{"id":528,"date":"2019-04-10T15:27:37","date_gmt":"2019-04-10T15:27:37","guid":{"rendered":"http:\/\/sites.reading.ac.uk\/curriculum-framework\/?page_id=528"},"modified":"2019-10-15T10:51:17","modified_gmt":"2019-10-15T10:51:17","slug":"transition-to-university-learning","status":"publish","type":"page","link":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/transition-to-university-learning\/","title":{"rendered":"Transition to University Learning"},"content":{"rendered":"<div id=\"pl-528\"  class=\"panel-layout\" ><div id=\"pg-528-0\"  class=\"panel-grid panel-no-style\" ><div id=\"pgc-528-0-0\"  class=\"panel-grid-cell\" ><div id=\"panel-528-0-0-0\" class=\"so-panel widget widget_sow-button panel-first-child\" data-index=\"0\" ><div\n\t\t\t\n\t\t\tclass=\"so-widget-sow-button so-widget-sow-button-atom-48beb218c338-528\"\n\t\t\t\n\t\t><div class=\"ow-button-base ow-button-align-center\"\n>\n\t\t\t<a\n\t\t\t\t\thref=\"https:\/\/sites.reading.ac.uk\/curriculum-framework\/home\/\"\n\t\t\t\t\tclass=\"sowb-button ow-icon-placement-left ow-button-hover\" \t>\n\t\t<span>\n\t\t\t\n\t\t\tCURRICULUM FRAMEWORK HOME\t\t<\/span>\n\t\t\t<\/a>\n\t<\/div>\n<\/div><\/div><div id=\"panel-528-0-0-1\" class=\"so-panel widget widget_sow-editor\" data-index=\"1\" ><div class=\"panel-widget-style panel-widget-style-for-528-0-0-1\" ><div\n\t\t\t\n\t\t\tclass=\"so-widget-sow-editor so-widget-sow-editor-base\"\n\t\t\t\n\t\t>\n<div class=\"siteorigin-widget-tinymce textwidget\">\n\t<p><a href=\"http:\/\/sites.reading.ac.uk\/curriculum-framework\/engaging-everyone\/\"><strong>Engaging Everyone<\/strong><\/a><\/p>\n<p><a href=\"http:\/\/sites.reading.ac.uk\/curriculum-framework\/what-is-inclusive-practice\/\"><strong>What is Inclusive Practice?<\/strong><\/a><\/p>\n<p><a href=\"http:\/\/sites.reading.ac.uk\/curriculum-framework\/inclusive-curriculum-design\/\"><strong>Inclusive Curriculum Design<\/strong><\/a><\/p>\n<p><a href=\"https:\/\/sites.reading.ac.uk\/curriculum-framework\/inclusive-curriculum-delivery\/\"><strong>Inclusive Curriculum Delivery<\/strong><\/a><\/p>\n<p><a href=\"https:\/\/sites.reading.ac.uk\/curriculum-framework\/inclusive-teaching-learning-resources\/\"><strong>Inclusive Teaching and Learning Resources<\/strong><\/a><\/p>\n<p><a href=\"https:\/\/sites.reading.ac.uk\/curriculum-framework\/?page_id=525&amp;preview=true\"><strong>Student Engagement<\/strong><\/a><\/p>\n<\/div>\n<\/div><\/div><\/div><div id=\"panel-528-0-0-2\" class=\"so-panel widget widget_sow-editor panel-last-child\" data-index=\"2\" ><div\n\t\t\t\n\t\t\tclass=\"so-widget-sow-editor so-widget-sow-editor-base\"\n\t\t\t\n\t\t>\n<div class=\"siteorigin-widget-tinymce textwidget\">\n\t<div class=\"wrapper\">\n<div id=\"inside-wrapper\" class=\"inside-wrapper\">\n<div id=\"main-content\" class=\"content-center\">\n<div class=\"cl-side_2r c-orange\">\n<div class=\"pullout-box\">\n<h1><strong>resources<\/strong><\/h1>\n<p>&nbsp;<\/p>\n<p><strong><a href=\"http:\/\/www.cms.rdg.ac.uk\/nmsruntime\/saveasdialog.aspx?lID=129423&amp;sID=417633\" name=\"Accessible_reading_lists__prompts_for_reflection\">Accessible Reading Lists Prompts<\/a><\/strong><\/p>\n<p><strong><a href=\"http:\/\/www.reading.ac.uk\/web\/files\/library\/readinglistsandthelibrary.pdf\">Reading lists and the library <\/a><\/strong><\/p>\n<p><strong><a href=\"https:\/\/libguides.reading.ac.uk\/reading-lists\/students\" target=\"_blank\" rel=\"noopener\">Online reading lists: a guide for