Faculty of Humanities and Social Sciences
Report on Undergraduate Induction Week 2012-13
Introduction
During induction week 2012-13 I attended a range of events across both the
University and Departments. This report outlines some of the Departmental activity
that took place across induction week, focusing on five key areas: interactive
sessions, peer mentoring, personal tutoring, expectations of and adapting to HE life
and Academic Integrity along with examples of good practice and recommendations
for enhancement.
The report includes feedback from First and Second Year Students on induction
which was gathered through Focus Groups held jointly by the Student Experience
Officers. Finally the report provides some wider observations of induction week, and
questions for Departments and the Faculty to consider.
Interactive sessions
It is widely acknowledged that Students receive a large amount of information
throughout induction week, and that often this is delivered in a lecture/presentation
format, with little opportunity for interaction. However, across the Faculty there was
a range of interactive based activity for students, be this social or with a more
academic focus.
Student Feedback
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“It is important to meet people on your course during induction week. If your
course has a large number of students, you sometimes never get to meet
them.”
“Maybe a good idea to have important department information sessions
during Week 1 and not during Fresher Week – would be better to get to know
people during fresher week.”
“Meeting your course friends earlier really helps. It would be good to have
something early in the week without lecturers there.”
Examples of Good Practice
Students on BSc Sports and Social Science programme have team building session
included in their timetable, based in the Sports Training Village, students have the
opportunity to get to know each other and learn more about their strengths and
weaknesses.
A film screening event with panel discussion between students and academic staff in
Social and Policy Sciences takes place during induction week. This provides an
opportunity for students to get to meet staff and an understanding of how knowledge
gained during study can be applied in a range of contexts.
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Department of Economics held a reception (with refreshments) for all new students,
which provided then with an opportunity to meet more staff members within the
Department. Additionally it gave students the opportunity to make connections with
other students of their programme.
During each of the compulsory induction sessions for Sports and Exercise Science
students were involved in interactive tasks. This included: sorting themselves into
tutor groups and taking part in a quick quiz, discussing questions they have about
the course/studying/life at Bath in preparation for a “What I wish I’d known” known
session with 2nd years.
Peer mentoring
Where Peer mentoring is being run in Departments there are a number of different
approaches to providing an opportunity for Peer Mentors and Mentees to get to know
each other. A focused activity session which involves mentees and mentors working
together encourages greater dialogue and helps to prevent some of the
awkwardness of first conversations. Incorporating a session within induction week
demonstrates the value the Department place in the system and that it is an integral
part of what it means to be a student here.
Student Feedback
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“I didn’t want to contact my mentor, wanted them to contact me”
“I had an email and met mine in week 2 or 3 – would have liked to meet up
earlier.”
“Opportunity to change mentor or be asked by a member of staff “ have you
seen your mentor? and how is it going? would be useful”.
Examples of good practice:
Department of Psychology provide mentors and mentees with contact details for
each other pre arrival. This helps new students to feel part of a Department before
arrival and also provide a way of getting support and advice from existing students
on any concerns they may have pre-arrival.
Students in Economics had the opportunity to meet with their buddy during a student
led timetabled session. This enabled mentor and mentee to swap contact details
and arrange a next meeting. The session was planned by the Economics Society
and no staff members attended, allowing it to feel more relaxed and informal.
Students in Psychology got to meet their mentor during the campus orientation
activity, students and mentors are assigned to groups and then challenged to find
key areas appropriate to their studies and life at Bath. This provides an opportunity
for mentees and mentors to work together and took the pressure off the first meeting.
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Personal tutoring
Most Departments have sessions built into the induction week for students to learn
more about the Personal Tutoring system and meet their tutor.
Student Feedback
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“Would like the personal tutor system fully explained during induction.”
“Personal tutors should be made to arrange a certain number of meetings with
their tutees, especially important in first year. Some of the 2nd year students
haven’t met their personal tutor since the induction week and if missed
induction week for some reason, then never meet”
Examples of good practice:
Department of Education students’ attended an Introduction to Personal Tutor
session, where the Senior Tutor provided a brief outline of the Personal Tutor
system. Students learnt what they could see a tutor for, what is expected of students
in terms of engagement with tutors. Students were then able to meet their tutors at
the end of the session.
