A transition pedagogy for student engagement and first-year learning, success and retention
Contribuinte(s) |
Solomonides, Ian Reid, Anna Petocz, Peter |
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Data(s) |
01/09/2012
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Resumo |
This chapter argues that higher education institutions (HEIs) must direct coordinated, whole-of-institution attention to changing, both culturally and structurally, the fundamental and prevailing character of the first-year experience (FYE). It leverages evidence from the sector(Nelson, Kift and Clarke, 2011), from research-led practice in our institution (for example, Kift, Nelson and Clarke, 2010; Nelson et al.,in press) and from research conducted under an Australian Learning and Teaching Council Senior Fellowship (Kift, 2009a, 2009b, 2009c) to assert that student engagement and success should not be left to chance, particularly those aspects such as curriculum design and enactment that are within our institutional control. |
Formato |
application/pdf |
Identificador | |
Publicador |
Libri |
Relação |
http://eprints.qut.edu.au/50826/1/Nelson_et_al.pdf http://www.libripublishing.co.uk/index.php?main_page=product_book_info&cPath=&products_id=116 Nelson, Karen J., Kift, Sally M., & Clarke, John A. (2012) A transition pedagogy for student engagement and first-year learning, success and retention. In Solomonides, Ian, Reid, Anna, & Petocz, Peter (Eds.) Engaging with Learning in Higher Education. Libri. |
Direitos |
Copyright 2012 Libri Publishing |
Fonte |
Chancellery; Faculty of Law; School of Law |
Palavras-Chave | #130103 Higher Education #Student engagement #first year experience #retention #HERN |
Tipo |
Book Chapter |