Evaluation of an Embedded Transition Support Module: Bringing Academic Skills and Peers into First-Year Classrooms
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| Title: | Evaluation of an Embedded Transition Support Module: Bringing Academic Skills and Peers into First-Year Classrooms |
|---|---|
| Language: | English |
| Authors: | Belinda McCarten, Amanda Richardson, Lauren Raschella, Alexandra Goodwin, Elissa Pearson |
| Source: | Student Success. 2025 16(2):37-49. |
| Availability: | Queensland University of Technology. QUT Library, GPO Box 2434, Brisbane, OLD 4001, Australia. Tel: +61-07-3138-5345; e-mail: journal@unistars.org; Web site: https://studentsuccessjournal.org/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Freshmen, Student Adjustment, First Year Seminars, Curriculum Development, Psychology, Class Activities, Transitional Programs, Student Attitudes, Program Effectiveness, Foreign Countries |
| Geographic Terms: | Australia |
| ISSN: | 2205-0795 |
| Abstract: | The transition to university can be challenging, and while universities provide orientation support, many students still struggle. Extending orientation through embedded supports and skill building in first-year curricula provides students opportunities to develop the academic skills required for university while growing confidence. This study evaluated the "My First Year Skills -- Getting Started Module"; a support embedded in a first-year psychology undergraduate course at the University of South Australia. In-class activities were delivered by tutors and peer mentors, supplemented by asynchronous online materials. Students completed questionnaires, in Week 1 (N=155) and Week 8 (N=69), before and after the module. Student's self-reported confidence for nine out of 11 academic skills significantly increased, and the module was well received. These findings suggest embedded transition supports in the first-year curriculum, particularly with the involvement of peer leaders, can play an important role in building students' self-reported confidence with academic skills and support their transition. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1479542 |
| Database: | ERIC |
| Abstract: | The transition to university can be challenging, and while universities provide orientation support, many students still struggle. Extending orientation through embedded supports and skill building in first-year curricula provides students opportunities to develop the academic skills required for university while growing confidence. This study evaluated the "My First Year Skills -- Getting Started Module"; a support embedded in a first-year psychology undergraduate course at the University of South Australia. In-class activities were delivered by tutors and peer mentors, supplemented by asynchronous online materials. Students completed questionnaires, in Week 1 (N=155) and Week 8 (N=69), before and after the module. Student's self-reported confidence for nine out of 11 academic skills significantly increased, and the module was well received. These findings suggest embedded transition supports in the first-year curriculum, particularly with the involvement of peer leaders, can play an important role in building students' self-reported confidence with academic skills and support their transition. |
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| ISSN: | 2205-0795 |
