Abstract
This chapter presents an innovative framework detailing 14 best practice recommendations for the design of higher education STEM induction programmes. The framework has been devised through a student-led initiative as part of a fourth-year engineering undergraduate group project undertaken at the University of Warwick. The framework aims to successfully facilitate student transition by bridging the gap between prior schooling and higher education. The framework can be used as a supporting tool by other educators to assist in the delivery of higher education induction programmes for multiple subjects of study. The design of an induction programme is presented to provide an example of how the framework's recommendations can be implemented in practice. The programme has been specifically designed to facilitate first-year engineering undergraduate transition. It is anticipated that the reader may take inspiration from these designs and implement their own novel induction programme successfully facilitating student transition into higher education in alternative study contexts.
TopA framework has been devised detailing what are believed to be the key attributes required for induction activities to promote best practice. The framework contains 14 recommendations and forms the basis of the designed induction programme presented later in this chapter. Although the framework has been formed within an engineering education context, the majority of the framework is adaptable and may be used in relation to other disciplines of study and not only limited to engineering.
The fourteen recommendations were developed from a combination of documented sources and lived experiences including: (i) the project teams’ student experiences of engineering education, (ii) the synthesis of induction and pedagogy-related academic literature, and (iii) advice from an outdoors-adventure expert and university staff members. These sources have been carefully critiqued and analysed and it is expected that the combination of these sources acts as sufficient means to provide recommendations for meaningful and effective higher education induction experiences. The recommendations themselves are purposefully open-ended in nature and can therefore be implemented by alternative methods.
The framework is presented below, and each recommendation is accompanied by a justification that draws on the academic literature where relevant. Table 1 provides an overview of all the recommendations for quick reference.
Table 1. Fourteen recommendations for higher education induction programme design
| No. | Recommendation |
| 1 | The induction activities should involve active learning. |
| 2 | The induction should introduce students to the types of learning and promote soft skills required for University. |
| 3 | The induction activities should involve group work. |
| 4 | The induction should contain clear guided and open-ended activities that facilitate decision-making. |
| 5 | The induction activities should be novel and allow students the opportunity to add individuality. |
| 6 | The induction should contain tasks of appropriate difficulty, so students are able to complete them. |
| 7 | The induction activities should facilitate regular feedback for students to identify how well they are progressing. |
| 8 | The induction should make use of game-based learning. |
| 9 | The induction should contain activities that show students the real-world applications of their studies. |
| 10 | The induction should contain outdoor activities. |
| 11 | The induction activities should be held in an environment where students feel comfortable. |
| 12 | The induction should introduce students to the university campus, key buildings/facilities, and Virtual Learning Environments. |
| 13 | The induction should facilitate social integration and introduce students to their peers and university staff members. |
| 14 | The induction activities should promote equality, diversity, and inclusion. |
Key Terms in this Chapter
Pedagogy: A method of imparting skills and knowledge in education.
Student Engagement: The time and effort invested with relevant resources by students to enhance the meeting of learning outcomes and development of associated skills and knowledge.
Outdoor Adventure: Activities performed outside relating to the exploring of surroundings.
Active Learning: A method of learning where individuals engage with higher order thinking and perform activities.
Best Practice: A procedure considered to be most effective at performing a task.
Equality, Diversity, and Inclusion: Fair access to the same opportunities; valuing the differences between people and ensuring that representation; ensuring individuals feel safe, welcomed, and included in an environment.
Framework: A structure detailing the characteristics that a product (e.g., an induction programme) should present.
Sense of Belonging: Psychological feeling of connectiveness, inclusion, and acceptance to a group of people or to an environment.
Interdisciplinary: The combination of multiple branches of knowledge.
Group Cohesiveness: The dynamic of connectiveness and sense of belonging amongst a group of individuals.