Support materials for students
Support materials for staff
Preparing for teaching in FLO
eLearning (FLO) staff support teams
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A new Academic and Professional Support Structure
Major Change and Implementation Proposal: Stage 1
Professional Services Project
Proposal for a new College structure
Proposal for a new support services model
ANNOUNCEMENTS: from the portal developers
SURVEY: What do you think of this resource package?
COLLECTION: Literature and open educational resources
GLOSSARY: Terms relating to first years
A collection of literature (eg articles) and resources (eg blogs, videos) that adds to the practice base for first year support strategies
'The first year students in 2014 were generally very positive in outlook, significantly more positive than first year students surveyed in the past two decades. Most students were clear about their reasons for going to university, had a strong sense of purpose and identity, were excited to be at university, and were very satisfied with their course experience.
Students in 2014 were also better prepared for the transition to university than students in previous studies. Concerted efforts to improve the links between school and university have had positive effect, as school leavers in 2014 report feeling better prepared to choose a course, and believe the final year of school prepared them well for university. The gap between school and university identified in earlier surveys has been narrowed considerably.
However, while students in 2014 had a stronger sense of purpose and a smoother transition to university life than students surveyed in the past, they were less socially engaged in the university community, spent less time on campus, and more students tended to keep to themselves. For a significant proportion of students (approximately 30%), getting motivated and coping with university study remains challenging.'
'The concept of "digital natives", based on assumptions of high technology literacy of the current generation of students, has triggered extensive discussion and debate in relation to technology use in higher education. Whilst several previous studies have demonstrated that generational views of technology literacy and engagement are not useful to the planning of future teaching and learning developments in higher education (Helsper and Eynon 2009; Kennedy et al. 2008; Bennett and Maton 2010), the digital natives discussion has eventually led to research offering a greater insight into the reality of students’ engagement with technology. From the non-empirical foundations of the digital natives concept through initial quantitative studies and now towards new in-depth qualitative studies, a greater understanding is being developed of the diversity that exists around students’ adopt and use of technology.
This chapter reports on a study which aims to further the understanding of the motivations, attitudes and practices of young people in relation to technology. Eight student case studies are presented which provide an in-depth exploration of the stories behind students’ choices and uses of technology across the contexts of their everyday life and academic study.'
'First in family (FiF) is an under-recognised cohort who are not included as part of any official equity groupings. FiF students may encompass low SES, mature age, regional and remote, and Indigenous students. Research indicates that these cohorts are highly capable when given opportunities to participate and support to succeed (Devlin, Kift, Nelson, Smith & McKay 2012). However, our previous research showed that FiF students experience educational disadvantage because their cultural and social capital does not readily align with that of the university (Luzeckyj, King, Scutter & Brinkworth, 2011). Building on this work, this project used a narrative inquiry approach to enrich our understanding of the FiF student experience, thereby providing FiF students with advice on how to navigate university life successfully and recommendations to university staff and policymakers on how to improve FiF outcomes.'
'Knowledge is a curse.
Knowing things isn't bad itself, but it causes unhealthy assumptions -- such as forgetting how hard it was to learn those things in the first place. It's called the Curse of Knowledge.
In this post, we'll identify how the Curse of Knowledge affects educators. Then we'll outline seven ways to alleviate the curse. The ultimate goal is to improve instruction.'
Good teaching practice:
These principles are also outlined at Teaching quality at Flinders > Teaching methods (Flinders University
'This site brings together the International First Year in Higher Education Conference and the International Journal of the First Year in Higher Education and a suite of FYHE resources. It provides access to an extensive collection of materials under the Transitions Pedagogy banner and access to other research projects and deliverables, reusable resources and communities of practice all of which are focused on enhancing the experiences of students during their first year in higher education.' About
'This website presents the findings and outcomes of Sally Kift’s Australian Learning and Teaching Council (ALTC) Senior Fellowship, Articulating a Transition Pedagogy to Scaffold and to Enhance the First Year Student Learning Experience in Australian Higher Education to Enhance Transition. We hope you will find this site useful.'
'This symposium is an outcome of research made possible through an Australian Learning and Teaching Council (ALTC) Senior Fellowship Program that has investigated good practice in first year undergraduate curriculum design.
The Senior Fellowship project has sought to articulate a TRANSITION PEDAGOGY – a guiding philosophy for intentional first year curriculum design that carefully scaffolds and mediates the first year learning experience for contemporary heterogeneous cohorts.
The FYE – Curriculum Design Symposium should be of interest to teachers, academic managers, institutional learning and teaching leaders, and student support staff who are looking for both theoretical and practical assistance in designing customised and responsive first year undergraduate curriculum.'
'This research was funded by the Learning and Teaching Excellence Branch of the federal Department of Education, Employment and Workplace Relations (DEEWR). The research contributes to enhancing the learning and experiences of students from low socioeconomic status (LSES) in Australian higher education. The research identifies and documents successful initiatives and has created a new, easy-to-use and adaptable set of resources to assist institutions to effectively implement policies, programs and practices to facilitate the success of students from LSES backgrounds enrolled in higher education institutions in Australia.'
'As learning progresses it becomes more complex. SOLO, which stands for the Structure of the Observed Learning Outcome, is a means of classifying learning outcomes in terms of their complexity, enabling us to assess students’ work in terms of its quality not of how many bits of this and of that they have got right. At first we pick up only one or few aspects of the task (unistructural), then several aspects but they are unrelated (multistructural), then we learn how to integrate them into a whole (relational), and finally, we are able to generalised that whole to as yet untaught applications (extended abstract). The diagram lists verbs typical of each such level.'
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