Achieving academic engagement: Supporting academics to embed first year transition pedagogies in the curriculum
- Queensland Institute of Technology
- Publication Type:
- Conference Proceeding
- 16th International First Year in Higher Education Conference, 2013, pp. 1 - 5
- Issue Date:
Files in This Item:
|Egea, McKenzie and Griffiths Achieving academic engagement.pdf||Published version||138.64 kB|
Copyright Clearance Process
- Recently Added
- In Progress
- Open Access
This item is open access.
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.
Please use this identifier to cite or link to this item: