Have you considered that this might be the first time first-year students have been added to institutional mailing lists?

Universities rely heavily on email communication, which can be overwhelming for students who are not accustomed to distinguishing between important and less relevant information. Challenges in this area can be grouped into the following categories, as identified in the START Challenges Mindmap.: Administrative Formalities: Educational Format: Communication Codes: Social Engagement.

Explain the Purpose of Mailing Lists

Collective emails play a crucial role in keeping the university community informed about a wide range of topics. For example, emails may:

• Clarify logistical arrangements, such as changes in classrooms or road closures.
• Share information on specific political positions, whether internal, national, or international.
• Inform students about upcoming social activities and events.

Beyond their practical aspects, these emails help students stay informed about what is happening within their institution, fostering a sense of belonging and encouraging collective participation in university life.

Take a moment in your class to explain the importance of these emails for your students’ experience of student life. See Quick Win 1. Be explicit about the university’s expectations regarding communication. Emphasise that reading and being guided by these emails is essential for staying engaged and navigating student life successfully. See Quick Win 2.

Develop Expectations about Bulk Communication

Often students don’t read emails, assuming that they are not relevant for them, or that someone else will provide them with the relevant information.

• Entice your students to read their mail by referencing the information in class.  Rather than providing the information, encourage and guide your students to find the relevant university information themselves.  See Quick Win 3
• Show them how to quickly find out the importance of their mail by analysing the title, date, topic, and sender.
• Make it clear that they can tell you if they are missing information or context relating to the information.

Have you considered that the university structure might be bigger than first-year students are used to and that the amount of information the students have to deal with is larger?

First-year students might find it overwhelming to get the information they need in order to adapt to their new university context. You can ease their transition in a variety of ways.

Discuss Information Collection and Filtering

Encourage students to reflect on the variety of sources they can use to gather specific information, such as journals, magazines, websites, books, encyclopedias, individuals, and university portals.

Discuss how each source serves a different purpose, from accessing in-depth research in academic journals to obtaining quick overviews from encyclopedias or gaining practical insights from conversations with peers.

Clarify the purposes of the university’s communication channels to help students navigate them effectively. Official emails and portals deliver institutional announcements, course updates, and administrative deadlines, while academic resources like the library and departmental newsletters provide subject-specific information. Informal conversations with peers, faculty, and staff offer insights into unwritten norms, success tips, and engagement opportunities. By valuing both formal and informal communication, students can adopt a balanced approach to information gathering, enhancing their effectiveness and resourcefulness.

Guide Students to Discover the University

Some activities can support students in approaching university services for the first time.

• University Services Identification. During the first weeks of the semester, assign students to small groups and task each group with researching and presenting information about a specific university service (for instance, the library, writing centre, tutoring services, career services, health services, IT support, etc.). Provide guidelines and resources (such as university websites, brochures or contacts) for students to gather information about their assigned service. Encourage students to investigate the services’ mission, location, operating hours, available resources, and how students can access them. Each group should create a concise presentation covering the key aspects of their assigned service. This could be done in any format (e.g. slideshows, posters, short videos, songs). Each group will then present their findings to the rest of the class. After all the presentations, conduct a brief quiz or poll (you can use electronic tools such as Kahoot or Wooclap) to reinforce the information. As a possible follow-up, you can ask students to create a handout or digital guide summarising the key points from each service, including contact information and how to access the services. You can also encourage students to visit at least one service and report on their experience.

• Campus Orientation and Scavenger Hunt. Organise an interactive campus tour combined with a scavenger hunt. Divide students into small groups and provide them with a map and a list of key locations to find, such as the library, student services, main lecture halls, cafeterias, etc. Have a brief presentation or information session about the services available once you get there. Additionally, consider that information might be available on the university website, or that some universities may already offer online virtual tours that can be integrated into this activity.

Review the Course Syllabus

Dedicate part of the first class to thoroughly reviewing the syllabus and highlighting key resources such as textbooks, online platforms, and support services. Create a “resource map” linking topics to available resources. See Quick Win 1

Take Time for Weekly Check-ins

During the first weeks of the semester, at the beginning or end of the class, conduct a quick check-in with students to see how they are managing the course content and workload. Use a simple survey or an informal discussion to identify any issues or questions and address common concerns and questions in the following class. You can use an electronic platform to create polls and questionnaires such as Wooclap, Google Forms, etc. See Quick Win 2