Short, Multi-Modal, Pre-Commencement Transition Programs for a Diverse STEM Cohort
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| Title: | Short, Multi-Modal, Pre-Commencement Transition Programs for a Diverse STEM Cohort |
|---|---|
| Language: | English |
| Authors: | Larsen, Amy, Cox, Sarah, Bridge, Christopher, Horvath, Deanna, Emmerling, Michael, Abrahams, Carmel |
| Source: | Journal of University Teaching and Learning Practice. 2021 18(3). |
| Availability: | University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Transitional Programs, STEM Education, Foreign Countries, College Freshmen, First Generation College Students, At Risk Students, Intervention, Academic Persistence, School Holding Power, Success, College Readiness, Low Income Students, Nontraditional Students |
| Geographic Terms: | Australia |
| ISSN: | 1449-9789 |
| Abstract: | A 'quantum leap' (Kift, 2015) in our understanding of the transition to university studies has brought about a reimagining of the role of transition programs from attempting to remediate deficiencies in 'underprepared' students, to instead using engagement with the curriculum to instil success-oriented behaviours and attitudes in them. In particular commencers from non-traditional backgrounds are confronted by greater sociocultural incongruities when starting higher education (Devlin, 2013), and face greater challenges in developing their new student identity. While affective change of this kind may necessarily be long-term in nature, semester or year-long 'foundation' or 'bridging' programs create barriers themselves in terms of time, cost, and stigma. This study provides evidence that significant results can be achieved with short, accessible, manageable, pre-commencement transition programs, that are situated in the curriculum, but also focussed on nurturing those behaviours and attitudes in at-risk students that are associated with greater likelihood of success and retention. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1304510 |
| Database: | ERIC |
| Abstract: | A 'quantum leap' (Kift, 2015) in our understanding of the transition to university studies has brought about a reimagining of the role of transition programs from attempting to remediate deficiencies in 'underprepared' students, to instead using engagement with the curriculum to instil success-oriented behaviours and attitudes in them. In particular commencers from non-traditional backgrounds are confronted by greater sociocultural incongruities when starting higher education (Devlin, 2013), and face greater challenges in developing their new student identity. While affective change of this kind may necessarily be long-term in nature, semester or year-long 'foundation' or 'bridging' programs create barriers themselves in terms of time, cost, and stigma. This study provides evidence that significant results can be achieved with short, accessible, manageable, pre-commencement transition programs, that are situated in the curriculum, but also focussed on nurturing those behaviours and attitudes in at-risk students that are associated with greater likelihood of success and retention. |
|---|---|
| ISSN: | 1449-9789 |
