Transition
Supporting diverse students in their transition to higher education is essential, especially as more non-traditional students are joining our community. Successfully managing these transitions requires a coherent approach that recognises our student population’s diversity. Transition is an ongoing process throughout the student life cycle (Thomas, 2012).
Transition:
- In: Supported by: Induction activities, creating a sense of belonging, and exploring and co-creating academic customs, expectations and practices
- Through: Supported by: Academic development and support, alongside pastoral support and personal development opportunities
- Out: Supported by: Personal and academic development opportunities and career planning
Thomas’s large-scale review of ‘What Works’ (2012) in student retention and success suggested that the process of engaging students should begin early and extend throughout the student life cycle. The research found that it is essential that engagement should begin before enrolment. Pre-entry and induction activities should have a range of functions, but in particular they should facilitate students to build social relationships with current and new students and members of staff (Thomas 2012).
Using the principles of Universal Design for Learning, induction and transition activities should employ ‘multiple means of engagement’. They should therefore incorporate flexibility and goal-oriented learning to encourage the engagement of all students, for example, through a series of activities which create social interaction, and a variety of options for accessing information and materials. This enables access for all and increases motivation and ownership of learning. Drawing on real-world examples, linking learning to student’s past experiences, and making learning a game also increase engagement (CAST 2023).
Transitions are critical to establishing belonging. Building on Thomas’s (2012) “student lifecycle” model, Cardiff University’s strategies for supporting student transitions are designed to foster a sense of belonging across various stages of the student journey, encompassing pre-entry, entry, and post-graduation stages. Strategies, such as those outlined below, spread across the student lifecycle, aim to create a strong sense of belonging from pre-arrival to graduation. They ensure that Cardiff students feel welcomed, supported, and integrated within the university community from day on.
Practical strategies for supporting student transitions:
Pre-arrival engagement.
- Personalised welcome communications: Use welcome emails, videos, and social media to introduce students to Cardiff’s community. Sending tailored emails from key members of staff and students (e.g., programme leads and student ambassadors), helps students feel connected before arrival. This can include information on university services, social opportunities, and academic resources.
- Introduction to university culture and resources: Videos or interactive social media content can introduce Cardiff’s culture and highlight the support systems available, such as well-being services, academic support, and extracurriculars. This approach builds familiarity with the university’s values, expectations, and community offerings.
- Online networking opportunities: Creating platforms for students to meet peers online before they arrive, such as private social media-platform supported groups, discussion boards, or messaging apps, can foster early connections. These can also be organised by programme or interest areas to facilitate bonding.
Inclusive induction activities: Design induction events that facilitate social connections and clarify academic expectations, addressing unspoken norms early.
- Peer-led social events: Including activities hosted by returning students, such as tours, group meetups, or informal Q&A sessions, allows new students to connect with experienced peers who can share insights on campus life and academic expectations.
- Interactive workshops on university culture: Sessions that demystify academic standards, unspoken norms, and assessment expectations can ease academic transition. Using case studies, scenarios, or role-playing activities can make these workshops more engaging and accessible.
- Group projects or icebreakers: Early collaborative assignments or small-group projects in the induction week encourage social integration and lay the groundwork for future group learning, reinforcing a supportive academic community.
Ongoing support: Regular check-ins and peer mentoring throughout students’ academic journey can maintain engagement and support.
- Regular check-ins by academic advisors: Scheduled check-ins throughout the academic year provide students with consistent support. Advisors can discuss academic progress, wellbeing, and future goals, and connect students to additional resources as needed.
- Peer mentorship programmes: Assigning mentors from similar backgrounds or disciplines creates a support network where new students can ask questions and seek advice informally. Structured mentorship can help students feel guided and supported as they navigate challenges.
- Community-building events across the year: Offering social and academic events beyond induction, such as guest lectures, themed discussions, or socials, helps sustain a sense of community. Events tied to critical academic times (e.g., exam periods) provide both engagement and practical support when students need it most.
Where Next
Map of Topics
Below is a map of the toolkit and workshop topics, to aid your navigation. These will be developed and added to in future iterations of this toolkit:
You’re on page 3 of 9 Inclusivity theme pages. Explore the others here:
1.Inclusivity and the CU Inclusive Education Framework
2.Introduction to Inclusive education
3. Fostering a sense of belonging
4.Empowering students to fulfil their potential
5.Developing Inclusive Mindsets
6.Universal Design for Learning