Supporting Level 1 Physics & Astronomy Undergraduates at the University   of Glasgow
  It is generally accepted that the retention and associated completion rates for first year classes are an area of concern for UK universities, and physics and astronomy classes at the University of Glasgow are exception. Classes are often large and, as result, student integration on academic and social levels can be difficult to achieve; some students perceive a lack of personal interest and support in what can be a stressful transition from secondary to tertiary education.   In order to address these issues, the author has been employed in a new departmental post, Director of Learning Support for First Year. The remit of this post is primarily the implementation of an improved personal contact and academic monitoring and support strategy for first year undergraduates.   The purpose of this paper is to present the ways in which it is hoped that the role of Director of Learning Support will positively impact on aspects of the forthcoming academic year. 
Morag M. Casey
physics.ed-ph