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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
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  Data: Evaluation of an Embedded Transition Support Module: Bringing Academic Skills and Peers into First-Year Classrooms
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  Data: <searchLink fieldCode="AR" term="%22Belinda+McCarten%22">Belinda McCarten</searchLink><br /><searchLink fieldCode="AR" term="%22Amanda+Richardson%22">Amanda Richardson</searchLink><br /><searchLink fieldCode="AR" term="%22Lauren+Raschella%22">Lauren Raschella</searchLink><br /><searchLink fieldCode="AR" term="%22Alexandra+Goodwin%22">Alexandra Goodwin</searchLink><br /><searchLink fieldCode="AR" term="%22Elissa+Pearson%22">Elissa Pearson</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Student+Success%22"><i>Student Success</i></searchLink>. 2025 16(2):37-49.
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  Data: 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/
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  Data: 13
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  Data: <searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Adjustment%22">Student Adjustment</searchLink><br /><searchLink fieldCode="DE" term="%22First+Year+Seminars%22">First Year Seminars</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Class+Activities%22">Class Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Transitional+Programs%22">Transitional Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: 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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      – Text: English
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        PageCount: 13
        StartPage: 37
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      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: Student Adjustment
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      – SubjectFull: First Year Seminars
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      – SubjectFull: Curriculum Development
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      – SubjectFull: Psychology
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      – SubjectFull: Transitional Programs
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Australia
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      – TitleFull: Evaluation of an Embedded Transition Support Module: Bringing Academic Skills and Peers into First-Year Classrooms
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