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Induction activities

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Helen Barefoot

on 8 March 2017

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Transcript of Induction activities

Induction and transition
Key People
Who do your students need to know?
Key places
How do you introduce your students to the physical environment?
How do your students get to know each other?
Students need to get to know other students
on their programme
The following website provides lots of ideas for ice breaker activities (including for small and large groups)
In the Business School, Maria Banks made effective use of EVS for her cohort of 500+ new students and asked multiple choice questions to demonstrate cohort demographics e.g where people live; what qualifications they had; age etc. If students felt anxious about coming to University they felt reassured seeing how many other students in the cohort shared something similar to them,
Students and staff should have an understanding
of the demographic of the cohort
Studynet has the facility for students (and staff) to complete their personal profile and upload a photograph and sound file introducing themselves. Encouraging students and colleagues to do this will enable everyone to know each other better and will also help students and staff to pronounce names they may be unfamiliar with.
Did you know...
Fostering the culture
Belonging to UH
Students should have time to attend Freshers Fair, organised by the Students' Union so they can explore joining societies, clubs, volunteering etc.
How do you introduce the learning and teaching culture?
Small group activities
Are there opportunities for your students to do some work or an activity within a small group?
Humanities students are all asked to have read a specific novel before arriving at the University. Book groups and seminars enable everyone to engage in discussions of the book thus developing peer support
Students in Engineering and Technology work in small groups throughout induction week and take part in a 'Great Egg Race' challenge
Some Schools use a buddy/mentor system and invite second and final year students to meet with groups of first year students to discuss the course and give guidance on assessments and learning activities.
Students in Life and Medical Sciences meet with their personal tutor and then carry out activities within their tutorial group.
Discipline related sessions or assessment
Practical requirements
Most disciplines will need to cover some practical aspects with new students within their first few weeks of University.
for example, health related courses, give out uniforms to their students
Many subjects need to cover health and safety issues within laboratories and specialist teaching areas. Physics Astronomy and Maths run a 'MegaLab' session to introduce students to much of the equipment they will use throughout their course. Pharmacy use EVS to run a 'Health and Safety in the laboratory' quiz.
Support information
UH Students' Union
Student Union Executive Officers give many talks during induction week and following weeks to support student transitions to university. There is lots of information on the 'Social' pages within Studynet: http://www.studynet2.herts.ac.uk/ptl/common/social.nsf/social?ReadForm
And the Students' Union have recently produced an excellent video to showcase their activities:
CASE - Centre for Academic Skills Enhancem,ent (tel: 01707281237) provides academic support for Business School students. The CASE studynet site is accessible to all students and provides lots of excellent resources: http://www.studynet1.herts.ac.uk/ptl/common/asu.nsf/Homepage?ReadForm
The Hutton Hub is a frontline service for students and staff provide guidance and support for finance and visas, parking etc.
The university has a medical centre, a pharmacy and a counselling service within the Hutton Hub
Careers Service have excellent resources and engaging students early in career planning is a great way to help them think about about their future aspirations. This will also enable them to identify what it is they need to do in order to achieve their aspirations.
StudyNet has lots of resources within the ‘Online Library’ including i-Spy guidance on referencing, help with finding and using information, and specialist collections in 'subject toolkits’. You can also arrange LRC tours and KnowHow sessions for your students or invite your Information Manager to take part in induction sessions to help students become familiar with the physical and online library
It is important for programme teams to think about how they communicate details of the different types of support offered by the University. Using a combination of communication methods may be beneficial (e.g. video clips, brief talks, fliers, weblinks)
Registration and Enrolment
All new students will need to enrol at the University. Registration processes were vastly improved in 2012 but ensuring staff are on hand to help students through the process is important.
Registration may not be quite as straightforward for students arriving late or for students enrolling outside of standard semester A and semester B entry periods, but Academic Registry, Information Hertfordshire and the ID office are all working together to enhance the process.
Within Schools, staff should ensure that late arrival or direct entry students receive all the information that other students have received but they may get this information in different formats or from different people. For example, personal tutors, admissions tutors and module leaders may take more of a role in their induction/transition. Schools may also consider the use of student buddies/mentors to help late arriving and/or direct entry students to join in with the cohort.
Dean of School- most Deans take the time to meet a new cohort and welcome them to the University. It might also be a good opportunity for them to share their educational and professional journey to inspire the new students.
Programme leader - Probably one of the first people that new students meet so it's crucial to give a good impression. Programme leaders introduce the programme and set the tone for the ways of learning and behaving. It is sometimes easy to give too much information about the programme on the first day, so think about what information is essential in week 1, what can be shared in week 2 and what can be drip fed to the students over the first month and through the first term. Transition to university is not completed in induction week.
Module leaders and year tutors- module leaders and/or year tutors often take the opportunity to introduce students to the course and modules they will be studying and the expectations of the modules. Staff should be careful not to overload students with too much information and should think carefully about what key information they need and when they will need it within the module
Personal tutor - some Schools operate a personal tutor system. Students should get to meet their tutors early and tutors should have some planned activity for their tutor group coordinated within the induction/transition programme. Ensuring students and tutors get to know each other quickly and meet regularly are essential for a successful tutor-tutee partnership
Student Charter
Discussing the student charter with your students can be a great way to share expectations. The charter can help facilitate discussions of behaviour and the mutual commitments we have to each other.
Graduate Attributes
Introducing students to the graduate attributes will help them identify what skills and behaviours they will develop during their course. Using activities and quizzes to explore the different attributes and considering how they can be developed within, and beyond the curriculum can be a great way of inspiring students at the beginning of their university experience
What are the key messages your students need to know very early on and what can be covered later on during the course?
SSRO and student representatives- It is really beneficial for your students to know who their SSRO is and for them to explain how the student rep system works. Student reps from other year groups may also take the opportunity to explain their roles which may inspire new students to consider being a rep. Providing opportunities for students to feedback on their experiences is a key element of our enhancement processes so ensuring effective engagement with student reps and the SSRO is crucial
Did you know...
Once students have confirmed their place at the University (usually in mid-late August), they have access to materials on Studynet. Uploading timetables and module information (e.g. module guides and early reading) in August is beneficial so new students can begin their planning
Welcoming materials

An external company audited our marketing materials and working with staff and students identified certain values that our students should feel after interacting with our materials. Will your programme marketing materials make your students feel:
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