There was continued focus on ‘getting students connected’ and ‘engaged’ during their first year. A pre conference workshop by McInnes and Krause reported on the most recent findings – Managing Study and Work (McInnes and Hartley, 2002, in print). The workshop canvassed when best to intervene to encourage engagement. This study reports inconsistent information and messages in the areas of course advice, recruitment, and enrolment, with the realities of first year study. The quality of first year teaching remains a significant factor in putting students at risk, as does the quality of support available in recently implemented online enrolment systems.
How does JCU stack up against the transition initiatives of comparable universities? In some areas very well, as was demonstrated by the fact that we received public acknowledgement during the presentation of papers:
The Macquarie Transition Program team members thanked JCU’s Learning Advisers for the availability of their research and personal assistance in the setting up of a peer support program.
Helen Pendreigh (UNE) cited the Study Skills website as an example of best practice when she reported the results of her evaluation of online learning support sites.
Lincoln University reported that it is planning to develop its Learning Centre/student mentor program based on the JCU model.
The conference provided some pointers for further improvement in JCU’s efforts to support students in their transition to university study.
The development of interactive online writing resources has moved towards more sophisticated subject specific assistance and we must address our lack of content in this area when resources permit. An ASD New Initiative bid seeks to address our NESB/International Student writing resources.
Some interesting work in bridging maths course design has been done by Taylor and Murray. Variable entry levels for a subject similar to our MA1021 allows students to obtain the grounding they need over either 1 or 2 semesters. The paper also demonstrates how generic skills development can be effectively embedded into course design and delivery (time management, organisational skills, group work, communication skills). Such a structure for a bridging IT course would be of great benefit to JCU students. This paper was tabled at the July meeting of the Generic Skills Working Party.
Auckland University of Technology has extended their mentor program to the point where they employ mentors to be online for extended hours to assist students in a range of support roles.
The Asia Pacific First Year Project website contains an excellent set of ‘nuts and bolts’ resources to assist academics and support staff manage and evaluate the process of transition. Learning Advisers have already tapped into these resources in their work with lecturers and tutors in the School of IT to improve teaching practices. More could be done with this approach and the available resources and LAs will look at extending this model to other schools.
The varied initiatives of Universities continue to move in the directions previously reported at these conferences with peer support being developed in a range of innovative ways and increased effort being put into the evaluation of the success of these programs.
Of particular interest at the conference was the organisational structure that has influenced efforts in transition programs. Macquarie has developed a well co-ordinated Transition Program in a very short period of time. Like some North American Universities (and UWS), Macquarie has a Dean Of Students (an academic appointment) who leads a Transition Program Team. Two key factors appear to drive successful transition programs and ensure institutional support:
An organisational structure that involves senior management as stakeholders and leaders in some form of transition team
Solid research evidence with academic credibility upon which a good case for adequate resourcing can be mounted .
The Student Retention Working Group at JCU must continue to provide support and some consideration could be given to actually expanding its role to that of Transition Working Party. At JCU it is essential that the issue of transition be 'owned' by a manager at Director/PVC level.
The First Year in Higher Education Conferences continue to be a vital forum for Learning Advisers, Academic Staff and Managers to share research and developments in the management of transition and engagement of students in learning communities.
Alan Calder
Learning Adviser
8 August 2002