Department of Social and Policy Sciences timetabled session for students to be
introduced to their personal tutor and arrange their first meeting. The session
enabled personal tutors to advise on how they were able to support students
throughout the course of their programme.
Expectations of and adapting to HE life.
The transition to HE can be challenging for students, helping them to understand the
differences from school or college is important. Departments were able to introduce
detail on styles of learning, assessment methods, academic integrity, getting the
most out of your degree within sessions. More importantly induction week allowed
Departments to discuss simple ground rules for example- not using your mobile
phone during lectures/seminars with students.
Student Feedback
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“I wanted more support on how to adapt to Uni and University learning. No
guidance given. Would have like suggested strategies on how to find a new
way of learning.”
“Maybe an intro to Moodle and SAMIS via email with a short how to guide
would be useful in advance.”
“I would have liked more detail on how units were going to be assessed.”
Examples of good practice
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The final session for Sport and Exercise Science Students focused on adapting to
learning at University level. The Director of Studies Fiona Gillison covered the
academic integrity initiative and how students can get the most out of the degree,
along with giving students top tips for doing as well as they can. The session also
included a Q&A session with some 2nd year students, who were able to share their
experiences of optional units, how to use resources, what books to buy/take out from
the library etc.
Students in PoLIS attended a session entitled “Making the most of University- The
Skills Dimension”, which covered subject specific, study and transferable skills.
There was also contribution from the Careers Advisory Service.
Academic Integrity Test
All Departments covered Academic Integrity during the week; however the way in
which this is done varies widely. Some Departments use the materials provided by
Learning and Teaching Enhancement Office (LTEO) fully, others edited versions
some their own materials.
Examples of good practice:
Students on the Childhood, Youth and Education Programme were required to
attend a session on the Academic Integrity Test. This session reinforces the
importance of Academic Integrity, allows students to ask questions and provided an
opportunity for staff to outline style of referencing is expected within the Department.
Department of Health set a date during the first Semester in which students have to
take and pass the test; this is to encourage students to consider academic integrity
early in their studies and in preparation for their first assignments. From 2013-14
there will be Faculty wide deadline during the first semester by which the test should
be completed.
Conclusion
The approach to induction week by Departments is similar, each provide the same
information to students and where applicable provide opportunities for students to
engage with personal tutors and peer mentors. What differs is the scheduling of
activity, type of session and modes of delivery.
There would be benefit in Departments considering what they want to use induction
week for. This could be- to get students through the first two weeks or to introduce
them to the Department- the type of research undertaken, key members of staff etc.
Revisiting what you want students to have taken away from Induction week will
enable Departments to:
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Evaluate the induction week timetable- are sessions happening in the right
order? Are there opportunities for more social events? Is there an opportunity
to engage with students earlier in the week?
Evaluate content of sessions- is the information relevant to students in their
first few weeks? What is the important information? What information is
being/could be made available to students pre-arrival?
Evaluate the type and style of sessions within the timetable- is there a varied
mix of activity? How can interaction being built into sessions? Is content
being delivered by the most appropriate staff, who is could be involved both
in/outside the Department?
There are also considerations for the University and the Students’ Union in regard to:
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the timetabling of central based activities,
the content and format of central sessions and how this can be shared with
Departments before induction week to ensure information isn’t repeated,
the content of the Induction Web Pages,
restrictions of Registration Online (particularly international students).
These issues were highlighted in a report written by the UG Student Experience
Officers (SEOs) for the Induction Working Group. The SEOs are now working with
colleagues across the University to make improvements to induction week.
During 2013 I will be working with Departments to:
 enhance the pre-arrival information which is made available to students;
ensuring links can be made to the new online pre-arrival pages and the online
resource developed by the First Year Student Experience project,
 develop Peer Mentor induction sessions for new schemes running in 2013-14,
and support on going schemes,
 support re-induction activity for second/third/fourth year students in SPS
Kate Hamilton
Undergraduate Student Experience Officer
Faculty of Humanities and Social Sciences
March 2013
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