Before we belong, we must gather

From O-Week to Gather Week: Building Belonging from Day One

The contemporary university experience is markedly different from previous generations. For those who attended university before COVID-19, O-Week (Orientation Week) was a dynamic, often chaotic rite of passage. Typically characterised by lively events, free-flowing social interactions, live music, and a sense of excitement, O-Week served as a critical transition from high school into independent university life. The vibrant campus atmosphere facilitated organic socialisation and rapid immersion into university culture.

However, recent evidence highlights a noticeable shift in student commitment to campus engagement and traditional O-Week activities. Factors include the lingering impacts of the pandemic (Chirikov, Douglass, & Thomson, 2025; Mowreader, 2025), increased part-time employment pressures, and evolving attitudes towards higher education. Dr Kathy Egea, coordinator of UTS’s First Year Experience Project, has observed a marked decline in attendance at traditional orientation events, raising concerns about students’ sense of belonging (Egea, Griffiths, & McKenzie, 2014; UTS, n.d.-b).

Belonging is not merely beneficial; it is foundational. Research confirms that students who feel a sense of belonging demonstrate greater academic success, improved retention, and enhanced well-being (EAB, n.d.; Gilani, 2025; University of Melbourne, n.d.). UTS recognises this within its Student Experience Framework, emphasising “Belonging (connection to people, course, and institution)” as critical to student persistence and self-efficacy (UTS, n.d.-c).

Introducing Gather Week: Cultivating Community from Day One

Research affirms that gathering and socialising are essential precursors to genuine belonging. Weiss (2021) observes that students’ capacity to build social networks facilitates transition into higher education. Similarly, Brooman and Darwent (2013) highlight that social integration—via connections with peers, staff, and activities—is foundational to belonging. Imperial College London’s Social Ties and Student Lives Project reinforces this, noting that shared networks and norms underpin inclusion and cooperation.

In our study, commencing students’ early perceptions of belonging were shaped not only by spontaneous peer interactions but by deliberate scaffolding from academic staff and structured opportunities for engagement (Lim, Atif, & Farmer, 2021). Passive attendance at O-Week no longer guarantees embedding into learning communities; universities must design transition experiences that integrate academic, social, and emotional dimensions.

Universities globally have reimagined orientation. The University of Chicago implemented an alternate reality game, The Parasite, immersing students in collaborative problem-solving to strengthen community bonds (Barber, 2023). The University of Sydney’s Welcome Week has pivoted to inclusive, low-pressure events such as friendship-bracelet making and club fairs (The Guardian, 2024).

Beyond orientation, block learning models show promise. Victoria University’s Block Model—one subject at a time—has improved pass rates and retention, particularly for diverse cohorts (McCluskey, Weldon, & Smallridge, 2020). Southern Cross University’s immersive six-week blocks have likewise increased satisfaction and outcomes (Wilson, Lucas, & Richardson, 2023). Together, this evidence supports replacing a purely social O-Week with a purposeful, research-informed Gather Week that prioritises multidisciplinary collaboration and belonging from day one.

A Structured Approach: Key Components of Gather Week

This immersive, mandatory five-day “uni-start block” establishes academic, social, and emotional foundations:

1) Know Oneself: Personal Insight & Data-Driven Support

Students undertake psychographic assessments to understand strengths, learning preferences, and personal attributes. Once the preserve of talent management, psychometrics now help institutions personalise support and improve persistence (Psico-Smart, 2024).

2) Know Others: Embracing Diversity & Inclusion

Workshops equip students to engage confidently with diverse campus communities and future workplaces, aligning with UTS’s commitments to equity, diversity, and inclusion (UTS, n.d.-e).

3) Hackathon: Collaborative Social Impact

A two-day hackathon tasks interdisciplinary teams with real social issues connected to initiatives such as the SOUL Award and Shopfront (UTS, n.d.-d; n.d.-f). Hackathons enhance teamwork, experiential learning, and critical thinking while building a shared sense of purpose (Edmonds, 2025; Goodwin University, 2024).

4) Academic Literacy: Essential Skills for Success

• Effective writing: argumentation and referencing (Janks & Ivanič, 2011).
• Library & research skills: database navigation, evaluating sources, ethical research.
• AI literacy: critical and ethical use of LLMs (Maxwell, 2024).
• HELPS support: ongoing language and presentation support to reinforce confidence and belonging (UTS, n.d.-a).

