Abstract
Drawing on contemporary transition pedagogy, this paper provides a case study of a suite of transition activities piloted by The Belonging Project in collaboration with a creatively oriented academic program in the School of Media and Communication at RMIT University. Through qualitative research, this case study demonstrates the importance of adopting Kift, Nelson and Clarke’s (2010, p. 6) notion of transition “as a process, not an event.” This paper argues that a sustained program of low cost transition activities that bridge the formal and informal curriculum fosters an essential ”sense of belonging” among first year students. It provides a successful example of an approach that embeds essential social and academic literacies while facilitating positive social, cultural, and academic transitions.
Highlights
It is widely recognised that the transition to higher education is a critical and complex period of academic, social, and cultural adjustment with wide-ranging implications for students’ long-term wellbeing and success (Hartley, James, & McInnis, 2005; Kantanis, 2000; Kift, 2009; Hausmann, Schofield, & Woods, 2007;)
Much work has been done documenting that students from low socio-economic status backgrounds, indigenous students, mature age students, international students, part-time students, and those from under-represented or marginalised groups can require extra attention and support (See e.g. Bradley, Noonan, Nugent, & Scales, 2008; Kember, Lee, & Li, 2001; Universities Australia, 2008,)
We demonstrate that low-cost initiatives that bridge the informal and formal curriculum may embed social and academic literacies while facilitating positive social, cultural, and academic transitions
Summary
It is widely recognised that the transition to higher education is a critical and complex period of academic, social, and cultural adjustment with wide-ranging implications for students’ long-term wellbeing and success (Hartley, James, & McInnis, 2005; Kantanis, 2000; Kift, 2009; Hausmann, Schofield, & Woods, 2007;). This paper focuses on transition activities trialed in collaboration with a creative, industry-based program within the School of Media and Communication at RMIT University It argues in line with the work of Kift, et al (2010) that transition must be approached as an ongoing process that builds student skills and confidence in structured ways. 226), we have employed a model designed to narrativise the range of academic and social transitions and events that make up the student experience This model is based on the three-year structures of the undergraduate experience, with a particular focus on the disciplinary and/or professional experiences of our school, one with creative and industry-based programs. While the model is context driven, it is flexible and can be reimagined and reinterpreted in different institutional and disciplinary settings
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