’s Principles of Community, we encourage advisors to draw upon the guiding principles identified by the Student Engagement and Services work group.
Student-centered
To create belonging and build a community where each individual can bring their full authentic self, it is important to recognize the global, holistic needs and humanity of each individual. Engage in co-construction of activities that empower students to make decisions that enhance their experiences, optimizes choice, increases understanding through transparent communication, and protects the health and well-being of all of the Cal community of students.
Equity-centered
Ensures accessibility for all students; makes disability access a foundational part of the planning process for all activities. Proactively engages with disparately impacted communities and differentiates to address the different needs for different communities. Affirms racial, cultural, and gender identities to foster positive academic and social outcomes; demonstrates a commitment to dismantle supremacies and centers marginalized experiences; addresses racial injustice such as Anti-Black racism, Anti-Semitism, Islamophobia, Xenophobia with courage and consistency.
Flexible & adaptable
Creates an environment and tone of compassion for students navigating ambiguity; makes a commitment to being nimble and flexible in response to emerging situations and information; creates processes that are responsive to on-going operational and societal changes and adopts structures, activities and tactics that are creative and innovative.
Collective mindset and community spirit
Understands and acknowledges interdependency; embraces collaboration and cross-cultural communication with generative and shared accountability.
Why Is Building Community Critical To Our Work?
Nancy Schlossberg argues that belonging and mattering are intertwined, and when one is made to feel that they belong, one feels like they matter. And when this is absent, one can feel marginal, out of place, like they do not belong.
During these unprecedented times, students are experiencing remote learning from varying environments that are not in line with the expectations they had of their Berkeley experience and this may lead to an increased sense of isolation. How can we adapt and change the way students receive support, engage in community, and experience a sense of belonging?
Alexander Astin contends that quality and quantity of a student’s involvement is proportional to learning and development. “Involvement creates connections between students, faculty, and staff that allow individuals to believe in their own personal worth. This involvement also creates an awareness of our mutual relatedness and the fact that the condition of community is not only desirable but essential to human survival.” (Schlossberg, 1989)
Astin, A. W. "Student Involvement: A Developmental Theory for Higher Education." Journal of College Student Personnel, 1984, 24, 297-308.
Schlossberg, N. “Marginality and Mattering: Key Issues in Building Community.” New Directions for Student Services, 1989, 48, 5-15.
Students As Partners In Building Community
While community building takes intention and effort, it does not have to be one advisor's responsibility to create and sustain. In fact, the most healthy, engaged and sustainable communities are often the result of a co-creation between multiple members of staff and student leaders.
We encourage advisors to approach community building as an opportunity to work with and follow the lead of students so that they feel empowered to collectively create a culture of caring and support for themselves and their peers. We also recognize the creativity of students to develop innovative and meaningful opportunities for connection that resonate with their peers.
Whether or not these student leaders are student staff, we encourage setting expectations and orienting them in FERPA and virtual community building
What To Consider
Student Needs
Before you plan, ask students what they need or want from their community. Consider students’ physical, mental, academic and emotional states as well as Maslow’s hierarchy and basic needs - it may be more challenging for a student to engage in community building efforts if they are not able to meet their most basic needs.
Inviting students to help create a community space that meets them where they are at and addresses their needs will set a welcoming tone for meaningful engagement.
Your Own Engagement
We are all a part of the Berkeley community and as such, can gain much from connecting with one another. Reflect on how to share about yourself while maintaining healthy boundaries. Ultimately, we recognize that we are building community spaces that center students and help them grow.
Students are living in a virtual world in multiple time zones where office doors do not physically close at 5pm PST. Consider how to make your services accessible to students across the globe while being clear with students about when you are available and when you are not available.
Identify ways to connect with students that feel comfortable and authentic to where you are at in this time. Do not be afraid to acknowledge that times are challenging for all of us, and that we are all going through something. It is important to raise self-care in community conversations and in order to bring that energy, we must take the time to care for ourselves.
If you are comfortable doing so, show your video and allow students to turn theirs off. One Advisor received feedback that, “Some students have said that it was important that I had my video on, even if they turned their video off, because it shows that we are connected, I’m looking at them.” (Kimberly Henderson, School of Public Health)
Privacy
Set up guidelines and group agreements so that folks know in advance whether or not the space is confidential. Consider what you are asking students to share in the space.
