Articulating a transition pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education.
This ALTC Senior Fellowship sought to investigate and identify the research- and evidence-base necessary to promote a sectoral focus on good undergraduate first year curriculum design as a second generation FYE strategy (Gale, 2009; Wilson, 2009) in aid of commencing student learning, support, succe...
| Institution: | Queensland University of Technology |
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| প্রধান লেখক: | |
| প্রকাশিত: |
Australian Learning and Teaching Council
2009
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| বিষয়গুলি: | |
| অনলাইন ব্যবহার করুন: | /resources/Kift_ALTC_Senior_Fellowship_Report_Sep_09.pdf |
| সংক্ষিপ্ত: | This ALTC Senior Fellowship sought to investigate and identify the research- and evidence-base necessary to promote a sectoral focus on good undergraduate first year curriculum design as a second generation FYE strategy (Gale, 2009; Wilson, 2009) in aid of commencing student learning, support, success, and retention. The Fellowship was framed around the articulation of a 'transition pedagogy' (Kift & Nelson, 2005) 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. |
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| আইসবিএন: |
