Open AccessA view of first year transition from Down Under
Author(s) -
Simon B Bedford,
Glennys O’Brien
Publication year - 2016
Publication title -
new directions in the teaching of physical sciences
Language(s) - English
Resource type - Journals
eISSN - 2051-3615
pISSN - 1740-9888
DOI - 10.29311/ndtps.v0i8.496
Subject(s) - transition (genetics) , diversity (politics) , event (particle physics) , curriculum , key (lock) , process (computing) , medical education , psychology , mathematics education , pedagogy , political science , computer science , medicine , chemistry , physics , computer security , biochemistry , quantum mechanics , law , gene , operating system
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.