Expanding induction and using the VLE to
enhance induction to First Year Life Science
Dr Chris Finlay & Dr Maureen Griffiths
School of Life Sciences
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.
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 (650-750) 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
Support prior to entry
• Decision making
• Post-results relationship building
Initial induction
• Induction Week
• Freshers Week
• Welcome Week
Extended induction
• First term
• First semester
• First year
Cook, T. & Rushton B. (2008). How to Recruit and
Retain Higher Education Students: A Handbook of Good
Practice, Routledge
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
VLE Development
Development of the VLE to make core information accessible to all students
within the School, irrespective of year
VLE Development
VLE Development
Student tasks and activities through the VLE to promote active learning and a
sense of belonging
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. Nonlife 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).
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.
Yorke, M. (2014). The development and initial use of a survey of student ‘belongingness’, engagement and selfconfidence in UK higher education, Assessment & Evaluation in Higher Education. Available online.