Implementing a holistic process for embedding sustainability: A case study in first year engineering, Monash University, Australia

While there is clear recognition of the need to incorporate sustainable development into university curricula, there is limited research that examines how to achieve that integration or evaluates its impacts on student learning. This paper responds to these knowledge gaps through a case study of curriculum renewal that involved embedding sustainability into a first year engineering curriculum. The initiative was guided by a deliberative and dynamic model for curriculum renewal that brought together internal and external stakeholders through a structured sequence of facilitated workshops and meetings. That process identified sustainability-related knowledge and skills relevant for first year engineering, and faculty members teaching in the first year program were guided through a process of curriculum renewal to meet those needs. The process through which the whole of curriculum renewal was undertaken is innovative and provides a case study of precedent in the field of education for sustainability. The study demonstrates the contribution that can be made by a web-based sustainability portal in supporting curriculum renewal. Learning and teaching outcomes were evaluated through ‘before and after surveys’ of the first year engineering students. Statistically significant increases in student's self-reported knowledge of sustainability were measured as a result of exposure to the renewed first year curriculum and this confirmed the value of the initiative in terms of enhancing student learning. While applied in this case to engineering, the process to achieve integration of sustainability into the curriculum approach is likely to have value for other academic disciplines. Considering student performance on assignments and exam questions relating to sustainability would provide a stronger basis for future research to understand the impact of initiatives like this on student learning.

Teaching independent learning skills in the first year: A positive psychology strategy for promoting law student well-being

Empirical evidence in Australia and overseas has established that in many university disciplines, students begin to experience elevated levels of psychological distress in their first year of study. There is now a considerable body of empirical data that establishes that this is a significant problem for law students. Psychological distress may hamper a law student’s capacity to learn successfully, and certainly hinders their ability to thrive in the tertiary environment. We know from Self-Determination Theory (SDT), a conceptual branch of positive psychology, that supporting students’ autonomy in turn supports their well-being. This article seeks to connect the literature on law student well-being and independent learning using Self-Determination Theory (SDT) as the theoretical bridge. We argue that deliberate instruction in the development of independent learning skills in the first year curriculum is autonomy supportive. It can therefore lay the foundation for academic and personal success at university, and may be a protective factor against decline in law student psychological well-being.

Grant application: QUT Learning and Teaching scheme 2012 Cracking the Code - A checklist to complement CRAs for first year Justice students.

Widening participation brings with it increasing diversity, increased variation in the level of academic preparedness (Clarke, 2011; Nelson, Clarke, & Kift 2010). Cultural capital coupled with negotiating the academic culture creates an environment based on many assumptions about academic writing and university culture. Variations in staff and student expectations relating to the teaching and learning experience is captured in a range of national and institutional data (AUSSE, CEQ, LEX). Nationally, AUSSE data (2009) indicates that communication, writing, speaking and analytic skills, staff expectations are quite a bit higher than students. The research team noted a recognisable shift in the changing cohort of students and their understanding and engagement with feedback and CRAs, as well as variations in teaching staff and student expectations. The current reality of tutor and student roles is that: - Students self select when/how they access lectures and tutorials. - Shorter tutorial times result in reduced opportunity to develop rapport with students. - CRAs are not always used consistently by staff (different marking styles and levels of feedback). - Marking is not always undertaken by the student’s tutor/lecturer. - Student support services might be recommended to students once a poor grade has been given. Students can perceive this as remedial and a further sense of failure. - CRA sheet has a mark /grade attached to it. Stigma attached to low mark. Hard to focus on the CRA feedback with a poor mark etched next to it. - Limited opportunities for sessionals to access professional development to assist with engaging students and feedback. - FYE resources exist, however academic time is a factor in exploring and embedding these resources. Feedback is another area with differing expectations and understandings. Sadler (2009) contends that students are not equipped to decode the statements properly. For students to be able to apply feedback, they need to understand the meaning of the feedback statement. They also need to identify, the particular aspects of their work that need attention. The proposed Checklist/guide would be one page and submitted with each assessment piece thereby providing an interface to engage students and tutors in managing first year understandings and expectations around CRAs, feedback, and academic practice.

