Induction & Transitions Symposium: reflections from GTAs navigating simultaneous staff and student identities
The inaugural Induction and Transitions Symposium, hosted by Student Learning Development, took place on Thursday 29 May. The event aimed to foster a collegiate community by bringing together staff from across academic departments and services at the University of Glasgow. The goal was to share practice and spark conversation around pedagogical and broader approaches to enhancing the student experience.
Central to the discussions were students’ experiences as they transition into, through, and out of the University, at both undergraduate and postgraduate levels. Contributors shared a range of initiatives designed to create a culture of mattering, one in which the institution strives to meet students where they are, ensuring they feel both seen and valued as individuals (Flett, 2019; Seary et. al., 2023; Thijm, 2023).
Mattering and Transitions
Mattering featured prominently throughout the day, with presenters showing how their approaches to student transitions are rooted in a commitment to the concept. Mattering was identified as a critical factor in supporting student success, particularly by fostering more inclusive and equitable relationships. At the same time, participants acknowledged the challenges of embedding such an individualised approach into institutional practice while remaining mindful of academic, financial, and workload pressures that shape the experiences of staff and students. Mattering, therefore, must be understood as a dynamic process that evolves in line with students' needs and experiences.
Embedding Inclusivity and Accessibility
Inclusivity and accessibility were also recurring themes. In her insightful presentation, Karen Grant explored how the Disability Service has evolved over the past five years to better support Disabled students as they transition into university life. These developments are practical expressions of care, showing how thoughtful planning can address wellbeing needs and enhance academic outcomes.
Student-Staff Partnerships in Action
The Symposium showcased several examples of how mattering is enacted through student-staff partnerships. Senior Lecturers Frances Docherty, Smita Odedra and Linnea Soler; undergraduate Mia Quinn and graduate Drew Gupwell shared partnership projects from the School of Chemistry. These initiatives support students at key transition points, with students directly involved in shaping and delivering provision. In doing so, their experiences of transition become a valuable resource that informs the design of future provision and creates authentic peer learning opportunities.
This kind of engagement strengthens community by enabling students to share practical advice and personal insights, helping new students navigate academic and social transitions with greater confidence.
Blending the Online and On-Campus Experience
While community-building is often associated with in-person interaction, several speakers highlighted transitions initiatives that blur the boundaries between online and on-campus delivery. In Chemistry, for example, e-learning resources co-created with student partners allow incoming undergraduates to explore lab environments before they arrive. This helps reduce anxiety and improves readiness for on-campus learning.
Carol Andrews and Iona Phillips also presented on the COMPASS 100-day onboarding programme at the Adam Smith Business School using an innovative Thinglink. Drawing on models from employment induction, COMPASS offers a structured pathway for incoming postgraduate students. With an e-learning component that connects pre-arrival and on-campus activities, the programme supports a smoother transition by explicitly naming the cognitive, sensory, and social aspects. This can be particularly helpful for international students adapting to life in a new country.
Mapping Provision, Building Community
The Symposium built on the work of the Induction and Transitions team to create visual maps of current provision across the University. Attendees were invited to contribute to this project by identifying initiatives they are involved in and suggesting areas for further development. This mapping exercise provided an overview of transitions from a student perspective. While staff may be familiar with provision in their own areas, students engage with a wide range of support across Schools, Colleges, and Services throughout their journey.
Together with the growing cross-university Induction & Transitions Community of Practice on Teams, the Symposium has laid the foundations for a more joined-up, student-centred approach to transitions at the University of Glasgow.
Jessica Leeper
I have navigated dual roles at UofG as an international PGR student and a member of staff. This year’s symposium resonated with my own journey of experiencing early challenges of transitioning into a new academic culture. The discussions on belonging and mattering emphasise the crucial role that staff foster in making transitions more inclusive and supportive for students with limited social interactions, as seen during Micaela Levesque’s talk on the ‘Challenges of Student Community and Connection during Induction/Transition.’ I found the group activity during this session as a valuable reminder that a student’s success is anchored not only on clear access to institutional support, but also on the crucial role of community-building between students and staff throughout the university’s network.
Jeehan Ashercook
As a Graduate Teaching Assistant and postgraduate student at UofG, the Inductions and Transitions symposium further spoke to concerns that students have on leaving the institution and navigating career prospects as well as support mechanisms that the University has in place to bridge this transition. With my research approaching its end, discussions around transitions out of the University resonated with my circumstances. Marie McQuade and Elizabeth Black’s creative session ‘Navigating the Next Chapter: A Reflective Toolkit for Graduating Students’ shared various creative and reflective resources from collaging to writing ‘I’ poems, all of which inspired new and innovative ways of reflecting on one’s skills and interests and thereby, thinking of next steps and possible directions to take. These activities reinforced care and a consistent practice of mattering that considers students’ success within and beyond the University.
Kirsten Somerville
Having worked on pre-entry transition programmes for Widening Participation and International students for several years before returning to postgraduate study in Education, the Induction and Transitions symposium was an opportunity to make connections between my research and practice as an educator. The distinction between belonging and mattering that ran throughout the presentations was particularly illuminating: that when students matter, they are empowered to contribute to institutional practices, norms and values, rather than simply expected to conform to them. Being introduced to some of the literature around this notion, and seeing so many successful examples from across the university, has inspired me to reflect on how I can support students from diverse backgrounds to value their unique contribution to our community.
References
Flett, G. L. (2022). An Introduction, Review, and Conceptual Analysis of Mattering as an Essential Construct and an Essential Way of Life. Journal of Psychoeducational Assessment, 40(1), 3-36. Available at: https://doi.org/10.1177/07342829211057640
Seary, K., Smith, A., Toth, G., and Flanders, M. STEPS, LEAPS and bounds: Is there a recipe for success? (2023). Journal of University Teaching and Learning Practice, 20(4). Available at: https://doi.org/10.53761/1.20.4.08
Thijm, J. (2023). Mattering vs belonging and the impact of academic advisors: online professional part-time students – a case study, Journal of Learning Development in Higher Education, 29. Available at: https://doi.org/10.47408/jldhe.vi29.1091
Written by SLD GTAs (Kirsten Somerville, Jeehan Ashercook, Jessica Leeper) for the Inductions and Transitions Team