A view of first year transition from Down Under

Simon B Bedford,Glennys O'Brien

doi:10.29311/ndtps.v0i8.496

Simon B Bedford, Glennys O'Brien

Open Access

https://doi.org/10.29311/ndtps.v0i8.496

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Abstract

Transition from school to university life is a complex process and cannot be accomplished in a single event. There is now a move away from concentrating activities just into ‘freshers’ week or week zero to what are termed more longitudinal induction programmes. Only key orientation and social engagement events are provided in week zero and the more valuable aims of a successful first year experience (FYE) are achieved by curriculum based support and spreading activities throughout the year. With the growing challenges facing such UK induction programmes from increasing student numbers, greater diversity and fewer resources we show here how one Australian system faces up to those challenges and has found possible ways forward.

Highlights

Transitions mark a life as times of change, where an individual may have tenuous control over events or circumstances, may be able to rise to the challenge of the new and grow, or may be unable to successfully move in the chosen direction
As part of the Australian Federal Government policies[1,2,3], greater numbers of students with diverse backgrounds and learning aims are coming into the university where there has to be provision of a learning environment and opportunity which has no impedance to students successfully entering and moving through the degree programmes to graduate, prepared for the transition to a professional working life
The transition is no longer viewed as a short induction phase pertaining to the week before lectures start[4] which may include a quick information session followed by a barbeque on the lawn (Australia) or afternoon tea (United Kingdom) with the Head of School and academic staff

Summary

Introduction

Transitions mark a life as times of change, where an individual may have tenuous control over events or circumstances, may be able to rise to the challenge of the new and grow, or may be unable to successfully move in the chosen direction. This discussion reflects the developing transition programme offered at The University of Wollongong (UOW) and in the particular situation for chemistry first year with students spread across more than one faculty.

Results

Conclusion