Performance enhancement: A whole of person approach to first year dance students’ transition into tertiary training

The transition into university presents very particular challenges for students. The First Year Experience (FYE) is a transitional liminal phase, fraught with uncertainty, ripe with potential. The complexity inherent in this initial phase of tertiary education is well documented and continues to be interrogated. Providing timely and effective support and interventions for potentially at-risk first year students as they transition into tertiary study is a key priority for universities across the globe (Gale et al., 2015). This article outlines the evolution of an established and highly successful Transitional Training Program (TTP) for first year tertiary dance students, with particular reference to the 2015 iteration of the program. TTP design embraces three dimensions: physical training in transition, learning in transition, and teaching for transition, with an emphasis on developing and encouraging a mindset that enables information to be transferred into alternative settings for practice and learning throughout life. The aim of the 2015 TTP was to drive substantial change in first year Dance students’ satisfaction, connectedness, and overall performance within the Bachelor of Fine Arts (BFA) Dance course, through the development and delivery of innovative curriculum and pedagogical practices that promote the successful transition of dance students into their first year of university. The program targeted first year BFA Dance students through the integration of specific career guidance; performance psychology; academic skills support; practical dance skills support; and specialized curricula and pedagogy.

Betwixt spaces: Students’ accounts of turning point experiences in first-year transitions

'Not belonging' is becoming a prevalent theme within accounts of the first-year student experience at university. In this study the notion of not belonging is extended by assuming a more active role for the idea of liminality in a student's transition into the university environments of academic and student life. In doing so, the article suggests that the transition between one place (home) and another (university) can result in an 'in-between-ness' - a betwixt space. Through an interpretative methodology, the study explores how students begin to move from this betwixt space into feeling like fully-fledged members of university life. It is concluded that there is a wide range of turning points associated with the students' betwixt transition, which shapes, alters or indeed accentuates the ways in which they make meaningful connections with university life. Moreover, transitional turning point experiences reveal a cast of characters and symbolic objects; capture contrasting motivations and evolving relationships; display multiple trajectories of interpersonal tensions and conflicts; highlight discontinuities as well as continuities; and together, simultaneously liberate and constrain the students' transition into university life.

Building professionalism and employability skills: embedding employer engagement within first-year computing modules

This paper outlines a means of improving the employability skills of first-year university students through a closely integrated model of employer engagement within computer science modules. The outlined approach illustrates how employability skills, including communication, teamwork and time management skills, can be contextualised in a manner that directly relates to student learning but can still be linked forward into employment. The paper tests the premise that developing employability skills early within the curriculum will result in improved student engagement and learning within later modules. The paper concludes that embedding employer participation within first-year models can help relate a distant notion of employability into something of more immediate relevance in terms of how students can best approach learning. Further, by enhancing employability skills early within the curriculum, it becomes possible to improve academic attainment within later modules.

The effectiveness of peer mentoring in promoting a positive transition to higher education for first-year undergraduate students: a mixed methods systematic review protocol

Background: The global transfer of nursing and midwifery education to higher education institutes has led to student nurses and midwives experiencing challenges previously faced by traditional third-level students, including isolation, loneliness, financial difficulties and academic pressure. These challenges can contribute to increased stress and anxiety levels which may be detrimental to the successful transition to higher education, thus leading to an increase in attrition rates. Peer mentoring as an intervention has been suggested to be effective in supporting students in the transition to third-level education through enhancing a sense of belongingness and improving student satisfaction, engagement and retention rates. This proposed systematic review aims to determine the effectiveness of peer mentoring in enhancing levels of student engagement, sense of belonging and overall satisfaction of first-year undergraduate students following transition into higher education.
Methods: MEDLINE, Web of Knowledge, ProQuest, Embase, CINAHL, ERIC, PsycINFO and CENTRAL databases will be searched for qualitative, quantitative and mixed methods studies on the implementation of peer assessment strategies in higher education institutes (HEIs) or universities for full-time, first-year adult students (>17 years). Included studies will be limited to the English language. The quality of included studies will be assessed using a validated Mixed Methods Appraisal Tool (MMAT). The findings will be presented as a narrative synthesis or meta-analysis as appropriate following sequential explanatory synthesis.
Discussion: The review will provide clear, non-biased evidence-based guidance to all third-level educators on the effectiveness of peer-mentoring programmes for first-year undergraduates. The review is necessary to help establish which type of peer mentoring is most effective. The evidence from qualitative and quantitative studies drawn from the international literature will be utilised to illustrate the best way to implement and evaluate peer mentoring as an effective intervention and will be useful in guiding future research and practice in this area. These findings may be applied internationally across all disciplines.

