Navigating change: a typology of student transition in higher education

Gale, Trevor; Parker, Stephen

doi:10.1080/03075079.2012.721351

Cited by 383 publications

(325 citation statements)

References 35 publications

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“…First, in examining the role that transition programming has in social integration to college, the results of our assessment demonstrate this orientation program achieved the goal of introducing the student to the college and beginning to develop relationships that promoted social integration into the campus. This program fulfilled a key role outlined in the literature as providing co-curricular support for student success (Gale & Parker, 2014;Mayhew et al, 2010).…”

Section: Discussionmentioning

confidence: 99%

Co-Curricular Learning and Assessment in New Student Orientation at a Community College

Sandoval-Lucero¹,

Antony²,

Hepworth³

2017

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With increased public pressure to impact student success, assess student learning and increase completion outcomes at community colleges, mandatory orientation can be an important first step on the path to success. Colleges also need to identify opportunities for assessing co-curricular learning in student affairs programs and functions. This study describes the process of implementing a mandatory new student orientation at a community college in Colorado. The program assessment included data collection at the individual student level to document student learning, and more broadly to demonstrate that the program contributed to increases in student retention outcomes and documented student learning from the beginning of the college transition process. The authors found statistically significant differences in student learning about key on boarding topics following orientation and the new student orientation also contributed to a seventeen percent increase in fall to spring retention of new students.

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Section: Discussionmentioning

confidence: 99%

Co-Curricular Learning and Assessment in New Student Orientation at a Community College

Sandoval-Lucero¹,

Antony²,

Hepworth³

2017

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“…Comparisons made between the two contexts led to conceptualising a transition theory, which posits that transition for online distance learners is a multi-layered concept similar to "transition as becoming" described by Gale & Parker (2014;p. 735).…”

Section: Comparative Analysis and Discussionmentioning

confidence: 99%

Conjecture mapping to optimize the educational design research process

Wozniak

2015

AJET

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While educational design research promotes closer links between practice and theory, reporting its outcomes from iterations across multiple contexts is often constrained by the volumes of data generated, and the context bound nature of the research outcomes. Reports tend to focus on a single iteration of implementation without further research to determine the generalisability of the outcomes to new contexts. This paper outlines a retrospective analytical approach used to capture the significant design features of an online orientation resource implemented in one university context, and then adapted for further exploration, design and evaluation at a second contrasting university. The educational problem studied was how to support health science students to overcome barriers of transitioning to online distance study. A conjecture mapping process aligned to the three phases of educational design research provided a framework to review the outcomes at the first university. This guided the research at the second university, including choice of the data sources during implementation. This process enabled the researcher to undertake a comparative analysis and evaluate the extent of generalisability of the resource to the second university, leading to refined design principles and a framework that illustrates the student transition process.

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“…In the following excerpt, she shows how pedagogic actions that work with rather than act on students can create opportunities for "difficult" elementary school students who are "becomingstudent, becoming-learner, becoming-boy" (Youdell, 2010, p. 322; see also Gale & Parker, 2014), in ways that enable and encourage them to understand these in positive terms and make sense of the world. In Youdell's analysis of events,…”

Section: Action-"working With" Rather Than "Acting On" Students and Tmentioning

confidence: 99%

Socially Inclusive Teaching

Gale

Mills

Cross

2017

Journal of Teacher Education

Self Cite

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Like other western nations such as the United States and the United Kingdom, Australia's record of education outcomes for marginalized groups is troubling, whether the comparisons are made within the nation or with other OECD nations. Although recent Australian Governments have sought to overhaul funding for schools and universities, on their own, more resources for educational institutions are not enough to redress problems of disadvantage and to achieve social justice. Also required is a focus on the pedagogic work (PW) of teachers and, by implication, their teacher educators. Central to this article is the argument that pedagogy is the most strategic place to begin this work because of its location as a central message system in education. In this article we conceive of PW as comprising of belief, design, and action. From these are derived three principles on which to build a socially inclusive pedagogy that creates opportunities for all students, whatever their circumstances, to participate more fully in education. Our focus on advancing a conceptual understanding of socially inclusive pedagogy is informed by a theory and politics of transformation, which seek to engage with the deep structures that generate injustice within schools and teacher education.

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Navigating change: a typology of student transition in higher education

Cited by 383 publications

References 35 publications

Co-Curricular Learning and Assessment in New Student Orientation at a Community College

Co-Curricular Learning and Assessment in New Student Orientation at a Community College

Conjecture mapping to optimize the educational design research process

Socially Inclusive Teaching

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