Supporting and enhancing the undergraduate and postgraduate student experience throughout the student lifecycle is a critical activity in higher education not only to aid retention and progression but in a highly competitive higher education (HE) market, the quality of the student experience is pivotal in HE institution’s attracting students. In recent years, research and initiatives have tended to focus on the first-year student experience (i.e. those entering year one of a course with subsequent years being neglected), or learning and teaching, and assessment and feedback. However, although the first year is crucial in helping to embed students into their studies, it is essential to support students in a joined-up approach across academic and non-academic spheres in, through and out of the study journey to aid student engagement, wellbeing, progression, attainment and success. This seminar looked at the key transitions in the study journey and focused on and suggested ways that institutions can create excellence in their delivery of a high-quality student experience from raising aspirations to entry preparation and throughout each level of study. Participants who attended this seminar: Examined the student lifecycle, identified key transition points and their associated challenges Explored possibilities for enhancing student engagement and better preparing students at each stage from first year induction to ‘outduction’ Were introduced to and explored the ‘Student Experience Transitions Model’ that interlinks the key activities of academic, welfare and support. The model provides a framework for colleagues to organise and map out the various types of support required for different students at particular times throughout their journey at university or college; Shared practice with colleagues from other institutions and make connections for collaborative projects Had a facilitated discussion on how student engagement might be best enhanced at different stages from Pre-entry to Post-graduation.

"The spacing effect refers to the process of spacing a topic that is to be learned over time, rather than teaching the topic in an intensive session. The implication for our modules is that rather than teaching all of LO1 in weeks 1 and 2 (for example) we should consider if it is possible to divide the topic and teach some in week 1 and then revisit (perhaps in greater depth) later on in the semester. The topic is then spaced out over the semester. The available evidence tells us that this is a more effective strategy. This session will explore this strategy in more detail and present some of the evidence that supports this strategy"