Abstract
The focus of this paper is to present a case study of an integrated course approach to student transition in an undergraduate agricultural business management program. This wholistic approach is particularly relevant to courses with small student intake (defined here as less or equal to 20 full time students). These small intakes represent approximately 38% of all intakes in Australian universities. Most universities have an orientation week with generic and course specific activities to assist students in their transition to university life but very few have a ‘total package’ of sustained transitional support with an overnight tour, mentoring program, curriculum mapping and course design for all of the first stage subjects as just some of their strategies. The transition was planned to take place over the entire first stage of the course. A course team working collaboratively and cohesively was paramount to the success of this project. The approach was first implemented in 2010 and three years of data are presented here. These data clearly demonstrate that although student grades did not significantly improve, student satisfaction and perception of the “worth” of the various fundamental subjects taught in the first year of their course increased. This is associated with a recent decrease in first year student attrition. Finally and perhaps more importantly, academics reported that students seemed to display a higher standard of academic literacy and deeper critical thinking in their various assessment tasks.
Highlights
In 2009, Charles Sturt University’s (CSU) Bachelor of Agricultural Business Management (BABM) course team reviewed the design and implementation of the first year of the course
Orientation Tour Feedback The orientation tour was clearly seen as an important component of orientation week as well as a first step towards team building. 26 students participated in the Orientation Tour (OT)
92% felt comfortable starting their studies at university. 90% of responding students liked all aspects of the OT, but the Paintball activity
Summary
In 2009, Charles Sturt University’s (CSU) Bachelor of Agricultural Business Management (BABM) course team reviewed the design and implementation of the first year of the course (at CSU, a “course” is a complete program over 3 or 4 years, composed of “subjects”). CSU had recently implemented its CSU Degree framework, a course-based approach to curriculum renewal that incorporates a range of commitments to students (CSU, n.d.), including a supported transition into the first year of study and a range of generic skills and experiences. These moves aligned with industry demands for graduates with higher communication and digital literacy skills. Kift’s six curriculum design principles—transition, diversity, design, engagement, assessment, and evaluation and monitoring—have been widely adopted at many institutions, including CSU, and have been an incredibly useful “foothold” for academics as they start to consider how to better support learners in developing capacities for navigating change during the myriad of transitions they will experience as professionals and individuals
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