Towards a transition pedagogy: A case study of a regional Australian university’s approach to enhancing the first year experience

Elizabeth Smith

Towards a transition pedagogy: A case study of a regional Australian university’s approach to enhancing the first year experience

Elizabeth Smith

Research output: Book chapter/Published conference paper › Conference paper › peer-review

Abstract

The first year is a critical period in the determination of student success, none more so than for students from diverse backgrounds including those from low socio economic backgrounds. Achieving the utopian ‘third generation’ or ‘transition pedagogy’ approach to the first year experience requires a transformational shift: a whole of institution approach including explicit curriculum design and seamless partnerships between academic and professional staff. This paper documents one institution’s progress towards a transition pedagogy and describes specific initiatives in an ambitious project of change that has complemented the university’s response to the widening participation agenda.

Original language	English
Title of host publication	Proceedings of 14th Pacific Rim First Year in Higher Education Conference 2011
Pages	1-10
Number of pages	10
ISBN (Electronic)	978-1-921897-04-7
Publication status	Published - 2011
Event	14th Pacific Rim First Year in Higher Education Conference (FYHE) 2011 - Esplanade Hotel, Fremantle, Australia Duration: 28 Jun 2011 → 01 Jul 2011 http://fyhe.com.au/past_papers/papers11/FYHE-2011/index.html

Conference

Conference	14th Pacific Rim First Year in Higher Education Conference (FYHE) 2011
Abbreviated title	Design for student success
Country	Australia
City	Fremantle
Period	28/06/11 → 01/07/11
Internet address	http://fyhe.com.au/past_papers/papers11/FYHE-2011/index.html

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title = "Towards a transition pedagogy: A case study of a regional Australian university{\textquoteright}s approach to enhancing the first year experience ",

abstract = "The first year is a critical period in the determination of student success, none more so than for students from diverse backgrounds including those from low socio economic backgrounds. Achieving the utopian {\textquoteleft}third generation{\textquoteright} or {\textquoteleft}transition pedagogy{\textquoteright} approach to the first year experience requires a transformational shift: a whole of institution approach including explicit curriculum design and seamless partnerships between academic and professional staff. This paper documents one institution{\textquoteright}s progress towards a transition pedagogy and describes specific initiatives in an ambitious project of change that has complemented the university{\textquoteright}s response to the widening participation agenda.",

author = "Elizabeth Smith",

year = "2011",

language = "English",

pages = "1--10",

booktitle = "Proceedings of 14th Pacific Rim First Year in Higher Education Conference 2011",

note = "14th Pacific Rim First Year in Higher Education Conference (FYHE) 2011, Design for student success ; Conference date: 28-06-2011 Through 01-07-2011",

url = "http://fyhe.com.au/past_papers/papers11/FYHE-2011/index.html",

}

Smith, E 2011, Towards a transition pedagogy: A case study of a regional Australian university’s approach to enhancing the first year experience . in Proceedings of 14th Pacific Rim First Year in Higher Education Conference 2011. pp. 1-10, 14th Pacific Rim First Year in Higher Education Conference (FYHE) 2011, Fremantle, Australia, 28/06/11. <http://fyhe.com.au/past_papers/papers11/FYHE-2011/content/pdf/15D.pdf>

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AB - The first year is a critical period in the determination of student success, none more so than for students from diverse backgrounds including those from low socio economic backgrounds. Achieving the utopian ‘third generation’ or ‘transition pedagogy’ approach to the first year experience requires a transformational shift: a whole of institution approach including explicit curriculum design and seamless partnerships between academic and professional staff. This paper documents one institution’s progress towards a transition pedagogy and describes specific initiatives in an ambitious project of change that has complemented the university’s response to the widening participation agenda.

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Towards a transition pedagogy: A case study of a regional Australian university’s approach to enhancing the first year experience

Abstract

Conference

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