An evolving approach to developing academics’ understanding of transition for first year students. A Practice Report

  • Kathy Egea University of Technology Sydney
  • Neela Griffiths University of Technology Sydney
  • Jo McKenzie University of Technology Sydney

Abstract

The purpose of this paper is to describe the strategies used in the First Year Experience (FYE) Project at the University of Technology, Sydney (UTS) to engage and support academics to address student transition and diversity. The UTS FYE framework has provided a mechanism for third generation transition pedagogy which has been realised through a range of strategies including the establishment of a UTS FYE Coordinator overseeing the design and implementation of FYE Forums, the FYE small grant scheme, and supporting the First Year Transition Experience (FYTE) coordinators in faculties. These strategies have resulted in an evolving learning community in which staff have a sense of belonging and identity and their learning is situated and negotiated. The impact of this project on academics is demonstrated through the increasing participation in forums, increasing sophistication of grant applications and the leadership of the FYTE coordinators.
Published
Jun 23, 2014
How to Cite
EGEA, Kathy; GRIFFITHS, Neela; MCKENZIE, Jo. An evolving approach to developing academics’ understanding of transition for first year students. A Practice Report. The International Journal of the First Year in Higher Education, [S.l.], v. 5, n. 2, p. 103-109, june 2014. ISSN 1838-2959. Available at: <https://fyhejournal.com/article/view/235>. Date accessed: 20 sep. 2017. doi: https://doi.org/10.5204/intjfyhe.v5i2.235.

Keywords

transition pedagogy, academic support, community of practice
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