This fellowship focussed on the important role of the curriculum in first year transition, success and retention. A research-based 'transition pedagogy' was articulated – a guiding philosophy for intentional first year curriculum design and support that carefully scaffolds and mediates the first year learning experience for contemporary heterogeneous cohorts. This transition pedagogy is framed around the identification of six First Year Curriculum Principles that stand out as supportive of first year learning engagement, success, and retention and is described in Appendix 1. Several discipline case studies, an extensive engaged dissemination strategy and other resources are available from the fellowship website.
Resource Library
The Resource Library contains a collection of higher education learning and teaching materials flowing from projects funded by the Commonwealth of Australia including those from the Australian Learning and Teaching Council.
Materials identified as good practice are indentified. Read more...
Results may be sorted filtered by keywords.
11 resources found for ‘retention’.
The whole of university experience: retention, attrition, learning and personal support interventions during undergraduate business studies
University of the Sunshine Coast
2011
Griffith University, Monash University, Murdoch University, University of South Australia, University of Southern Queensland
Good practice for safeguarding student learning engagement in higher education institutions
Queensland University of Technology
2012
Auckland University of Technology (NZ), Charles Sturt University, Curtin University, Edith Cowan University, RMIT University, University of New England, University of South Australia
Effective teaching and support of students from low socioeconomic backgrounds: resources for Australian higher education
Deakin University
2012
Charles Sturt University, Queensland University of Technology
A cross-disciplinary approach to language support for first year students in the science disciplines
University of Canberra
2011
The University of Newcastle, University of Tasmania, University of Technology, Sydney
Articulating a transition pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education: Final Report
Queensland University of Technology
2009
Good Practice Report: Student transition into higher education
Australian Learning and Teaching Council Limited
2011
This good practice report, commissioned by the ALTC, provides a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on student transition into higher education. The report contains:
- a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships
- a literature review of the good practices and key outcomes for teaching and learning from national and international research
- the proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowships
- identifies areas in which further work or development are appropriate.
University of South Australia
Leadership and the impact of academic staff development and leadership development on student learning outcomes in higher education: a review of the literature
Queensland University of Technology
2009
This report explores the existing evidence of the effect on student learning outcomes in undergraduate higher education study of:
1. Staff/professional development
2. Leadership
3. Leadership development.
As the main focus of this report is not on leadership per se but on the impact of leadership on the student learning outcomes of retention, persistence and achievement, we primarily looked at evidence for that impact rather than on leadership generally.
Diversity: A longitudinal study of how student diversity relates to resilience and successful progression in a new generation university
Edith Cowan University
2009
Production of a prototype online leadership learning tool and system for Australia’s universities
University of Western Sydney
2010
This project provides a university-specific option for systematically and proactively addressing the leadership succession crisis faced by Australian and international universities. It shows how the active, situated, experiential, 'just-in-time' and 'just-for-me' approaches to learning, development and support (known to optimise university student engagement and retention), can be applied to the selection and support if its leaders. The Online Leadership Learning System (OLLS) allows access to practical strategies which experienced leaders in different roles have found helped them to perform effectively.
Curriculum specification and support systems for engineering education that address revised qualification standards
University of Technology, Sydney
2011
Recommendations are made on reducing attrition in areas of admissions processes, curriculum change, bridging pathways, peer-mentoring, and active learning. Other project themes included the development of workshops to support engineering academics, the revision of Engineers Australia‘s competency standards for the three accredited engineering qualifications, and a review of pathways and access to engineering qualifications. Five leaflets address key issues from the report.
Australian Council of Engineering Deans, CQUniversity, Engineers Australia, The University of Melbourne, The University of Queensland, University of South Australia
Articulating a transition pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Queensland University of Technology
2009
This fellowship focussed on the important role of the curriculum in first year transition, success and retention. A research-based 'transition pedagogy' was articulated framed around the identification of six First Year Curriculum Principles that stand out as supportive of first year learning engagement, success. These principles are Transition, Diversity, Design, Engagement, Assessment and Evaluation and monitoring. Several discipline case studies, an extensive engaged dissemination strategy and other resources are available from the fellowship website.
This online resource provides practical ideas and strategies for academic and professional practitioners responsible for designing curricula to support first year university students. It advocates for intentional first year curriculum design using six first year curriculum principles: Transition, Diversity, Design, Engagement, Assessment, Evaluation and Monitoring. The website features resources including a briefing paper on first year assessment and checklists with useful tips for first year teachers, program coordinators and institutional leaders of learning and teaching. It would be particularly useful for academic staff responsible for designing first year curricula across disciplines. Professional staff who support first year curriculum design and delivery in such areas as blended learning will also find this a very useful site. This resource raises awareness of the multidimensional nature of the first year curriculum, drawing attention to the importance of supporting student diversity through the purposeful design of fit-for-purpose learning activities and assessment tasks. As such it would be useful for academic development staff who provide institution-level support to enhance the quality of first year curricula. The focus on evaluation and monitoring is particularly important for its emphasis on the value of continuous review and improvement of first year curricula. Discipline-based case studies are another feature of the resource. Exemplars are drawn from such fields as Law and the Creative Arts, IT and Biology. Kift has sought the input of Australian and international expert commentators who review the case studies and provide input on key issues. This dimension is particularly useful as it provides an indication of the international relevance and appeal of the resource, as well as the rigour of its approach. In terms of accessibility, the website does not readily emerge from a quick Google search of the internet, so users may want to bookmark the site. Nevertheless, once you arrive, you will find the site relatively easy to navigate and resources readily downloadable using PDF-reading software. One of the challenges you may encounter is that this resource site is embedded within a larger site. If you navigate away from the ‘Transition Pedagogy’ area and follow some of the hyperlinks, it can be a little difficult to find your way back. It is important to be aware of this if you decide to pursue some of the interesting and informative links on the site.
goodpractice