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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...

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Detalles Bibliográficos
Institution:Queensland University of Technology
Autor Principal: Kift, Sally
Publicado: Australian Learning and Teaching Council 2009
Subjects:
Cohort analysis
Curriculum design
Evaluation methods
Partnerships in education
Student retention
Student development
Student experience
Transition education
Postsecondary education
Holding power (Of schools)
School holding power
Acceso en liña:/resources/Kift_ALTC_Senior_Fellowship_Report_Sep_09.pdf
Descripción
Summary: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.
ISBN:


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