Following arrival and orientation, students settle in and begin the real “business” of their education. We know that students quickly find that the freedoms and responsibilities for managing their lives and the consequences of their choices become an on-going balancing act. They need institutional support to help them maintain a healthy equilibrium to succeed at the university level. Many higher educators, psychologists, researchers and scholars have addressed the factors that influence university student success, and we, as educators, can turn to that scholarship to guide our efforts to help students make successful transitions to university level study and life. Kift (2010) asserts:
The first year of university study is arguably the most crucial time for engaging students in their learning community and equipping them with the requisite sills, not only to persist, but to be successful and independent in their new learning throughout their undergraduate years and for a lifetime of professional practice in which they will be continually required to learn and to engage with new ideas that go beyond the content of their university course. All members of the university, students and both professional and academic staff, have a responsibility in this regard to ensure that the first-year curriculum is engaging, supportive, intentional, relevant and social.