First Impressions Count: Our Induction Experience Sue Barnes John Gardener Simon Quigley

Introduction Registry Services –The previous system –Student feedback – sense of not belonging Academic department Involvement –The New system –More Student – Staff interaction –Academic preparation for Modules

Background Recent research –Other UK universities highlighted similar concerns to those outlined locally Guidelines –Induction events provide foundations for social interaction between students –Induction activities promote development of good communication between staff & students

Planning for Change Meetings, meetings, meetings! –Student Services, Academic departments, Registry, other support services –Control devolved to Academic Departments Business School developed a sustainable programme as the vehicle of choice

Social Interactions (1) Lack of Staff/Student interaction needed to be overcome –Students knew their way around the campus, but not the department –Staff had briefly met new tutor group members, but no opportunity to know students individually or prepare them for their studies

Social Interactions (2) Welcome Week group Activities –Students in ‘Blocks’ of 30 (became Seminar groups) –‘Blocks’ sub-divided into teams of 5 –Block tutor provided welcome packs Treasure Hunt & Logo Competition Guided tour of department Students encouraged to get to know each other

Communication Single Campus University –Staff & Students meet regularly Reinforced in Welcome week by: –10 students had a meeting with academic staff member –Social gathering on Friday, lunch, quiz, voting on logo competition, prizes

Findings Student friendships formed during welcome week were enduring Student-Faculty contact –encourages cooperation among students –engendered positive engagement with studies

The Future Building on Success –More emphasis on Academic and Study skills –Students will be encouraged to write up a practical activity from Welcome Week as part of their Study Skills Module –Early feedback to form an action plan for future engagement in their own learning