scholarly journals Five years of FYE: Evolution, outcomes and lessons learned from an institutional program

2016 ◽  
Vol 7 (2) ◽  
pp. 65-76 ◽  
Author(s):  
Jo McKenzie ◽  
Kathy Egea
Keyword(s):  
Economic Status ◽  
Good Practice ◽  
Professional Staff ◽  
Lessons Learned ◽  
First Year Experience ◽  
First Year ◽  
First Year Students ◽  
Socio Economic Status ◽  
Use Of Data ◽  
University Of Technology

The University of Technology Sydney First Year Experience program is an institution-wide, systematic approach to supporting the transition, retention and success of first year students from low socio-economic status backgrounds, within a philosophy that good practice for these students is good practice for all students. The program is based on third-generation first year practice and transition pedagogies. It includes central and faculty coordinators, small grants and learning communities enabling the development, embedding and sharing of transition practice in the curriculum.  This good practice report describes the program, its evolution over five years and its impacts on academic and professional staff engagement and improving the success of students from low socio-economic status backgrounds. Lessons learned about the importance of central and local coordination, sharing practice underpinned by a scholarly framework and the use of data and strategic alignment are highlighted.

scholarly journals Selective Planning of the First Year Experience in Higher Education: A Sweden-Australia Comparative Study of Support

2018 ◽  
Vol 7 (2) ◽  
pp. 128
Author(s):  
Michael Christie ◽  
Sorrel Penn-Edwards ◽  
Sharn Donnison ◽  
Ruth Greenaway
Keyword(s):  
Higher Education ◽  
First Year Experience ◽  
Fourth Generation ◽  
First Year ◽  
Policy And Practice ◽  
First Year Students ◽  
Satellite Campus ◽  
First Case ◽  
Research Findings ◽  
The University

Literature on the support of the First Year Experience (FYE) in institutions of Higher Education provides a range of modelled approaches. However, we argue that institutions still need to selectively plan which approach/es and attendant strategies are best suited to their particular contexts and institutional policy and practice frameworks and how their FYE is to be presented for their particular student cohort. This paper compares different ways of supporting students in their first year in two contrasting universities. The first case study focuses on a first year course at Stockholm University (SU), Sweden, a large, metropolitan, single campus institution, while the second investigates a strategy for supporting first year students using a community of practice at a satellite campus of the University of the Sunshine Coast (USC), a small regional university in South-East Queensland, Australia. The research contrasts a formal, first generation support approach versus a fourth generation support approach which seeks to involve a wider range of stakeholders in supporting first year students. The research findings draw conclusions about how effective the interventions were for the students and provide clear illustrations that selective planning in considering the institution’s strategic priorities and human, physical, and resource contexts was instrumental in providing a distinctive experience which complemented the institute and the student cohort. (212 words)

scholarly journals GEODETIC SURVEYING STUDIES FOR CIVIL ENGINEERING STUDENTS AT TALLINN UNIVERSITY OF TECHNOLOGY

2012 ◽  
Vol 38 (2) ◽  
pp. 86-91
Author(s):  
Nelli Ustinova ◽  
Vello Kala ◽  
Tarvo Mill ◽  
Artu Ellmann
Keyword(s):  
Learning Outcomes ◽  
Engineering Students ◽  
Field Survey ◽  
Civil Engineering ◽  
Modular System ◽  
First Year ◽  
First Year Students ◽  
University Of Technology ◽  
Optical Theodolite ◽  
Geodetic Surveying

Studies in the Tallinn University of Technology are based on a modular system, where geodetic surveying comprises a self-contained study module in the curricula of all civil engineering specialities. Due to geodetic surveying being taught to all first year students of civil engineering, it serves as a touchstone to test a student's suitability for an engineering specialism. Future civil engineers are taught basic geodetic measurements and how to use optical theodolite, levelling instrument and laser level. The paper gives an overview of geodetic surveying lectures, laboratory classes and field survey camp. Teaching and assessment are based on learning outcomes. Students who have passed the exam are allowed to participate in the summer field survey camp, the aim of which is consolidating the knowledge acquired throughout the year and practising teamwork.

scholarly journals A Comparison of the Effectiveness of Presentation Formats for Instruction: Teaching First-Year Students

2000 ◽  
Vol 61 (1) ◽  
pp. 65-72 ◽  
Author(s):  
Carol Anne Germain ◽  
Trudi E. Jacobson ◽  
Sue A. Kaczor
Keyword(s):  
First Year Experience ◽  
First Year ◽  
Education Programs ◽  
Class Session ◽  
First Year Students ◽  
Web Based ◽  
Significant Difference ◽  
New Students ◽  
Presentation Formats ◽  
The University

First-year experience (FYE) programs offer librarians opportunities to teach new students in a comprehensive fashion. However, large FYE programs can place demands on user education programs that are difficult to meet. Instruction librarians at the University at Albany sought to address this dilemma by developing a Web-based instructional module for one class session. The module was used by a segment of students in the Project Renaissance FYE program, whereas another segment received instruction by a librarian. The effectiveness of the two instructional methods was compared using pre- and post-tests, and was found to be equal. Analysis of the test scores also showed that instruction, regardless of format, makes a significant difference (p < .05) in the number of correct test answers.

scholarly journals Perceptions of First-Year Students from Disadvantaged Backgrounds on E-Learning at a South African University of Technology

2021 ◽  
Author(s):  
Serathi Molokwane ◽  
Luther-King Zogli
Keyword(s):  
Student Perceptions ◽  
South African ◽  
Specific Reference ◽  
First Year ◽  
Structured Interviews ◽  
First Year Students ◽  
Learning And Teaching ◽  
University Of Technology ◽  
School Career ◽  
E Learning

