Enhancing the transition of commencing students into university: an institution-wide approach

"Network Teach": How a student led organisation supports the transition to university

“…Student transition, retention and success have been defined as key performance indicators of quality in Australian universities (ACER, 2008) thus promoting a key interest in first-year experience programs and initiatives (Johnston, Duff, & Quinn, 2009). A range of multi-faceted issues affect students in their transition to university life including, personal, social and academic concerns (Nelson, Smith, & Clarke, 2012). Another important aspect considered in this literature review is the support provided by various university systems.…”

Performance, Feedback, and Revision: Metacognitive Approaches to Undergraduate Essay Writing

“…When course expectations are clearly communicated from the outset, students have higher learning outcomes and increased gains in competencies such as critical thinking and writing skills (Arum & Roska, 2011;McKenzie & Schweitzer, 2001;Nelson et al, 2012). Furthermore, undergraduate writing improves when instructors provide clear assessment and frequent feedback (Campbell et al, 1998;Scouller, 1998;Torrance, Thomas, & Robinson, 1994).…”

“…While the reasons for these discrepancies are complex, research suggests that communicating clear expectations to first-year students enhances learning outcomes, develops academic literacies, increases academic and social engagement, and raises retention rates (Branthwaite, Trueman, & Hartley, 1980;1980;Hounsell, 1997;Lea & Street, 1998;McCune, 2004;Nelson et al, 2012;Prosser & Webb, 1994).…”

Selective Planning of the First Year Experience in Higher Education: A Sweden-Australia Comparative Study of Support

“…This consisted of forming an institute-community body, a Community of Practice (CoP), to instigate first year support initiatives (Donnison, et al, 2017). This neoteric enterprise is comparatively discussed with reference to a top down first-generation approach (Kift, et al, 2010;Nelson, et al, 2012) conducted in Sweden in 2012-2014 The two case studies provide examples of opposing contexts of country, institution size, education system and funding and thus a lens for comparing and contrasting different ways of supporting students in their FYHE. The Universities differ markedly but they both acknowledge the importance of the FYHE and the need to support the engagement and retention of students.…”

“…The first generation approach used student services and specific preparatory courses to help first year students; the second generation approach took a cross disciplinary, university-wide approach that included both administrative and academic support; and, the third generation model employed transition pedagogy as an extra layer to retain and sustain first year endeavours (Kift, Nelson & Clarke, 2010;Nelson, Smith & Clarke, 2012). Penn-Edwards and Donnison (2014) devised a fourth generation approach that went beyond the university and, in addition, drew on community, parental and peer support to assist first year students.…”