Abstract
When students start their tertiary studies they move into a new world which differs in many ways from their prior experiences, including the way they were taught, access to faculty, learning environments, class sizes, expectations of independence and time management (Torenbeek, 2011). The first year experience (FYE) has become a pivotal focus for institutional programs that recognize that many students struggle in this transition. Such programs aim to improve student retention in tertiary studies through provision of orientation and mentoring activities. These initiatives have become widespread and are typically informed by key research in the field in terms of transition pedagogies (Kift, 2009; Kift, 2010; Lawrence, 2005) and student engagement and retention (Kuh, 2008; Carini, 2006; Tinto, 1987; Tinto, 2005).
Original language | English |
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Title of host publication | Transforming Institutions: Undergraduate STEM Education for the 21st Century |
Editors | Gabriela C. Weaver, Wilella D. Burgess, Amy L. Childress, Linda Slakey |
Place of Publication | U.S. |
Publisher | Purdue University Press |
Pages | 399-410 |
Number of pages | 12 |
ISBN (Electronic) | 9781612494371 |
ISBN (Print) | 9781557537249 |
Publication status | Published - 2015 |
Keywords
- Australia
- education, higher
- engineering
- mathematics
- science
- student retention
- technology
- universities and colleges