students<\/a><\/strong><\/p>\n<p><strong><a href=\"http:\/\/www.reading.ac.uk\/library\/contact\/info-for\/staff\/lib-reading-lists.aspx\">Information on the University's approved reading list recommendations <\/a><\/strong><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div><\/div><\/div><div id=\"pgc-528-0-1\"  class=\"panel-grid-cell\" ><div id=\"panel-528-0-1-0\" class=\"so-panel widget widget_sow-editor panel-first-child panel-last-child\" data-index=\"3\" ><div\n\t\t\t\n\t\t\tclass=\"so-widget-sow-editor so-widget-sow-editor-base\"\n\t\t\t\n\t\t>\n<div class=\"siteorigin-widget-tinymce textwidget\">\n\t<div class=\"wrapper\">\n<div id=\"inside-wrapper\" class=\"inside-wrapper\">\n<div id=\"main-content\" class=\"content-center\">\n<div class=\"cl-main_2 c-orange\">\n<div class=\"content-body\">\n<h1>Transition to university learning<\/h1>\n<p>&nbsp;<\/p>\n<p>An effective transition is one that results in each and every student:<\/p>\n<ul>\n<li><strong>feeling a <a href=\"http:\/\/www.cms.rdg.ac.uk\/draft\/internal\/engaging-everyone\/student-engagement\/ee-sense-of-belonging.aspx\"><u>sense of belonging\u00a0<\/u><\/a>within\u00a0the University community;<\/strong><\/li>\n<li><strong>understanding the academic values and expectations of University learning;<\/strong><\/li>\n<li><strong>being equipped with the necessary <a href=\"http:\/\/www.cms.rdg.ac.uk\/draft\/internal\/engaging-everyone\/inclusive-curriculum-design\/ee-academic-skills.aspx\"><u>academic skills<\/u><\/a>\u00a0in order to succeed in their studies.<\/strong><\/li>\n<\/ul>\n<p>Given that new students begin the transition from different starting points, with different experiences and expectations, transition support needs to be carefully designed in order to enable the full diversity of students to achieve these outcomes.<\/p>\n<p>Transition is not a one-off activity, but rather a process that should be actively designed and facilitated across the whole first year of an undergraduate degree from the early days of accepting an offer to the University of Reading to reflecting on the results of first year exams.<\/p>\n<p>The <a href=\"https:\/\/www.heacademy.ac.uk\/individuals\/strategic-priorities\/retention\/what-works\"><u>'What Works?' project<\/u><\/a> advice and guidance on scaffolding an effective transition; including six principles that can be used to plan and inform transition activities (Thomas, L., 2012, p9). These principles have particular relevance when considered in the context of diversity and inclusion.<\/p>\n<p>Liz Thomas (2013, p18-19) has also created a list of reflective questions to prompt reflection on the effectiveness of transition arrangements.<\/p>\n<p>&nbsp;<\/p>\n<div class=\"wrapper\">\n<div id=\"inside-wrapper\" class=\"inside-wrapper\">\n<div id=\"main-content\" class=\"content-center\">\n<div class=\"cl-side_2r c-orange\">\n<div class=\"pullout-box\">\n<h1>Case studies<\/h1>\n<p>&nbsp;<\/p>\n<ul>\n<li><span style=\"color: #ff0000\"><strong><a style=\"color: #ff0000\" href=\"http:\/\/blogs.reading.ac.uk\/t-and-l-exchange\/fostering-effective-transition-to-university-learning\/\">Fostering effective transition to university learning<\/a><\/strong><\/span><\/li>\n<li><span style=\"color: #ff0000\"><strong><a style=\"color: #ff0000\" href=\"http:\/\/blogs.reading.ac.uk\/t-and-l-exchange\/developing-independent-learners-a-first-year-skills-module\/\">Developing independent learners - a first year skills module<\/a><\/strong><\/span><\/li>\n<li><span