文章基本信息

标题：An evolving approach to developing academics’ understanding of transition for first year students. A Practice Report
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作者：Kathy Egea ; Neela Griffiths ; Jo McKenzie 等
期刊名称：International Journal of the First Year in Higher Education
电子版ISSN：1838-2959
出版年度：2014
卷号：5
期号：2
页码：103-109
DOI：10.5204/intjfyhe.v5i2.235
摘要：The purpose of this paper is to describe the strategies used in the First Year Experience (FYE) Project at the University of Technology, Sydney (UTS) to engage and support academics to address student transition and diversity. The UTS FYE framework has provided a mechanism for third generation transition pedagogy which has been realised through a range of strategies including the establishment of a UTS FYE Coordinator overseeing the design and implementation of FYE Forums, the FYE small grant scheme, and supporting the First Year Transition Experience (FYTE) coordinators in faculties. These strategies have resulted in an evolving learning community in which staff have a sense of belonging and identity and their learning is situated and negotiated. The impact of this project on academics is demonstrated through the increasing participation in forums, increasing sophistication of grant applications and the leadership of the FYTE coordinators.