CU Academic Development - Extended Induction Resource Bank

This page collates ideas for activities and also supporting resources that can be used as part of the six week induction period for courses.

The resources are organised by the seven themes used in the Extended Induction - Guidance for Course Directors [Available from the Guidance for Academic Year 2021-22 OTL webpage on the Staff Portal].

A PDF version is available in the "Links" section.

Theme	Activities	Resources
Socialisation & course community	Students placed in small groups to get to know one another. All members of course teams to introduce themselves. Working with Aula - overview and navigation of 'course community' (Aula landing page).	CUSU https://www.cusu.org/ Societies https://www.cusu.org/societies/
Course culture & map	Develop a course map with modules plotted on a timeline, including assessments, learning outcomes, skills outcomes, employability (transferable skills) outcomes (also covered in 'academic literacies, and skills & professional development'). ‘Employability passport’ (a portfolio students complete during their course and receive a hard-copy of when they graduate)
Self-care & personal development	Meeting with APT/PPT/Learning about Progress Coaches Current students sharing experiences - what I wish I knew when I started	Student Health and Wellbeing https://www.coventry.ac.uk/study-at-coventry/student-support/health-and-wellbeing/ Digital wellbeing, Jisc.
Academic literacies	Meeting with APT/PPT Current students sharing experiences - what I wish I knew when I started Complete activity-led learning group task Pre-sessional English Support sessions Library activities identity of liaison librarian and finding subjects libguides task requiring locating and use of range of different information types tailored session from Liaison Librarian Using the game digital zombie apocalypse to teach students about the Library [University of Sussex]	Library Libguides - Induction page Academic Liaison Librarian Team [Staff portal page] BibliU Video Tutorials CAW https://www.coventry.ac.uk/study-at-coventry/student-support/academic-support/centre-for-academic-writing/ Referencing Guide https://libguides.coventry.ac.uk/referencing Academic Integrity and Academic Skills: resources to support you and your students
Skills & professional development	Skills audit (i.e. Jisc Digital Capability Framework); Complete activity-led learning group task Time management and organisation - create a course calendar/Gantt chart.	Jisc Digital Capability Framework. Being digital – skills for life online – collection of short activities from the Open University to help students be effective online. Talent Team https://www.coventry.ac.uk/study-at-coventry/student-support/enhance-your-employability/careers-and-employability-services/ Linked-In Learning Online study guides · Student Guide to Achieving Success Online · Explorers Skills Guide · Social Media Guidelines for Students
Assessment	Place students in small groups to grade a piece of work using one of the course rubrics. Small groups to then feedback and compare with the wider group. Students to re-write assessment criteria in their own words.	CAW https://www.coventry.ac.uk/study-at-coventry/student-support/academic-support/centre-for-academic-writing/ Guide on expected report format [Course] Guide on expected report format. CAW: ‘Guide to Report Writing’ slides, for workshop Academic Integrity and Academic Skills: resources to support you and your students
Communication	Introduce students to the 'Important Contacts and Essential Information" document. Students in small groups to define 'professional communication' and the importance of 'email etiquette'

References/resources

Brown, G. & Parkin, D. (2020) Induction – Creating socially distanced campuses and education Project. Leadership Intelligence Report, Advance HE

Cheng, M. 2015. Transition Skill Strategies: Transition Models and How Students Experience Change. Glasgow, Scotland: Quality Assurance Agency for Higher Education.

Chickering, A.W. and Gamson, Z.F. (1987) Principles of good practice for undergraduate education. Racine, WI: Johnson Foundation.

Edward, N. S., and J. Middleton. 2002. “The Challenge of Induction! Introducing Engineering Students to Higher Education: A Task-oriented Approach.” Innovations in Education and Teaching International 39 (1): 46–53.

Jisc (2020) Planning induction for autumn 2020: a guide to support HE and FE organisations planning inductions during COVID-19 pandemic, Jisc. https://www.jisc.ac.uk/guides/planning-induction-for-autumn-2020

Thomas, L (2012) Building student engagement and belonging in Higher Education at a time of change: final report from the What Works? Student Retention & Success Programme, Paul Hamlyn Foundation

Turner, R., Morrison, D., Cotton, D., Child, S., Stevens, S., Nash, P. & Kneale, P. (2017) Easing transition of first year undergraduates through an immersive induction module. Teaching in Higher Education, 22:7, pp805-821 DOI:10.1080/13562517.2017.1301906

van der Meer, J., E. Jansen, and M. Torenbeek. 2010. “It’s Almost a Mindset that Teachers Need to Change’: First-year Students’ Need to be Inducted into Time Management.” Studies in Higher Education 35 (7): 777–791.