In addition to the virtual norms of community you create with students, be aware that the physical environment students are in may impact students’ comfort levels with sharing. Students have reported that visual indications of socio-economic differences, for instance, have created inequitable dynamics in the virtual world that were not as outwardly apparent in a classroom setting. Also consider who is in the virtual and non-virtual room, such as family members or roommates, and how this may impact students’ abilities to engage at the same level. For example, some students who identify as LGBTQ+ may or may not be out to their families/support network, and may decide how they want to present in various spaces. Consider how all our students may, or may not, be able to be their full authentic selves during this time, and how that may be impacting them.
Diversity of Student Identities and Styles
Integrate practices for introverts to contribute in a safe way, for instance by sharing their thoughts via a chat function in a Zoom or Hangout meeting and/or talking in smaller breakout groups.
Meet multiple learning styles by incorporating audio, visual and kinesthetic stimuli into your community space.
Be cognizant of and responsive to students’ varying levels of navigational capital and offer multiple pathways for students to connect with their community.
Mentorship programs, especially between students of similar interests or backgrounds, can be a great way to both build community and provide experienced students and/or alumni with an opportunity to develop their leadership skills. It also can foster a sense of belonging for students from underrepresented backgrounds.
Offer identity-based programming. For instance, the Transfer Student Center held a workshop on navigating UC Berkeley as a first generation college student which had a lot of appeal. “Whatever we can do to help students feel seen is engaging them.” (Lorena Valdez, Transfer Student Center)
Equity, Inclusion & Access
TechnoInclusionTM is the practice of using equity and inclusion strategies via technology to create validating experiences, a positive organizational culture and a sense of belonging that connects people to activities, information, opportunities and networks within an organization. Check out how this innovative model is being piloted in the STAR: STEM web tool by Cal NERDS.
My vision in designing STAR.berkeley.edu, was to be INTENTIONAL about creating a positive digital campus landscape that amplified access for folx to explore STEM opportunities at Cal in a way that promoted diversity, equity, and inclusion. Using the TechnoInclusionTM framework allowed us to do that, for example by highlighting the narratives of various STEM role models (like a Nuclear Engineering major who is part of a Mariachi band). There are a lot of different ways to be successful at Cal and it is important that we share those stories and try to validate interests in pursuing STEM pathways by making this information accessible for all. - Diana Lizarraga, Director | Cal NERDS | E&I STEM Equity & Success | STAR Web Tool
Below are a few recommendations on providing accessible virtual community spaces. Be sure to check out the Advising Matters best practices and resources for more information. When promoting a community building opportunity, be sure to include contact information of where students can submit accessibility requests.
For virtual meetings, consult the Zoom accessibility and Google Meet/Hangout accessibility resources.
Consider time zones! Berkeley students are living across the globe and it is best to choose a time that works for many time zones. An alternative is to host the same event more than once that caters to different regions of the world.
Students in China may not have access to Google or YouTube. Consider what technology may be accessible to your student population. Consider reaching out to the Berkeley International Office or International Programs at UC Berkeley Extension if you have a question about what is or is not accessible.
Relevancy and Responding to the Moment
A recent survey found that 60% of students indicated that the pandemic has made it more difficult to access mental health care while financial and other stressors have increased. (The Healthy Minds Network, American College Health Association. The Impact of Covid-19 on College Student Well-Being. July 2020.)
In this time of increased anxieties and challenges, how do we cultivate a culture of wellness and integrate healthy practices in our communities? Consider providing space for students to take care of themselves and build healthy spaces for them to connect and release stress. Take advantage of the resources provided by the Berkeley Greater Good Center such as this resource for six online activities to help students cope with Covid-19. Lastly, do not hesitate to encourage students to take advantage of Counseling and Psychological Services.
In this time of physical distancing and remote learning, consider how to connect students across geographies. For instance, the Berkeley International Office recently launched a Global Pen Pal program that matches international students with other students to connect from a distance and take part in cultural exchange. Summer Session’s Pre-Collegiate Program hosted an ambassador run Boba making workshop that uplifted student leaders, and enabled participants to engage in a core component of Berkeley culture.
In an ever-changing and always dynamic time, consider how to connect our community building efforts to what is rising in the world around us. For instance, the Physics Department held a Strike for Black Lives event earlier this summer in response to the recent uprisings across the US and Black student and alumni athletes used their voices to demand change in this powerful video. In addition, the Career Center is planning events to prep students on how to be career ready in uncertain times. When co-creating with students, ask them what issues are presenting as important to them and how you can leverage your unit’s resources to respond.