The First Year Experience of Occupational Therapy Students at an Australian Regional University: Promoting Student Retention and Developing a Regional and Remote Workforce

Abstract Objective: Student retention at regional universities is important in addressing regional and remote workforce shortages. Students attending regional universities are more likely to work in regional areas. First year experience at university plays a key role in student retention. This study aimed to explore factors influencing the first year experience of occupational therapy students at a regional Australian university. Design: Surveys were administered to 58 second year occupational therapy students in the first week of second year. Data were analysed using descriptive statistics, inferential statistics (Pearson χ2; Spearman rho) and summarising descriptive responses. Setting: An Australian regional university. Participants: Second year undergraduate occupational therapy students. Main outcome measures: Factors influencing students’ decisions to study and continue studying occupational therapy; factors enhancing first year experience of university. Results: Fifty-four students completed the survey (93.1%). A quarter (25.9%) of students considered leaving the course during the first year. The primary influence for continuing was the teaching and learning experience. Most valued supports were orientation week (36.7%) and the first year coordinator (36.7%). Conclusion: The importance of the first year experience in retaining occupational therapy students is highlighted. Engagement with other students and staff and academic support are important factors in facilitating student retention. It is important to understand the unique factors influencing students’ decisions, particularly those from regional and remote areas, to enter and continue in tertiary education to assist in implementing supports and strategies to improve student retention.

Where in the world is room N101? Engaging with first year education students' experiences of transition

National reports on students’ experiences in their first year of tertiary study suggest that many students, particularly those coming directly from  secondary schools, find the transition into university life particularly difficult. These reports suggest that while many students find the experience to be a challenging hurdle others feel disengaged and unconnected to academic life. Reports also note that many students enter university with the expectation that their university experience should 'fit into their lives' rather than vice-versa.

Additionally, research indicates that successful transitional experiences for undergraduate students are critical in promoting effective learning habits, positive attitudes and openness to new knowledge. Establishing positive practices in the early days of the undergraduate course can enable students to utilise these experiences and knowledge as a part of their life-long professional habits. However, in order for this to occur, connections must be made, and relationships built, between students and their new peer groups and with the wider academic community. Connections must also be made between students' prior experiences and their new knowledge.

In light of the findings of recent research and reports, Deakin University has instituted a First Year Initiative to assist students in their transitions. Alongside and complementary to this, the Faculty of Education has developed a new three year Education Studies Major program which began this year.

In this paper, we discuss the ways in which the first two units of this new educational program aim to address some of the issues that students face when making the transition into university life. We see the implementation of the first two units as a 'pilot study' and while at this stage, evaluation of these units is only beginning, here we will consider some of the pedagogical strategies, resources, organisational structures and 'grounded' experiences that are being trialled as means to help students make the connections and take the first successful steps in their journey to becoming professional educators. Ways in which these new approaches aim to build important relationships between students, with staff and, as well, help them connect their prior experiences with new knowledge, will be considered in light of the literature on first year student transitions.

