1. Expanding induction and using the VLE to enhance induction to First Year Life Science
Dr Chris Finlay & Dr Maureen Griffiths School of Life Sciences

2. This work was undertaken as part of the What Works
This work was undertaken as part of the What Works? Retention and Success change programme, funded by the Paul Hamlyn Foundation, co-ordinated by the Higher Education Academy and Action on Access.
Activity at UofG was co-ordinated through pre-existing structures: Retention Working Group (established 2006), reporting to the Learning & Teaching Committee.
Disciplines had ownership of their own activities with support provided by the project manager – discipline leads volunteered for the core team.
Student participation was included through SRC student representation on the working group but also students on the discipline teams to inform activities in the Schools.
Institutional buy in was key and allowed for a central point of contact and project coordination. AB

3. Why Induction?
‘…there isn’t really any kind of expected level …and then obviously you get hit with stuff quite quickly so you don’t know where to pitch it, you don’t know where you are supposed to be.’
With large class sizes ( ) and a relatively small staff management team, the VLE has become central to fostering student engagement and communication for supporting student induction and transitions, alongside face-to-face sessions CF

4. Post-results relationship building Extended induction First term
Support prior to entry
Decision making
Post-results relationship building
Extended induction
First term
First semester
First year CF
Initial induction
Induction Week
Freshers Week
Welcome Week
Cook, T. & Rushton B. (2008). How to Recruit and Retain Higher Education Students: A Handbook of Good Practice, Routledge

5. Extending Induction Support Prior to Entry Initial Induction
Extended Induction
Contact pre-enrolment
Orientation talks
Q&A sessions
Facebook group
Redesigned Induction lectures
Life Sciences Moodle Hub
Course Information Documents available in advance
Induction activities (labs, tutorials)
Support Sessions:
Effective Learning Advisors
Careers
Skills training
Tailored orientation days:
Local students
Mature students
Freshers Week
Peer support networks encouraged and supported
Welcome packs

6. VLE Development
Development of the VLE to make core information accessible to all students within the School, irrespective of year CF

7. VLE Development CF

8. VLE Development
Student tasks and activities through the VLE to promote active learning and a sense of belonging CF

9. Outcomes
Redesigned induction sessions had an increased attendance (80-96%) compared to comparable attendance at other activities (60-70%).
Providing the CID in advance proved popular with Life Science students. Non-life science students did not receive it so this is something that needs to be addressed.
The Taster Quiz received positive feedback and over 28,000 views. 72% of the class voluntarily completed this in week 1 (average score = 10/20). 52% completed it again at the end of the semester (average score 18/20). CF

10. Outcomes
Self Assessment Exercises were very popular with students. When opened as revision quizzes prior to the exam they received up to 49,000 views.
Additional Evidence: What Works? Engagement and belonging survey
Student self confidence has increased from the start of this project
Students feel more at home at the University
Students are more willing to seek out academic staff to discuss their course
Students are more confident that they will successfully complete their course. CF
Yorke, M. (2014). The development and initial use of a survey of student ‘belongingness’, engagement and self-confidence in UK higher education, Assessment & Evaluation in Higher Education. Available online.