Spotlight on ‘Voicing Vulnerability’
It’s lunchtime on Woodland Road. The autumn skylight floods in through the bay window at the Multifaith Chaplaincy. The meeting space is bustling with a few members of staff and dozens of students all giving friendly greetings and catching up over complimentary tea, coffee, and today’s affordably priced soup: Thai Style Pea, Mint & Coconut.
I weave through groups of students immersed in conversation and try to capture a few snippets of student conversations, thoughts, feelings, and perspectives centered around dis/connection, failure, and feedback that make up our experiences of vulnerability whilst at the University. The approach of this Humans of Bristol University feature is to turn towards community spaces at the University and the people bringing these spaces to life.
What brings you to the Multifaith Chaplaincy?
Emily: I love this space. I love the soup. I love what these women are doing here; affordable soup is such an incentive to meet up with friends and grab lunch on campus. The meeting room has a calm and relaxing atmosphere.
Tom: Yeah. I feel like it is a much better working environment than some of the larger libraries across the campus with clinical lighting and intimidating atmospheres. For me, the Arts and Social Science Library might be a good spot if you are doing work at 3 AM and want to stay awake. But I find the space quite clinical. In often feels like a sad place in the daytime, so I tend to come to the Multifaith Chaplaincy to study in a more relaxing ‘Living Room’ environment.
Do you think University staff and students could benefit from more of these community-oriented spaces and the services and support they offer?
Maya: Yes! Especially if staff are also involved. Some of us have so few interactions with staff members because of our limited contact hours.
Tom: Also, I feel like there is a demand at the University for spaces like this one. I mean look at the popularity of the SU Living Room… it is so busy there now. In a way, the space has become a bit too busy, so I still think the Multifaith Chaplaincy is the place for me. We definitely need more community hubs on campus to offset the demand of the SU Living Room and to not run the risk of our social and community spaces quickly becoming overcrowded.
What are your thoughts on the growing importance of the ‘Ways to Well-being’ strategy at the University? What do you think is working and where do you think the University needs to improve?
Emily: This year I know where the well-being advisers are in our department; we receive a lot of e-mails about this. I think the University has done a lot more than people tend to give them credit for. The University is getting better at preventative strategies despite the wait-time for counselling remaining rather disappointing.
Tom: I think overseeing student attendance at lectures would be nice. And it does seem to be working for the courses that already do this. The University should grow from this strength. It’s important to check up on how students are doing, whether they are faring well, especially those who do not feel up for coming into University.
Emily: It would be nice knowing the university actually cares about us as people beyond our academic production.
Maya: Also, I think the fact that we do not meet our personal tutors very often is quite detrimental to student well-being. I mean my personal tutor meets with me like once a term officially. Me and so many of my friends feel like we do not know what we are doing most of the time. Then we get grades and feedback returned and feel confused as to how we ended up with the grade: good or bad.
In terms of negative feedback, how do you feel reading back on comments from markers?
Emily: Most of us enter University with optimism and high expectation, we often feel the pressure to make the most out of the experience and excel in the best way we can: whether that is socially, in our extracurricular activities, or in our academic grade. Sometimes, given the random collection of factors and unexpected events, we do not succeed in our personal aspirations at University – this can unsettle us emotionally.
Tom: I guess most of us don’t feel well-equipped to cope with failure. University needs to prepare students for failure and educate us on mechanisms for coping and reflecting on that failure. A disappointing mark is never just an academic failure, but it can feel like a personal failure as well.
Where do you draw energy and support when you are feeling vulnerable or a little lost at University?
Maya: I think course mates have become so important for me. Actually, without them I would feel so lost. We have created group chats and can help each other out with notes and support each other in both the administrative and academic sense.
Emily: Yeah, I am lucky because biology is quite a friendly course.
Tom: Oh really? What? Does everyone really get on with everyone? My course feels so cliquey.
I point out how the opportunities to forge connections across our academic cohort and to develop a sense of belonging should not be left to mere chance and luck. Instead, the ‘importance of course mates’ should be part of the University Well-being Strategy and we ought to think about how much our teaching and learning spaces are conducive to forging personable connections.
Do you recall memories of a time where you had positive engagement with academic staff and how you benefited from it?
Tom: I actually remember a time where the absolute inverse happened. I remember a time where I was snubbed by a member of staff. I was sort of following him after a lecture and I went over and said “I am really interested in (X) you presented and (Y) in the slide, could you tell me more about how (Z) might fit into what you are talking about?”
He replied by saying I should go and research this myself and find it all out for myself. But, you see, I was trying to do that, but I was confused. Despite expressing interest and showing engagement I seemed to hit a wall. I felt like this particular staff member really did not care about me. I think the overemphasis on ‘independent learning’ makes me feel frequently deflated.
Emily: I agree. I find the whole ‘learn by yourself’ style of teaching quite isolating. If I am trying to engage with staff after a lecture or in consultation hours, then I think we are within our right to ask for a bit more personable support and guidance from staff rather than relying on their signposts to research papers. For me the learning is in the process, and staff should be contributing to that learning process. Sometimes I feel like the only recognizable outcome of our academic pursuits is the grade, but what about the learning process required to construct the essay argument itself? I guess a 2000-word essay can’t really encompass all the intellectual growth spurts we feel throughout the term. Nor can all of our learning be neatly certified in a 60 or 69. Yet we still feel like a failure if we do not receive the numerical grade we hoped for.
Tom: Yeah, failing has so many negative connotations to it. But sometimes our failures can create moments of learning. It could be cool for us to reorder the popular narratives around failure and success. At the end of the day we are all imperfect and we could use this attribute to transform how we respond to challenging experiences of disappointment and inadequacy.
Emily: Instead of saying, ‘What grade did you get?’ me and my friends ask, ‘Are you happy with the grade you got?’. We then start to talk about our feelings around expectation and disappointment rather than ending our conversations with a numerical grade.
Owen Barlow BILT Student Fellow 19/20 – working on the project ‘Wellbeing and the Curriculum’.