ABSTRACT
The School of Earth and Environment at the University of Leeds is home to over 600 undergraduate students enrolled on a variety of programmes, spanning earth and environmental science, sustainability and business. This chapter firstly presents the development of an online resource to support pre-entry and induction stage students in their transition from school to university. It then outlines a programme of research within the School that has explored the barriers, enablers and effective practice in engaging undergraduate students in order to enhance their sense of belonging to the School community and with their discipline. This research recognises that social interaction, as well as involvement in the academic and research community, all contribute to the student experience and that students learn by being involved and learn more the more they are involved in both the academic and social aspects of their university experience (Astin, 1985; Bransford et al., 1999; Chickering and Gamson, 1987; Krause, 2005). Actions as a result of this work have focused on facilitating educationally purposeful co-curricular opportunities that promote supporting peer relations and meaningful interactions between staff and students in order to enhance undergraduate student engagement (Kuh, 2001). These are intended to complement the engagement opportunities provided through the academic curriculum. This research has also raised awareness amongst academic staff of potential mismatches between their perceptions and the reality of the student experience. It has resulted in the development of a School Student Experience Framework, achieved through a student-staff partnership, and brought about strategic change and investment in the student experience within the School of Earth and Environment.
