The first year of university, also known as the first year experience (FYE), is a crucial time for students as they learn a range of new practices that enable them to study and pursue a discipline or profession of interest. The function of this transitionary time however in relation to providing both a successful transition into university as well as an orientation to the profession is under-developed. Work-integrated learning is a leading pedagogy in tertiary institutions to build student’s career-readiness by applying theory within work experiences. However, despite the growth of WIL across discipline contexts, little is known about the prevalence and impact of WIL practices within the first year of tertiary study. The purpose of this study was to explore the perspectives of those who design and facilitate first year subjects on the value of embedding WIL and other transitionary supports into the first year curriculum. A qualitative case study was employed, with interviews from ten first-year subject coordinators within a single degree and institution. The findings reveal three crucial areas of transition in the first year: Transition into learning, Transition into being a student, and Transition into becoming a professional. Recommendations centre on benefits of a whole-of-course approach to transition and WIL for developing students with the necessary knowledge and skills to succeed both at university and into the workplace.
This MRP aims to uncover unknown details of Canada’s early dress history in the lives of early colonial settlers in Niagara and surrounding Upper Canadian settlements between 1790 and 1840. This study explores the access they had to goods and services, their loyalty to the imperial parent nation of Great Britain, and their adaptability to the conditions of a rudimentary frontier. The central conclusion is that relationships to fashion and dress were remarkably sophisticated in early Upper Canadian societies.
Work-integrated learning (WIL) experiences are in demand as higher education (HE) institutions endeavour to develop profession-ready graduates. However, Generation Z has reported a lack of preparedness and uncertainty entering the workforce. Designing WIL experiences across a degree engages these students in meaningful opportunities to apply theory to practice. Despite the support of degree-wide approaches, little is known about the prevalence of WIL opportunities within the first year of tertiary study. This chapter reports the findings from 10 interviews with first-year subject coordinators in the Bachelor of Primary Education (BPrimEd) degree, gaining insight into subject coordinators' roles and their perceived purpose of WIL in the first year of HE. Findings suggest subject coordinators recognise the value of and use WIL activities, yet a number of internal and external constraints also limit embedding WIL within first-year curricula. The research in this chapter is student-led and includes reflective insights from the lead student author.
This MRP aims to uncover unknown details of Canada’s early dress history in the lives of early colonial settlers in Niagara and surrounding Upper Canadian settlements between 1790 and 1840. This study explores the access they had to goods and services, their loyalty to the imperial parent nation of Great Britain, and their adaptability to the conditions of a rudimentary frontier. The central conclusion is that relationships to fashion and dress were remarkably sophisticated in early Upper Canadian societies.
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