Ways to Build Community in a Virtual Environment
Peer to Peer Opportunities
Consider that creating a sense of belonging can occur in small groups or one on one with their peers, a mentor or a staff member. Community building often occurs at larger events, but having one on one or smaller group options in addition to larger events help students build relationships and may lead to a more salient sense of belonging. Mentorship programs offer the opportunity for leadership development and growth for both the mentor and the mentee.
Utilize the talent within your unit by pairing up your current students with incoming students. Assign them in pairs or small groups based on commonalities. Ask the mentors to identify structured topics or questions to bring to conversations, and to hold those conversations regularly.
Global Pen Pals. A one-on-one pairing program from the Berkeley International Office that matches international students with domestic students to allow participants to make connections from a distance, and take part in cultural exchange. Participants should be committed to communicating with their pen pal at least once every 2 weeks. The program is structured around discussion themes to help guide conversation and prompt discussion throughout the semester. Communication will be done primarily over email, although physical letters are also encouraged! (Berkeley International Office)
Virtual Roommate. Students were matched by looking at a number of criteria such as major, high school, hometown, etc. to try to match students with common affinities. Hometown was a big factor as they could have opted to connect in person, (physically distant of course). They were provided guidance in that they were to meet every day for 30 minutes and discuss a topic provided usually centered around a presentation given that day. They were also provided with guidance on listening skills, zoom etiquette, etc. (Marvin Lopez, College of Engineering)
Buddy System. In the Public Health Department, second year students manage a buddy system. They developed a survey asking about professional interests, hobbies, and what students are looking for and then matched students to peer buddies. (Liza Lutzker, School of Public Health)
Mentorship Program. In EECS, upper division students can mentor incoming freshmen, pair/share, and encourage students to try to explore campus resources, clubs, and organizations. They are also trying to bring in alumni and student orgs. (Krystle Simon, Electrical Engineering and Computer Science)
Grad Buddies. The Physics Department set new graduate students up with a returning student, to help with life at Berkeley, find research advisors, and more. (Joelle Miles, Physics)
Group Options
Intentionally bringing groups of students together opens a natural opportunity for connection. One critical component of group events during this time is to ensure sufficient structure is present.
Utilize Guest Speakers. The Public Service Center is hosting a speaker series this fall focused on movement building, organizing, especially given our political climate and upcoming election.
Establish Home Groups (Like Homerooms). The Public Service Center offers a monthly 1 to 1-½ hour check-in and reflection facilitated by staff. (Cassy Huang, Student Affairs - Public Service Center)
Host Student Panels. Encourage current students, or recent alum, to come back and share with the current students. The Athletic Study Center hosted a student panel about what it was really like to be studying during COVID. (Chris Grace, Athletic Study Center)
Thinking Beyond Zoom: Alternative Platforms For Online Engagement
A pro of utilizing Zoom is most students are very familiar with this platform. However, since students are in class all day on Zoom and increasingly using it for extra-curricular activities like internships, jobs and clubs, fatigue can occur. Consider utilizing an alternative platform - that students are also familiar with - for some synchronous or asynchronous activities. With many of these activities, if you have a peer or student worker, it can be great to assign them to moderate, generate content or to assist in the conversations occurring in these spaces.
bCourse Project Site. The Physics Department utilizes this resource to keep track of student tasks (direct deposit, class waiver forms, etc.) and post on a discussion board about relevant topics. Students can see the roster and who else is in the cohort. (Contact Joelle Miles, Physics Department)
Facebook Group And Bio Share.* Create a Facebook group for your students and have students, faculty and staff share their biography (including a photo) - who they are as people - to mimic the casual hallway conversations that aren’t happening virtually. (Liza Lutzker, MA of Public Health).
*Be mindful some students, faculty and staff are not on (or cannot access) Facebook.
Jamboard. Utilize this free interactive digital whiteboard in a variety of ways such as brainstorming ideas and/or ice breakers. Here is an example. (Judy Smithson, School of Public Health)
Flip Grid. A Chemical Engineering Masters program student created a flip grid, a video discussion board, where students can post a video in response. Flip grids can be good for introverts. We invited students to add a video before orientation began. Prompts can be sent in advance so people can prepare. (Iris Acosta, Chemical Engineering)
Asynchronous Activities
Community building can occur anytime - not just when students are face to face! Having tailored resources that are directed at your student population can make them feel included. Additionally, we know that the current generation of undergraduates are digital natives, and often utilize technology in creative ways to express themselves. Consider capitalizing on this and setting some fun tasks for students to create on their own (that could be later shared on a group site, social media or at a live event).
