Transition in, Transition out : a sustainable model to engage first year students in learning : a Practice Report.
Peer mentoring, presented as an inclusive teaching approach embedded in the curriculum, has been successfully implemented to support first-year student learning. Developing sustainable and scalable models for large first-year cohorts, however, provides a challenge. The Transition in, Transition out...
| Institutions: | RMIT University University of Southern Queensland |
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| Hauptverfasser: | , , , , |
| Veröffentlicht: |
International Journal of the First Year in Higher Education v.4 n.2 p.125-130 https://doi.org/10.5204/intjfyhe.v4i2.174
2013
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| Schlagworte: | |
| Online-Zugang: | https://doi.org/10.5204/intjfyhe.v4i2.174 |
| Zusammenfassung: | Peer mentoring, presented as an inclusive teaching approach embedded in the curriculum, has been successfully implemented to support first-year student learning. Developing sustainable and scalable models for large first-year cohorts, however, provides a challenge. The Transition in, Transition out model is a sustainable peer mentoring model supporting the transition of both first and final-year students. The model has been implemented in two Australian psychology programs, one face-to-face and one delivered online. The focus in this Practice Report is on the outcome data for on-campus first-year students at one university. Participants were 231 first-year students (166 females and 65 males). Results suggest positive changes in academic performance and learning approaches as well as positive endorsement of the model. [Author abstract] |
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