One-One support: Induction programmes are aimed at combating low progression rates and student withdrawal. The Access Service at DCU believes that the induction process should continue throughout first year. This is carried out in the first instance at one-one meetings with all first year scholars. Post-Entry Project Officers are assigned to all years, with a designated first-year Project Officer who meets scholars on a one-toone basis early in the first semester. Student who may need additional supports are identified and referred to appropriate services within the University, with continuous backup and support from the Access Service. Further meetings are then arranged as required for the duration of their degree. Students can discuss issues arising and appropriate supports are identified and administered on an ongoing basis where possible. „Transition models enable us to identify areas where students may be at risk of alienation,‟ (Purnell et al SEDA paper 2008 p19). Cook and Lowe (2003) concur with this and believe that „induction should be seen as a process instead of as an event and should be designed to promote peer group and staff-student support systems for those students who are experiencing academic or personal difficulties.‟ (p75).
Student Learning Agreements: A student learning agreement (SLA) is emailed to students in advance of one-one meetings. Students bring the completed learning agreement to their meeting to be reviewed and agreed on. Post-Entry Project Officers and students then discuss in detail and agree on a tailored package of supports for the duration of their studies. The supports are outlined by project officers and students have an opportunity to provide input and request clarification. Initially, the SLA aims to ensure that students have registered for their degree correctly, chosen modules that are aligned with their own aims and abilities and that they are aware of all the services on campus. The interests, career aspirations and strengths of the individual students are discussed in order to gauge the reasons for their course choice.
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