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START Self-questionnaire

How much I do (and could do) to help students in their transition to University?

The questionnaire you are about to start aims at serving as a stimulus and guide for your own reflection on concrete aspects of your teaching practise, which can support first-year students in their transition to Higher Education.
It includes 15 questions reflecting the attitudes and behaviours that generate a significant and positive impact on multiple aspects (personal, social, academic, and university culture) associated with the students’ fundamental challenges during this transition phase.
These attitudes and behaviours arise from opinions of students, lecturers and faculty developers, collected among five European universities during the past two years, as well as from the study of related publications in the state-of-the-art.
Once you have completed this questionnaire, you will be given a conclusion about your own reflection about your teaching practice, together with a set of tips and references to further improve your contribution to the students’ transition to Higher Education.

Shall we start?

1. I understand the nature of the transition from school to college may be overwhelming, and I recognize the challenges some students face in stepping out of their comfort zones.

Never

Seldom

Often

Always

2. I keep myself informed about the existing institutional supporting resources regarding practical aspects of student life, such as housing, health, and food, so that students know they can approach me to help them find these resources.

Never

Seldom

Often

Always

3. I understand the diversity in students' backgrounds and I am aware that they need patience and support from me to acquire new content and abilities.

Never

Seldom

Often

Always

4. I create a comfortable and inclusive atmosphere in my classes and demonstrate genuine care for the students’ education, for example, observing their body language to check their understanding, making them feel safe to express themselves and explore ideas without fear of judgment, etc.

Never

Seldom

Often

Always

5. I respond to all students’ questions, looking for different ways to explain concepts that students may not still fully understand, and adapting the planning of the course to the students’ progress.

Never

Seldom

Often

Always

6. I organize the contents and their delivery following an incremental level of complexity, I explain complex terms in simple words, I treat errors as a driver for learning, and I regularly inform students about their progress.

Never

Seldom

Often

Always

7. I set high expectations for my students while displaying empathy, supporting them without being condescending, encouraging their autonomy and independence, and emphasizing that success is possible through effort.

Never

Seldom

Often

Always

8. I present learning strategies to my students so they can acquire effective learning behaviour, such as creating their own notes based on the class notes, reference books and prior knowledge, learning through teaching, self-testing, using time management tools, etc.

Never

Seldom

Often

Always

9. I promote critical thinking in my students by, for example, opening discussions so that they embrace uncertainty, inviting them to reflect on the consistency of what they are learning considering previous knowledge, designing assignments that require students to explore multiple perspectives and present well-reasoned arguments, etc.

Never

Seldom

Often

Always

10. I highlight the relevance of what students are learning in my course (knowledge and soft skills) for other subjects and their future professional career, through e.g. sharing information about my own work and research, commenting on different professional opportunities linked to obtaining the degree, etc.

Never

Seldom

Often

Always

11. From the beginning of the course, I clarify learning goals, expectations, and assessment, as well as the steps required for completing it successfully.

Never

Seldom

Often

Always

12. I sincerely invite my students, especially those who might be struggling, to talk about their academic or personal concerns, using office hours and other spaces (corridors, cafeteria…) and moments (breaks between lectures…).

Never

Seldom

Often

Always

13. I invest time to connect with students on a personal level, acknowledging them as individuals, and encouraging a positive learning environment that fosters a sense of belonging.

Never

Seldom

Often

Always

14. I look for ways to help students believe in their own ability to succeed – e.g. through sharing other students’ stories, stories of my own struggles, etc., and avoid negative statements that may undermine their belief in their ability to complete the degree.

Never

Seldom

Often

Always

15. Designing my classes, I go beyond the traditional lecture format, promoting group work and interactive activities so that students connect with each other, form supportive relationships, and contribute to a sense of community within the class.

Never

Seldom

Often

Always

How much I do (and could do) to help students in their transition to University?

My contributions to student transition

Further information