Browse by author
Lookup NU author(s): Dr Michael Richardson,
Professor Simon TateORCiD
Full text for this publication is not currently held within this repository. Alternative links are provided below where available.
In recent years there has been renewed interest in school-university transitions. This article focuses upon one aspect of these transitions, namely the role that second and third year students can play in the induction arrangements provided by degree programmes for their new undergraduates. As an invaluable addition to the induction programme, the article argues that if existing students are afforded opportunities to share insights into their course, the university and student life with new first years (or ‘freshers’), this has benefits for both staff and students: aiding retention by helping to smooth out the process of transition for newcomers; while encouraging existing students to reflect upon their personal progress and development. The article therefore both advocates the importance of hearing student voices within processes of induction and highlights how they convey information that is supplementary to, rather than repetitive of, staff knowledge. It makes this case with reference to the new Extended Induction to Geography programme that the School of Geography, Politics and Sociology (GPS) at Newcastle University piloted for the first time in September 2011.
Author(s): Richardson MJ, Tate S
Publication type: Article
Publication status: Published
Publisher: Northumbria University