Closing the loop : a model for inter-institutional collaboration through delivering formative assessment in large, first-year STEM classes

Gwendolyn Lawrie, Anthony Wright, Madeleine Schultz, Tim Dargaville, Roy Tasker, Mark Williams, Simon Bedford, Glennys O'Brien, Christopher Thompson

Research output: Chapter in Book / Conference PaperChapter

1 Citation (Scopus)

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 languageEnglish
Title of host publicationTransforming Institutions: Undergraduate STEM Education for the 21st Century
EditorsGabriela C. Weaver, Wilella D. Burgess, Amy L. Childress, Linda Slakey
Place of PublicationU.S.
PublisherPurdue University Press
Pages399-410
Number of pages12
ISBN (Electronic)9781612494371
ISBN (Print)9781557537249
Publication statusPublished - 2015

Keywords

  • Australia
  • education, higher
  • engineering
  • mathematics
  • science
  • student retention
  • technology
  • universities and colleges

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