Comparison in studying approaches of first-year Australian and overseas Chinese university students

This research investigates the studying approaches of first-year Australian and overseas Chinese university students. It is also designed to determine the robustness of Entwistle and Ramsden's (1983) Approaches to Studying Inventory (ASI). Two hundred and two first-year Australian students and two hundred and forth eight first-year overseas Chinese students, drawn from Deakin University and Swinburne University of Technology, were tested using the ASL The data obtained from the two groups were subjected to factor analysis (with orthogonal rotation). For Australian students, a four-factor structure in studying approaches, which accounts for 55.6% of the total variance, was obtained. The factors are Meaning Orientation; Non-Academic Orientation; Anxious-Rigid Orientation; and Goal Orientation. For overseas Chinese students, a three-factor structure in studying approaches which accounts for 52.8% of the total variance was obtained. The factors are Anxious-Surface Orientation; Self-Motivated, Reflective Orientation; and Efficiency Orientation, Cattell's (1949) salient similarity S index indicates a close resemblance between factors obtained for Australian students and the original factors obtained by Entwistle and Ramsden (1983). Similarities are also indicated between factors obtained for Australian and overseas Chinese students* Two main conclusions are drawn. First, the studying approaches of first-year Australian and overseas Chinese university students are described by different factor structures in learning. Second, Entwistle and Ramsden's (1983) Approaches to Studying Inventory is a robust tool from which reliable and meaningful factors in student studying approaches can be obtained. Several implications of the research findings are discussed.

First-year law students’ construction of professional identity through writing

While there is a considerable body of research on law student identity construction based on interviews and transcripts of classroom talk, there is very little work based on student written texts. In this article two letters of advice written by beginning law students are analysed, using Ivanic and Camps’s (2001) framework, as an example of identity formation. Legal identity is argued to be formed by students’ attempts to accommodate a dynamic, partial, practitioner role of provider of advice to the traditional analytic focus of the law student. The process of accommodation is evident in the language of the letters, which show disfluencies resulting from attempts to combine different roles into a coherent legal identity. Comparison with a professionally written letter suggests that, rather than seeking to shape a coherent position, lawyers are able simultaneously to hold incompatible perspectives, concealing the tensions by foregrounding some perspectives and backgrounding others.

Making PBL teams successful : a study on student diversity in a first year electrical engineering programme

Problem based learning (PBL) is a group learning environment that involves a radical change in the way students learn and the role that academic staff play in facilitating learning. The PBL approach claims to build extended technological and social understandings as it offers a context for development of autonomous learners. It has an emphasis on collective and individual learning motivation and decision-making behaviours.

In this paper, we present the responses of students to the heterogeneous characteristic of PBL teams in a first year electrical engineering degree course at an Australian University. The learning cultures in PBL teams that emerge as a result of the diverse characteristics of teams are also presented in this paper.

A number of PBL teams were observed and interviewed throughout their first year course with their consent. Analysis of the data collected about students’ learning and outcomes in PBL teams informed the ways in which individual students approach their learning, the ways in which they control, regulate and direct their learning individually and as a group and the extent to which they participate, engage and thereby learn in the course.

It is evident that some students have a strong influence on the behaviour of other students in their team. These students also influenced what is learnt as a team, the ways in which they interrelated, worked as a team and problem solved in changing circumstances. Therefore, when designing student teams for PBL academics should not assume that a mono-cultural group or a mixed-ability group of students will work successfully together. We think that the results of this research inform both the design of PBL courses and the facilitation of PBL groups to accomplish successful group learning outcomes.

Negotiating the university environment : how first year students learn about university processes

This paper is an attempt to make sense of the literature about how new university students develop an understanding of those university processes that are essential to their academic success. Whereas traditionally there has been a tendency to regard students as deficient if they had transition difficulties, such an approach fails to recognise the complexity of the process and the role of the habitus, as explored by Bourdieu (1993), in rendering this task even more difficult for some students. The literature highlights the need for further research. We suggest the need to do so with regard to the complexity of students' experiences and the need to better appreciate the role of emotional or affective influences to that end. We also suggest that Bourdieu's concepts, especially those concerning habitus, would provide a sound foundation for the suggested research.

Engaging first year students through the use of ePortfolio

This paper describes how an ePortfolio was used with a group of Deakin University first year construction management students. The main objective of using the ePortfolio was to support and engage students in planning their tertiary education and enhance their learning experience. The paper outlines the challenges and issues faced in the implementation of the ePortfolio and discusses how academic staff and students were supported through the process of learning to use the ePortfolio.