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FYE – transition to university Vic Teach presentation Wednesday 11 th February 2015 Facilitator Suzanne Boniface.

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Presentation on theme: "FYE – transition to university Vic Teach presentation Wednesday 11 th February 2015 Facilitator Suzanne Boniface."— Presentation transcript:

1 FYE – transition to university Vic Teach presentation Wednesday 11 th February 2015 Facilitator Suzanne Boniface

2 Introduction – Associate Professor Allison Kirkman Vice-Provost (Academic and Equity) 1 Background to Transition /First year experience International research Impact of NCEA Emergent adulthood - implications for higher ed. Discussion 2. Good practice examples at Victoria Discussion and sharing of ideas 3. Action strategies/ Wider University implications

3 Why focus on FYE? Student Engagement academic engagement / social engagement link to retention and achievement Student engagement is defined as: …..students’ involvement in activities and conditions that are linked with high-quality learning. A key assumption is that learning outcomes are influenced by how an individual participates in educationally purposeful activities. While students are seen to be responsible for constructing their own knowledge, learning is also seen to depend on institutions and staff generating conditions that stimulate student involvement. From the Australasian Survey of Student Engagement (AUSSE), 2009.

4 Professor Vince Tinto linking FYE/transition to retention goals ‘ Students who find support for their learning, receive frequent feedback about their learning and are actively involved in learning, especially with others, are more likely to learn and in turn more likely to stay.’ ( Seriously.pdf) Seriously.pdf

5 Whose business is the first year experience? Professor Sally Kift, Queensland University of Technology Keynote address FYHE conference, 2008 “connecting students to somebody or something worthwhile is everyone’s business” Kuh, George, D., (2007). How to Help Students Achieve, Chronicle of Higher Education, Vol 53, Issue 41, pB12-B13. Retrieved 6 April, 2011, from

6 FYE approaches Ist generation FYE Co-curricular activities – outside of the classroom 2nd generation FYE Curriculum focus support, engage and build capability through the student learning experience via pedagogy, curriculum design & L&T practices 3rd generation FYE 1st and 2nd generation – integrated, embedded, quality assured and seamless across institution (academic & professional partnerships) Kift & Nelson (2005)

7 Common elements that support transition James Cook University FYE project report 2008 Sense of purpose Student engagement Building resilience Quality teaching

8 The First Year in Higher Education: Where to from here? Professor Karen Nelson Keynote address at 2013 FYHE conference Lesson 1: Focus on curriculum design, assessment, pedagogies and teaching practices that engage students in learning. Lesson 2: Proactively monitor students’ engagement in learning and make timely interventions to normalise concerns, raise confidence and promote help seeking behaviours. Lesson 3: Big data should be used judiciously - learning analytics and and its use in HE. Lesson 4: We need to move away from thinking about life and learning support as being adjunct to the curricula content and think about support for learning as an integral part of programmes of study.

9 First year Curriculum Principles Sally Kift Deputy Vice-Chancellor (Academic) at James Cook University Be consistent and explicit in assisting student transition from their previous education to the nature of learning in higher education Recognise learning needs of students in transition. Look at their backgrounds, needs, experiences and patterns of study and avoid assumptions about existing knowledge and skills. Provide foundation and scaffolding for first year learning success. Offer engaging, active and collaborative learning, teaching and assessment approaches. Include regular formative evaluations early in their programme to aid learning and provide feedback about progress and achievement. Curriculum design is evidence based with regular evaluation to improve student learning. Strategies to monitor students’ engagement and provide support when needed should be embedded in curriculum design.

10 Practical Suggestions from the research (based on the FYE research) Use curriculum time to discuss expectations and responsibilities – including just-in-time transition information over the course during the first trimester Be aware of the unevenness of entering academic skills and embed scaffolded learning opportunities in class materials and curriculum time Make learning meaningful by contextualising with practical examples and/or current issues Provide active learning opportunities where students learn to take responsibility for their own learning Keep workload manageable Encourage students to work collaboratively

11 Practical suggestions continued ….. Provide examples of different levels of achievement of assessment criteria Provide early formative assessment/feedback Ensure assessment expectations are clear Use course evaluations to identify key areas for improvement Have strategies in place for monitoring and responding to students who are not engaging.

12 Some preliminary findings… Coached learning Credit based NCEA is well resourced but teachers have a narrow exposure to academic texts Little development of critical literacy and information skills at school NCEA not exclusive preparation for tertiary study - is aimed at developing students across the board Emerson, L, Kilpin, K and Feekery, A. (2014). Enabling academic literacy: Smoothing the transition to tertiary learning. Research in Progress Colloquium IV, July Wellington: Ako Aotearoa The National Centre for Tertiary Teaching Excellence. New Zealand NCEA limitations and constraints

13 Victoria student views on transition from NCEA to University [Focus group discussion 2014 ] NCEAUni If you miss class or don’t complete an assignment some one chases you up Achievement students are worth about same amount of credits Help is there to prevent you from failing usually the teacher Diff styles of writing acceptable Reading is limited Assignment work done in class Endorsement is for the full year No chasing up- No assignment no mark Assignments weighted by % and need to be looked at Need to actively seek help it does not come to you. Too many students to follow up Writing is formal and academic Reading is the core of the expectation in most courses Assignment done in non class time and independently of teaching staff Final grade made up of a no of assessments adding up to 100%


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