Achieving academic engagement: Supporting academics to embed first year transition pedagogies in the curriculum

Egea, K; McKenzie, J; Griffiths, N

Achieving academic engagement: Supporting academics to embed first year transition pedagogies in the curriculum

Egea, K McKenzie, J Griffiths, N

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Publisher:: Queensland Institute of Technology
Publication Type:: Conference Proceeding
Citation:: 16th International First Year in Higher Education Conference, 2013, pp. 1 - 5
Issue Date:: 2013-01

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Field	Value	Language
dc.contributor.author	Egea, K	en_US
dc.contributor.author	McKenzie, J	en_US
dc.contributor.author	Griffiths, N	en_US
dc.date	2013-07-01	en_US
dc.date.issued	2013-01	en_US
dc.identifier.citation	16th International First Year in Higher Education Conference, 2013, pp. 1 - 5	en_US
dc.identifier.uri	http://hdl.handle.net/10453/35691
dc.description.abstract	This paper describes a small grants scheme aimed at supporting academics to embed first year (FY) transition pedagogies in the curriculum, as part of a university-wide FYE strategy. The scheme enables first year subject coordinators to apply for funding to address one or more of the six transition pedagogy principles in ways appropriate for their disciplines and students. Over three years, fifty grants have been awarded to coordinators from all faculties for projects that range from resource creation to tutor development to changes in assessment and feedback practices. The paper describes the operation of the scheme and provides an initial analysis of the successes and challenges of its first two years from the perspectives of the grant holders and the UTS FYE Coordinator. Two examples of FYE grants are used to illustrate some features of successful projects.	en_US
dc.publisher	Queensland Institute of Technology	en_US
dc.relation.ispartof	16th International First Year in Higher Education Conference	en_US
dc.title	Achieving academic engagement: Supporting academics to embed first year transition pedagogies in the curriculum	en_US
dc.type	Conference Proceeding
utslib.location	Brisbane, Australia	en_US
utslib.location.activity	Wellington, New Zealand	en_US
dc.location.activity	Wellington, New Zealand
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.finish-date	2013-07-04	en_US
pubs.place-of-publication	Brisbane, Australia	en_US
pubs.start-date	2013-07-01	en_US

Abstract:

This paper describes a small grants scheme aimed at supporting academics to embed first year (FY) transition pedagogies in the curriculum, as part of a university-wide FYE strategy. The scheme enables first year subject coordinators to apply for funding to address one or more of the six transition pedagogy principles in ways appropriate for their disciplines and students. Over three years, fifty grants have been awarded to coordinators from all faculties for projects that range from resource creation to tutor development to changes in assessment and feedback practices. The paper describes the operation of the scheme and provides an initial analysis of the successes and challenges of its first two years from the perspectives of the grant holders and the UTS FYE Coordinator. Two examples of FYE grants are used to illustrate some features of successful projects.

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http://hdl.handle.net/10453/35691