style=\"color: #ff0000\"><strong><a style=\"color: #ff0000\" href=\"http:\/\/blogs.reading.ac.uk\/t-and-l-exchange\/subject-specific-english-academic-and-professional-skills-for-nuist-students-in-chemistry\/\">Subject specific English, academic, and professional skills for NUIST students in Chemistry<\/a><\/strong><\/span><\/li>\n<li><span style=\"color: #ff0000\"><strong><a style=\"color: #ff0000\" href=\"http:\/\/blogs.reading.ac.uk\/t-and-l-exchange\/legal-seagulls-experience-plan-for-overseas-students\/\">Legal Seagulls: Experience Plan for overseas students<\/a><\/strong><\/span><\/li>\n<li><span style=\"color: #ff0000\"><strong><a style=\"color: #ff0000\" href=\"http:\/\/blogs.reading.ac.uk\/t-and-l-exchange\/using-screencasts-to-deliver-skills-training-a-part-one-english-literature-module\/\">Using screencasts to deliver skills training: a Part One English Literature module<\/a><\/strong><\/span><\/li>\n<li><span style=\"color: #ff0000\"><strong><a style=\"color: #ff0000\" href=\"http:\/\/blogs.reading.ac.uk\/t-and-l-exchange\/ls1tal-techniques-and-skills-for-applied-linguistics-improving-the-student-experience\/\">LS1TAL Techniques and Skills for Applied Linguistics: Improving the student experience<\/a><\/strong><\/span><\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div><\/div>\n<div class=\"cl-main_2 c-orange\">\n<div class=\"content-body\">\n<p><strong>References<\/strong><\/p>\n<p>Thomas, L. (2012). <a href=\"https:\/\/www.heacademy.ac.uk\/knowledge-hub\/building-student-engagement-and-belonging-higher-education-time-change-summary\"><u><em>Building student engagement and belonging in Higher Education at a time of change: a summary of findings and recommendations from the What Works? Student Retention and Success Programme<\/em><\/u><\/a>. York: Higher Education Academy, p. 9.<\/p>\n<p>Thomas, L. (2013) <a href=\"https:\/\/doi.org\/10.5456\/WPLL.14.S.4\"><u>What works? Facilitating an effective transition into higher education. <em>Widening Participation and Lifelong Learning<\/em><\/u><\/a>, <strong>14<\/strong>: 1. p4-24.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div><\/div><\/div><\/div><\/div>","protected":false},"excerpt":{"rendered":"<p>Engaging Everyone What is Inclusive Practice? Inclusive Curriculum Design Inclusive Curriculum Delivery Inclusive Teaching and Learning Resources Student Engagement resources &nbsp; Accessible Reading Lists Prompts Reading lists and the library Online reading lists: a guide for students Information on the University&#8217;s approved reading list recommendations Transition to university learning &nbsp; An effective transition is one [&hellip;]<\/p>\n","protected":false},"author":85,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"om_disable_all_campaigns":false,"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"jetpack_post_was_ever_published":false,"_links_to":"","_links_to_target":""},"acf":[],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/PbcJTb-8w","_links":{"self":[{"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/pages\/528"}],"collection":[{"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/users\/85"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/comments?post=528"}],"version-history":[{"count":0,"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/pages\/528\/revisions"}],"wp:attachment":[{"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/media?parent=528"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}