Conference presentation
Diploma student pathway to success: On-demand support strategy within the new Southern Cross Model
SCU Scholarship of Learning and Teaching Symposium (Online, 09/11/2021 - 11/11/2021)
09/11/2021
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Abstract
The first year of university, the transition year, is a critical time for student engagement and retention. In successful transition, students form new learner identities. This entails moving from being unfamiliar with university expectations, and perhaps lacking confidence in their ability to succeed, to being knowledgeable, confident, autonomous, and successful students (Briggs et al., 2012). Lizzio (2006) identified five senses contributing to a successful transition, including ‘connectedness’. Tett et al., (2017) defined ‘learning to fit in’ and ‘changing approaches to learning’ as key moments in transition. It is important, then, to offer commencing students timely support to move through these five senses and develop a sense of belonging.
SCU College provides support for pathway students via the College Connect strategy. The strategy has two key components: (i) multi-disciplinary workshops, combining students from several diploma courses; and (ii) online modular support materials (introduced 2021). Workshops aim to provide a learning community setting within an inter-disciplinary academic and social environment; promoting collaborative learning and connection among students (Tinto 2019) and providing triggers to encourage informal learning (Baik et al., 2017). Online modular support materials extend College Connect support beyond workshops and are designed for students to access whenever it suits them. Workshops and online modules are both examples of transition pedagogy in practice, providing engagement and support to ease the transition for first year students (Kift et al., 2010). During this presentation we will seek audience feedback on a couple of activities from the online modules (which will be demonstrated live and/or displayed via screenshots) in terms of (i) usefulness of activities for maximising student success in their studies, and (ii) seeking suggestions for other online interactive activities.
Baik, C., Naylor, R., Arkoudis, S. & Dabrowski, A. (2017). Examining the experiences of first-year students with low tertiary admission scores in Australian universities. Studies in Higher Education, 44(3), 526-538. https://doi.org/10.1080/03075079.2017.1383376
Briggs, A.R., Clark, J. & Hall, I. (2012). Building bridges: understanding student transition to university. Quality in Higher Education, 18(1), 3-21. https://doi.org/10.1080/13538322.2011.614468
Kift, S., Nelson, K. & Clarke, J. (2010). Transition Pedagogy: A third generation approach to FYE – A case study of policy and practice for the higher education sector. The International Journal of the First Year in Higher Education, 1(1), 1-20.
Lizzio, A. (2006). Designing an orientation and transition strategy for commencing students: Applying the five senses model. Griffith University: First Year Experience Project, 1–11.
Tett, L., Cree, V.E. & Christie, H. (2017). From further to higher education: transition as an ongoing process. Higher Education, 73, 389-406. https://doi.org/10.1007/s10734-016-0101-1
Tinto, V. (2019). Learning Better Together. In A. Jones, A. Olds, & J.G. Lisciandro (Eds.), Transitioning students in higher education: Philosophy, pedagogy and practice (pp. 13-24). London, UK: Routledge.
Details
- Title
- Diploma student pathway to success: On-demand support strategy within the new Southern Cross Model
- Creators
- Michael Brickhill - Southern Cross UniversitySue Muloin - Southern Cross University
- Conference
- SCU Scholarship of Learning and Teaching Symposium (Online, 09/11/2021 - 11/11/2021)
- Identifiers
- 991013143570702368
- Academic Unit
- SCU College
- Language
- English
- Resource Type
- Conference presentation
- Local Fields
- Evidence Based Practice - SoLT