Supporting returning students’ transition to the next level of study
The University rightly focuses time and resources on induction for students who are new to LJMU. However, it is widely recognised that returning students benefit from programme level activities that help them adjust back into university life and prepare for study at a higher academic level.
There is no specific requirement for teams to timetable re-induction, transition and welcome back activities for returning students. However, teams are strongly advised to build such activities into the early weeks of the academic year. As with induction, transition should be seen as a longer-term project and not a one-off event. As part of this, it is worth considering providing general transition activities that will support students into their new level of study. This will complement transition work that will guide students through the initial weeks of specific modules.
Restrictions on teaching space limit opportunities for activities outside the standard timetable. Hence, programme teams are asked to consider using early sessions in core modules (if available) as the location for general transition support.
General programme transition
It is recommended that at least one core module slot is put aside for general transition activities. The focus of these could include:
- (Re)introduction to the programme team, especially members of staff who will be unfamiliar to students.
- Outline of the programme for that year, including the chance to hear about core and optional modules, preferably from the relevant module leaders and ideally with Q&A.
- Explaining how content and learning in these higher-level modules relates to that from previous years.
- Opportunities to catch up with fellow students through small group discussion etc.
- Discussion on what is expected for successful learning at their new level of study. This could include:
- workload and time management.
- development of good study skills and habits.
- assessment expectations.
- academic skills associated with this level of study.
- A chance to explore learning approaches that have not been featured in the previous level (e.g. work-based learning, project/dissertation work).
- Reintroduction to the virtual learning environment and expectations for online and blended learning
- Reminder about student support services and the availability of the Wellbeing Journal.
- Opportunities to meet students from last year’s cohort and ask questions.
- Re-familiarisation with the Academic Framework and related processes (e.g. for extensions).
Early formative assessment
Returning students may struggle with motivation to study after a long break and need some time to re-cap knowledge gained from last year’s studies. Independent study tasks that require engagement, but are not too demanding, can ease students back into working in their own time. Setting a formative assessment in the early weeks can help with this. As with any independent study task, this should be easily accessible with a clear indication of how long students should expect to take to complete the task.
Undertaking a short, low-stakes, formative assessment can help students to rediscover their routine and confidence in their knowledge and skills. The task should be straightforward and uncomplicated. An onerous piece of work that aligns with rigid assessment criteria could be off-putting and raise stress levels.
The assessment can easily sit outside a specific module. Examples include:
- A quiz to recap previous year’s content.
- Reflection on what the student has learned from feedback and how they will address any areas for development.
- A short, written piece that focuses on a recent, noteworthy media coverage of a topic associated with the programme.
- A discussion board.
- Identification of key questions to raise in a seminar/tutorial group
To reduce overburdening students and staff, the exercise should be short. A quiz with automated feedback or peer review of work can avoid an additional marking burden for staff. Alternatively, short, written pieces could be reviewed by the personal tutor and discussed in the first tutorial.
Personal tutorials
Scheduling an early individual or group meeting with Personal Tutors is helpful in re-orienting students to study, as well as checking that there are no issues (either new or ongoing) that will affect the student’s ability to engage fully with their academic studies. It may provide an opportunity to discuss an early formative assessment if one has been set. Further suggestions about the focus of Personal Tutor meetings are available from the Personal Tutor Resource Site on Canvas.
Social activities
Teams should explore options for students to engage in social activities outside the timetable to support reintegration. This will also welcome direct entry students who are completely new to the cohort.
At module level…
It is important to provide core information re: module content, management and assessment from the beginning of the module. This is the foundation upon which more detailed information and guidance can be built as the module progresses. In-class explanation and discussion of expectations should be supported with materials on Canvas. This will reinforce initial information and enable students to revisit requirements when experience of the module helps them to make sense of these. It is important that these align with the module ‘key information’ that is automatically loaded onto each Canvas site. As this is taken directly from details provided in Modcat/Courseloops, any discrepancies should be addressed with the relevant Assistant Registrar.
Module leaders should avoid overwhelming returning students with excessive information and tasks in the first few weeks of their module. Initial readings or activities that students are expected to complete in their own time should not require a disproportionate amount of time. Likewise, the should not present students with new and potential confusing concepts and vocabulary, without prior familiarisation. The emphasis of independent work (in the early weeks of the module) should be on helping the student to make sense of concepts that have been introduced in class, as opposed to grappling with new material on their own. As ever, clear instruction and a realistic estimation of time-on-task will help students to understand what is expected of them.