A course approach to student transition to University

a case study in Agricultural Business Management

Yann Guisard, Karl Behrendt, Peter Mills, Shevahn Telfser, Warwick Wheatley, Carole Hunter, Rebecca Acheson, Zelma Bone

Research output: Contribution to journalArticle

6 Downloads (Pure)

Abstract

The focus of this paper is to present a case study of an integrated course approach to student transition in an undergraduate agricultural business management program. This wholistic approach is particularly relevant to courses with small student intake (defined here as less or equal to 20 full time students). These small intakes represent approximately 38% of all intakes in Australian universities. Most universities have an orientation week with generic and course specific activities to assist students in their transition to university life but very few have a 'total package' of sustained transitional support with an overnight tour, mentoring program, curriculum mapping and course design for all of the first stage subjects as just some of their strategies. The transition was planned to take place over the entire first stage of the course. A course team working collaboratively and cohesively was paramount to the success of this project. The approach was first implemented in 2010 and three years of data are presented here. These data clearly demonstrate that although student grades did not significantly improve, student satisfaction and perception of the 'worth' of the various fundamental subjects taught in the first year of their course increased. This is associated with a recent decrease in first year student attrition. Finally and perhaps more importantly, academics reported that students seemed to display a higher standard of academic literacy and deeper critical thinking in their various assessment tasks.
Original languageEnglish
Pages (from-to)896-902
Number of pages7
JournalCreative Education
Volume3
Issue number6
DOIs
Publication statusPublished - Oct 2012

Fingerprint

business management
student
university
first-year student
mentoring
literacy
curriculum

Cite this

@article{635c26ff08b7493b9c964dbf692d4cb2,
title = "A course approach to student transition to University: a case study in Agricultural Business Management",
abstract = "The focus of this paper is to present a case study of an integrated course approach to student transition in an undergraduate agricultural business management program. This wholistic approach is particularly relevant to courses with small student intake (defined here as less or equal to 20 full time students). These small intakes represent approximately 38{\%} of all intakes in Australian universities. Most universities have an orientation week with generic and course specific activities to assist students in their transition to university life but very few have a 'total package' of sustained transitional support with an overnight tour, mentoring program, curriculum mapping and course design for all of the first stage subjects as just some of their strategies. The transition was planned to take place over the entire first stage of the course. A course team working collaboratively and cohesively was paramount to the success of this project. The approach was first implemented in 2010 and three years of data are presented here. These data clearly demonstrate that although student grades did not significantly improve, student satisfaction and perception of the 'worth' of the various fundamental subjects taught in the first year of their course increased. This is associated with a recent decrease in first year student attrition. Finally and perhaps more importantly, academics reported that students seemed to display a higher standard of academic literacy and deeper critical thinking in their various assessment tasks.",
keywords = "Open access version available, Academic Literacies, Course Mapping, First Year Experience, Integrated Curriculum, Mentoring, Orientation Tour, Undergraduate",
author = "Yann Guisard and Karl Behrendt and Peter Mills and Shevahn Telfser and Warwick Wheatley and Carole Hunter and Rebecca Acheson and Zelma Bone",
note = "Imported on 12 Apr 2017 - DigiTool details were: month (773h) = October, 2012; Journal title (773t) = Creative Education. ISSNs: 2151-4755;",
year = "2012",
month = "10",
doi = "10.4236/ce.2012.326135",
language = "English",
volume = "3",
pages = "896--902",
journal = "Creative Education",
issn = "2151-4755",
publisher = "Scientific Research Publishing",
number = "6",

}

A course approach to student transition to University : a case study in Agricultural Business Management. / Guisard, Yann; Behrendt, Karl; Mills, Peter; Telfser, Shevahn; Wheatley, Warwick; Hunter, Carole; Acheson, Rebecca; Bone, Zelma.

In: Creative Education, Vol. 3, No. 6, 10.2012, p. 896-902.

Research output: Contribution to journalArticle

TY - JOUR

T1 - A course approach to student transition to University

T2 - a case study in Agricultural Business Management

AU - Guisard, Yann

AU - Behrendt, Karl

AU - Mills, Peter

AU - Telfser, Shevahn

AU - Wheatley, Warwick

AU - Hunter, Carole

AU - Acheson, Rebecca

AU - Bone, Zelma

N1 - Imported on 12 Apr 2017 - DigiTool details were: month (773h) = October, 2012; Journal title (773t) = Creative Education. ISSNs: 2151-4755;

PY - 2012/10

Y1 - 2012/10

N2 - The focus of this paper is to present a case study of an integrated course approach to student transition in an undergraduate agricultural business management program. This wholistic approach is particularly relevant to courses with small student intake (defined here as less or equal to 20 full time students). These small intakes represent approximately 38% of all intakes in Australian universities. Most universities have an orientation week with generic and course specific activities to assist students in their transition to university life but very few have a 'total package' of sustained transitional support with an overnight tour, mentoring program, curriculum mapping and course design for all of the first stage subjects as just some of their strategies. The transition was planned to take place over the entire first stage of the course. A course team working collaboratively and cohesively was paramount to the success of this project. The approach was first implemented in 2010 and three years of data are presented here. These data clearly demonstrate that although student grades did not significantly improve, student satisfaction and perception of the 'worth' of the various fundamental subjects taught in the first year of their course increased. This is associated with a recent decrease in first year student attrition. Finally and perhaps more importantly, academics reported that students seemed to display a higher standard of academic literacy and deeper critical thinking in their various assessment tasks.

AB - The focus of this paper is to present a case study of an integrated course approach to student transition in an undergraduate agricultural business management program. This wholistic approach is particularly relevant to courses with small student intake (defined here as less or equal to 20 full time students). These small intakes represent approximately 38% of all intakes in Australian universities. Most universities have an orientation week with generic and course specific activities to assist students in their transition to university life but very few have a 'total package' of sustained transitional support with an overnight tour, mentoring program, curriculum mapping and course design for all of the first stage subjects as just some of their strategies. The transition was planned to take place over the entire first stage of the course. A course team working collaboratively and cohesively was paramount to the success of this project. The approach was first implemented in 2010 and three years of data are presented here. These data clearly demonstrate that although student grades did not significantly improve, student satisfaction and perception of the 'worth' of the various fundamental subjects taught in the first year of their course increased. This is associated with a recent decrease in first year student attrition. Finally and perhaps more importantly, academics reported that students seemed to display a higher standard of academic literacy and deeper critical thinking in their various assessment tasks.

KW - Open access version available

KW - Academic Literacies

KW - Course Mapping

KW - First Year Experience

KW - Integrated Curriculum

KW - Mentoring

KW - Orientation Tour

KW - Undergraduate

U2 - 10.4236/ce.2012.326135

DO - 10.4236/ce.2012.326135

M3 - Article

VL - 3

SP - 896

EP - 902

JO - Creative Education

JF - Creative Education

SN - 2151-4755

IS - 6

ER -