Create a Digital Item to Share. Ask students to take a selfie with their favorite Zoom background or a background that they made themselves. It could be general or have a specific theme or topic. In Cub Hub, a virtual space created for Pre-College students, students and alumni can visit continuously. Students were given fun challenges or prompts such as “If your life were a book, what would the title be? Create the cover.” Summer Sessions also sent trivia challenges to all visiting students and staff mailed prizes to the winners. (Hannah Burney, Summer Sessions, Study Abroad and Lifelong learning)
Resource Website. The Student Athlete Engagement Page provides weekly updates, a calendar of events, mental health services, academic/advising tips, athletic performance/recovery plans, sports nutrition consults, holistic development services, and campus/NCAA support updates. Designated ASC/IA staff members, coaches, and student athletes collaborate on content. (Kasra Sotudeh, Athletic Study Center)
Slack. Students are engaging more and more with Slack and are becoming well versed in this platform. Consider having cohorts set up its own to use. (Joelle Miles, Physics Department)
Snail Mail. Physically mail a game prize, Cal or department swag or a welcome packet to your students. This tangible connection enhances connection through physical items.
Synchronous Activities
There is so much surrounding the day to day lives of our students that is stressful, why not use this time to just have a breather and have some fun together? There are several ready-made websites or online games of which you can take advantage, or consider what are some in real life activities that can translate to the online format. Remembering here, again, structure is key.
Just for Fun
Zoom Whiteboard. Can be used for an icebreaker or game like pictionary. Assign each student (or small groups of students in breakout rooms) a certain scene to draw and then come back to the large group and have everyone share their screens to show off their artistic skills. The presenter can enable the whiteboard by clicking "Share Screen" and then selecting "Whiteboard". Participants can contribute to the drawing by, on their screens, clicking "View Options" (at the top of the screen) and selecting "annotate" to activate their virtual paint brushes. When drawing is complete make sure to click the "save screen" option so that you can revisit it or share it later! (Alex Tan, Summer Sessions, Study Abroad and Lifelong Learning)
Gamify. Utilize a pre-existing game website such as Kahoot, GoGame, Jackbox and Skribbl
Breakout Rooms. Have topical questions set up for the rooms to keep conversations going. You can pop in each room to say hello! (Lorena Valdez, Transfer Student Center)
What’s In Your Wallet Icebreaker 2.0. Grab something in your house that describes how you are feeling. (Rebecca Anderson, School of Information)
Home Scavenger Hunt. Grab something: I received in the mail that I’ll never throw away, buyers remorse, I got on a trip etc. (Hannah Burney, Summer Sessions, Study Abroad and Lifelong Learning)
Virtual Pub Quiz. Provide a gift card from the department for the winner to incentivize students to participate. (Erin Blanton, Political Science)
Game Nights And Virtual Board Games. The Math Department offered to provide student affinity groups additional funding for these events, boosting existing student energy and supporting student leadership. (Jon Phillips, Mathematics Department)
“In Real Life” Activities
Meditation And/Or Yoga. Ask a volunteer to lead the activity or utilize a YouTube tutorial. Consider if there are any short practices that could be incorporated into other events. (Lorena Valdez, Transfer Student Center)
Watch A Movie. If students have Netflix, consider using Netflix Party, a Slack Channel, or a Group gChat for engagement. An alternative is to have students watch a movie asynchronously, and come together for a discussion later. (Lorena Valdez, Transfer Student Center)
Bake Cookies (Or Something Else) Together. Be mindful of the supplies needed, or use department funds to support students acquiring supplies. (Lorena Valdez, Transfer Student Center)
Open Mic. Host an open mic that encourages students to share spoken word, songs, visual arts, etc. (Berkeley International Office)
Weekly Coffee Break Chats. Have students host each week with specific topics/guiding questions, or ask students to share about the tea/coffee culture from their home culture. (Ziva Shachar, UC Berkeley Extension)
Faculty Research Fair. Faculty introduce their research and teams providing every student an opportunity to learn about them. (Kathleen Cooney, Physics Department)
Art Project. Host an origami (or other art) tutorial and have students show off their artwork! Remember to be mindful of supplies, ask a volunteer to lead the activity or utilize a YouTube tutorial. (Rebecca Anderson, School of Information)
Thank you to all the advisors that submitted these great ideas and shared ways they have been building community. Some submissions were slightly modified or edited for length. If your department has developed a community building program that you’d like to share please submit it here!
Authored by Anna Henry and Amy Veramay, September 2020.