The document discusses findings from a transition support program called "Flying Start" at the University of Leeds. Surveys of incoming and current students identified their main concerns about transitioning to university as finances, making new friends, academic performance. The Flying Start online resource was piloted in 2011-2013, receiving thousands of visits each year. Student feedback indicated the most useful content covered independent learning skills, feedback/assessment, and videos of student experiences. Key findings suggest transition resources should be engaging, address both academic and social adjustment, remain available all year, and use a tone appropriate for the audience.

1. Off to a Flying Start!
Supporting student
transition
Helen Howard
Skills@Library Team Leader
University of Leeds

2. What is Flying Start?
What have we found out about student transition?
What are the key findings for all of us supporting transition?

3. Flying Start
Aims to raise undergraduate student awareness of the importance of
building a foundation of academic skills to enhance their studies and
improve their grades and employability
An online interactive resource for students making the transition to
University, available prior to their arrival, with general content and
School-specific information

4. Content divided into:
o General (for
everyone)
o School-specific

5. 2011
Pilot year: 11 schools
2,417 visits
1,513 unique visitors
2012
Rolled-out: 34
schools
12,552 visits
6,363 unique visitors
2013
Repeated: 34 schools
7,808 visits
5,559 unique visitors

6. Our findings about student transition to University
• Pre-development research
oSurvey and focus groups with year 12/13 students
oSurvey of first year undergraduate students
• Feedback from users

7. What is your biggest concern about going to university?
Finance “not having enough money” 44%
Meeting new people /
fitting in
“not getting along with people I’m
living with”
15%
Not doing well “failing”, “it being too hard” 15%
Lack of ability / not
coping
“struggling academically” 34%
Meeting new people /
fitting in
“being able to find myself comfortable
there”
27%
Financial worries “my finances and expenses” 7%
Year 12 /13 students
UG students with no FS

8. What is the biggest difference between study at school & university?
Independent learning “I will be expected to organise myself” 53%
Greater volume of
work
“the amount of work required outside lessons
/ lectures”
15%
Style of teaching “the amount of contact time & how it is used” 15%
Independent learning “the expectation to know where and how to
find relevant info and resources”
34%
Self-motivation and
time management
“lots of free time for me to manage” 14%
Writing, reading and
critical thinking skills
“the need for strong essay responses,
nuanced arguments, originality, referencing”
10%
Year 12 /13 students
UG students with no FS

9. What 3 things would be useful to know before you arrive?
Course format Structure, timetables, assessment 43%
Finance Budgeting, fees, debt 41%
How to succeed Support on offer, how to develop skills, avoiding
plagiarism
30%
The need to be an
independent learner
“how much work you have to do by yourself” 14%
How to make the most of
resources (VLE, Library)
“the basic skills to study such as how to use
the Library”
13%
How to make the most of
time here (study / social)
“you need to actively learn from lectures and
for this you need certain skills”
11%
Year 12 /13 students
UG students with no FS
What do you wish you had known?

10.  Meeting people, conversation skills
 Time management, online resources, reading lists
 Feedback, assessment, groupwork, exams
 Research skills, using the Library
 What is referencing, and avoiding plagiarism
 Types of contact, lectures, note-taking
Being an effective learner, reflection

11. Our findings about student transition to University
• Pre-development research
• Feedback from users
o3 surveys (immediately after use)
o1 post-use survey (Easter)
o1 non-user focus group

12. What did you find most useful?
Independent learning &
study skills, esp.
referencing & plagiarism
Making the grade:
feedback &
assessment
Student videos:
hearing directly about
their experiences
Contact time & making
most of lectures

13. What did you think was missing?
Practical info: what to
bring, issues around
accommodation
More fun / interactive
activities
Local info: the
city, University, buildin
gs & setting
Experiences: students
sharing their
experiences / typical
day or week
More promotion and
reminders to use it

14. Would you recommend we produce a similar
resource for next year’s students?
96.8%
2011
98.5%
2012
98.3%
2013
“I felt I was at an advantage over those who had not accessed it. I
had a headstart in understanding referencing, plagiarism, using the
Library etc.” (Healthcare student, 2013 survey)

15. Key findings and 7 suggestions for all
of us supporting transition

16. Key findings and suggestions
Students get an overwhelming amount of information during
transition and induction
Getting information beforehand is useful and prepares them
Too much information is off-putting
Drip-feeding is good if you can

17. Key findings and suggestions
Students miss information / links which get sent to them
Promotion through all available channels is key
Reminders are useful
Using social media can help

18. Key findings and suggestions
Format and resources should be engaging
Visual images help students know what to expect
Videos are generally popular
Content shouldn’t feel heavy but fun!

19. Key findings and suggestions
Settling in generally (not just in terms of study) is important
Use examples / images of social aspects and local settings
These can support learning or study-related content
Collaborate with other University sections engaging with
students during transition

20. Key findings and suggestions
Content in transition resources can be useful through the year
Keep content available for students after they arrive at
University
Attitudes and priorities change as they settle in and
understand the context better

21. Key findings and suggestions
Tone, voice and level of the resource is important
Using current students to deliver information is appreciated
Resources which are too basic or patronising are off-
putting

22. Key findings and suggestions
Content which is new to the user is the most useful
In this context, content related to the step up to studying at
the HE level was the most popular
Explain unfamiliar terms / phrases or those used differently
in the HE context
Students sharing their own experiences gets the message
across

23. What do we do next?
Run again for 2014
new students
Review for 2015,
adding new elements,
in particular student
experience videos
See how we can
collaborate with others
in the University to
bring transition
information together

24. Questions or Comments?
Skills@Library
http://library.leeds.ac.uk/skills
Click new students tab for list
of all Flying Start sites