Concerned about the success rate of new students in our program we designed and implemented a compulsory set of experiences which aim to support students in their transition from high school to university by (1) developing their sense of belonging to a community of learners and by (2) articulating with them the interrelationships among their first year core courses. We initiated various strategies which we have refined in response to student feedback over the past three years. In this paper we describe the pedagogical moves that constitute our initiative and the lessons we learned. We explore essential academic and personal issues that first-year students in all programs face. We share our research findings and address the big ideas that could be applied to any discipline or multi-disciplinary program.