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

Egea, K; Griffiths, N; McKenzie, J

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

Egea, K Griffiths, N

McKenzie, J

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Publisher:: Queensland University of Technology
Publication Type:: Journal Article
Citation:: The International Journal of the First Year in Higher Education, 2014, 5 (2), pp. 103 - 109
Issue Date:: 2014-01

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Field	Value	Language
dc.contributor.author	Egea, K	en_US
dc.contributor.author	Griffiths, N https://orcid.org/0000-0002-5023-1128	en_US
dc.contributor.author	McKenzie, J https://orcid.org/0000-0003-0681-4366	en_US
dc.date.issued	2014-01	en_US
dc.identifier.citation	The International Journal of the First Year in Higher Education, 2014, 5 (2), pp. 103 - 109	en_US
dc.identifier.issn	1838-2959	en_US
dc.identifier.uri	http://hdl.handle.net/10453/33913
dc.description.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.	en_US
dc.publisher	Queensland University of Technology	en_US
dc.relation.ispartof	The International Journal of the First Year in Higher Education	en_US
dc.relation.isbasedon	10.5204/intjfyhe.v5i2.235	en_US
dc.title	An evolving approach to developing academics understanding of transition for first year students. A Practice Report	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	5	en_US
utslib.for	1399 Other Education	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
utslib.copyright.status	open_access
pubs.consider-herdc	false	en_US
pubs.issue	2	en_US
pubs.volume	5	en_US

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.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/33913