Most science-based courses include practical experimental activity in the laboratory. Many academics and authoritative bodies would claim that a significant level of such activity is essential to the formation of technologists. This paper reviews the literature on laboratory practice. It also reports on an internal survey of staff and student perceptions of the practical work and its value in their courses in the School of Engineering at the Robert Gordon University, Aberdeen. It discusses the degree to which practices both within and outwith the School appear to match the declared aims of participants. It concludes by suggesting some strategies, which may lead to laboratory work becoming more effective.

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A B S T R AC T Low progression rates and voluntary student withdrawal are increasingly a concern as participation rates in the tertiary sector rise. Models of departure stress the importance of transition mechanisms in obtaining the commitment which ensures persistence. This article describes an innovative induction programme which was devised by applying student persistence research findings. Sufficient details of the activity's structure are provided to allow it to be adapted by others. The evaluation reported is based mainly on data collected after the first time the programme was run. The programme has now operated for several years and evaluations and modifications are described. The primary aim of this article is to provide guidance on optimizing the effectiveness of the approach. K E Y WO R D S : pro gression rates, transition and persistence model, undergraduate induction active learning in higher education

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