5) Admin Essentials: Navigating University Life

Practical sessions on key policies, workload management, and access to services—including UTS Counselling—address isolation and homesickness, building resilience and agency (UTS, n.d.-g).

6) Connect: Building Meaningful Networks

Structured pathways into clubs and societies via ActivateUTS (180+ student groups) help students form friendships, learning communities, and a durable sense of belonging (University of Sydney, n.d.; University of West London, n.d.).

Alignment with the Student Learning Engagement Framework

Sample Gather Week Timetable

Four Student Personas: Collaborating for Social Impact

Theme: Nourishing Sydney – Tackling Urban Food Insecurity

Their interdisciplinary project, NourishNet, integrates technology, health promotion, and community empowerment. This collaborative model exemplifies how Gather Week can advance university social-impact commitments while strengthening students’ sense of purpose.

Conclusion: Gathering to Belong

By embedding Gather Week as a foundational experience, universities can ensure every student begins their journey equipped, connected, and ready to thrive academically, socially, and emotionally. Belonging is not accidental; it is intentionally cultivated through supportive structures, collaborative learning, and meaningful relationships (Lim et al., 2021).

References

• Barber, G. (2023). An alternate reality game that takes freshman orientation to a new level. Wired.
• Brooman, S., & Darwent, S. (2013). Measuring the beginning: A quantitative study of the transition to higher education. Studies in Higher Education, 39(9), 1523–1541. https://doi.org/10.1080/03075079.2013.801428
• Chirikov, I., Douglass, J. A., & Thomson, G. (2025, 18 March). Five years after COVID, U.S. university students still lag in key areas. Research UC Berkeley. Link
• EAB. (n.d.). 5 key components of student belonging in higher ed. Link
• Egea, K., Griffiths, N., & McKenzie, J. (2014). Designing first-year transition experiences: A practice report. The International Journal of the First Year in Higher Education, 5(1), 147–154. https://doi.org/10.5204/intjfyhe.v5i1.197
• Gilani, D. (2025). Understanding the factors and consequences of student belonging in higher education: A critical literature review. Journal of Learning Development in Higher Education, 5(3). Link
• Imperial College London. (n.d.). Social Ties and Student Lives Project. Link
• Janks, H., & Ivanič, R. (2011). Critical literacy and academic writing. Journal of Adolescent & Adult Literacy.
• Lim, L.-A., Atif, A., & Farmer, I. (2021). Belonging, peer support and the role of academic staff in the first-year experience: Perspectives of commencing students. Student Success, 12(2), 13–23. https://doi.org/10.5204/ssj.v12i2.1917
• Maxwell, J. (2024). AI literacy in higher education. (Briefing note).
• McCluskey, T., Weldon, J., & Smallridge, A. (2020). Evaluating Victoria University’s block model. Journal of University Teaching & Learning Practice, 17(2). Link
• Mowreader, A. (2025, 11 April). Data: Students less involved on campus post-pandemic. Inside Higher Ed. Link
• The Guardian. (2024, 19 February). Friendship bracelets and club fairs: How Australian university O-weeks have changed. Link
• University of Melbourne. (n.d.). Fostering a sense of belonging. Link
• UTS. (n.d.-a). Higher Education Language and Presentation Support (HELPS). Link
• UTS. (n.d.-b). First Year Experience Project. Link
• UTS. (n.d.-c). Student Experience Framework. Link
• UTS. (n.d.-d). SOUL Award. Link
• UTS. (n.d.-e). Equity, diversity and inclusion at UTS. Link
• UTS. (n.d.-f). UTS Shopfront. Link
• UTS. (n.d.-g). Counselling services. Link
• University of Sydney. (n.d.). Welcome events and clubs. Link
• University of West London. (n.d.). Student life and societies. Link
• Weiss, J. (2021). Social integration in higher education. Higher Education Research & Development, 40(3), 632–646. https://doi.org/10.1080/07294360.2020.1842330
• Wilson, S., Lucas, R., & Richardson, S. (2023). Implementing immersive block learning: Lessons from Southern Cross University. SSRN. Link
• Psico-Smart. (2024). Psychometrics in higher education (vendor brief). Link
• Goodwin University. (2024). What is a hackathon? Link