  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.