The introduction of innovative e-learning and teaching methods at universities of technologies necessitates the examining of students’ perceptions of these methods in the promotion of student success. In South Africa, the majority of first-year students are not exposed to technology-aided learning methodology during their high school career, especially those from disadvantaged demographics. The purpose of the study is to examine student perceptions regarding their experience of e-learning at a South African university of technology with specific reference to the success of first-year students from disadvantaged backgrounds. Using qualitative research methods through semi-structured interviews, the researchers discovered that first-year students from disadvantaged backgrounds are experiencing challenges in terms of access to resources such as computers, laptops and reliable internet connection. Furthermore, inadequate training on the use of online resources and unsatisfactory performance during online assessment were discovered and these are heightened by the Covid-19 pandemic. First-year students from disadvantaged backgrounds are exposed to a variety of barriers that have an adverse impact on their success. The study recommends that higher education institutes provide the necessary resources to facilitate seamless assimilation of first-year students into the new environment.

scholarly journals Book Review: The First-Year Experience Cookbook

2017 ◽  
Vol 57 (2) ◽  
pp. 146
Author(s):  
Kyndra Valencia
Keyword(s):  
Lesson Plans ◽  
First Year Experience ◽  
First Year ◽  
Library Instruction ◽  
First Year Students ◽  
Essential Component ◽  
Wide Range ◽  
Staffing Requirements ◽  
Busy Schedule

In any university library, the first-year experience is an essential component of capturing students’ interest and engagement from the very beginning and of publicizing what the library offers them. However, it is always a struggle to determine how exactly to capture freshmen’s attention and disseminate information about the library’s various resources. Coming up with fresh, relevant ideas on top of an already busy schedule is enough to stress almost any librarian. Pun and Houlihan’s book attempts to alleviate this stress by presenting a “cookbook” of ideas, activities, and lesson plans that librarians across the nation have found effective in engaging first-year students, giving library staff a wealth of options to consider, duplicate, or alter according to their own needs. The book itself is divided into four sections—orientations, library instruction, programs, and assessment. Each section’s activities and lesson plans are detailed and well described, offering excellent variety as well as suggestions for accommodating a wide range of program sizes, budget constraints, and time and staffing requirements. Many of the included projects also feature photographs of the activities or reproducible versions of handouts, increasing the ease of replicability for interested librarians.

scholarly journals Exploring the first-year experience in a diverse population: Using participatory action research to explore strategies to support student transition into fast-track undergraduate degree programs

2018 ◽  
Vol 9 (4) ◽  
pp. 41-51
Author(s):  
Greg Rickard ◽  
Marguerite Bramble ◽  
Hazel Maxwell ◽  
Rochelle Einboden ◽  
Sally Farrington ◽  
...  
Keyword(s):  
Fast Track ◽  
Tertiary Education ◽  
Transition Process ◽  
First Year Experience ◽  
First Year ◽  
Participatory Action ◽  
First Year Students ◽  
Student Transition ◽  
Learning And Teaching ◽  
University Life

As the cohort of students in Australian universities become increasingly diverse, attention to ensuring their success is an emerging issue of social justice in tertiary education. Navigating transitions through the student journey is crucial to their success. Exploring and responding to the needs of a cohort of first-year students is the focus of this research. Using a participatory action approach, this project aimed to discover what is meaningful for first-year students, by exploring how students experienced the processes of admission, enrolment, commencement, and learning and teaching in two fast-track and one online health degrees. Nine students were partnered with nine academics for a six-month period. The analysis offers insights into equity issues in relation to the institution’s admission processes, the quality of support and engagement from academics to students when transitioning to university life, and how students find their ‘place’. Strategies to support the transition process for first-year students are identified and discussed.

scholarly journals REFLECTIVE OBSERVATIONS ON THE DESIGN AND STUDIO ART PROGRAMME AT A UNIVERSITY OF TECHNOLOGY

2021 ◽  
Author(s):  
Lebogang Nthejane ◽  
Keyword(s):  
Studio Art ◽  
First Year ◽  
Research Approach ◽  
Physical Sciences ◽  
Paper Report ◽  
Mathematical Concepts ◽  
First Year Students ◽  
First Semester ◽  
University Of Technology ◽  
Current Curriculum

The Central University of Technology (CUT) in South Africa compels that all programmes without a Mathematics module to offer Numeracy to first-year students. Initially, the Department of Mathematical and Physical Sciences at CUT was requested to facilitate this module from 2014 within the first semester. However, Numeracy was offered in a general manner without considering the applicability to the Design and Studio Art programme. The aim of this study was to revise the current curriculum and modify it to be applicable to the Design and Studio Art programme. Thus, the objectives of this study were firstly, to identify the gap in the current curriculum, which related to mathematical concepts within the Numeracy module which seemed to be not applicable to this programme. Secondly, to identify the mathematical concepts within the Numeracy module that could possibly be applicable to this Programme and modify them, accordingly. These concepts were identified as geometry, ratios and proportions, scale drawings, grid system, units and conversions. The final objective of this study related to the teaching of these concepts into the programme. The purpose of this paper report on the reflective observations on the revision and modification of the curriculum, more specifically on the application of these concepts in the Drawing module of the Design and Studio Art programme. A qualitative research approach was employed through reflective observations by the lecturer in the drawing lesson of 38 students who were enrolled on this programme. An analysis was further done on students’ abilities to apply mathematical concepts in their drawing project and what they have learnt in the Numeracy module. Findings revealed students’ abilities to apply mathematical concepts with ease- this after the lecturer explained the relations amongst these concepts to drawing. It appeared as though this intervention benefited mostly the students who were struggling with drawing. A key recommendation is that the application of the stated mathematical concepts be practiced in other modules within the Design and Studio Art programme at CUT.

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