Transition Pedagogy in Action: A 15-Year Institutional Journey. A Practice Report
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| Title: | Transition Pedagogy in Action: A 15-Year Institutional Journey. A Practice Report |
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| Language: | English |
| Authors: | Kathy Egea, Jo McKenzie |
| Source: | Student Success. 2025 16(3):105-113. |
| 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: | 9 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Universities, Transitional Programs, Student Characteristics, Disadvantaged, Socioeconomic Status, First Year Seminars, Access to Education, Student Participation, School Holding Power, Program Implementation |
| Geographic Terms: | Australia |
| ISSN: | 2205-0795 |
| Abstract: | This practice report examines how an implementation of Kift's (2009) Transition Pedagogy evolved over 15 years in a First and Further Year Experience (FFYE) program at an Australian university. Designed to enhance student success, particularly for students from low socio-economic status (LSES) backgrounds, the program applies transition pedagogy principles through a framework focused on student identity and belonging, curriculum, academic and professional staff, and supportive infrastructures. Forums and grants have promoted engagement with inclusive, student-centred practices, collaborative design, student agency, and personalised learning. Transition Pedagogy's curriculum principles have proven adaptable to changing institutional strategies and higher education contexts. The program's shift from teacher-driven to partnership-driven models, emphasising student voices and mattering, illustrates how transition pedagogy can evolve and provide a transformative framework for enhancing student engagement and success. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1490259 |
| Database: | ERIC |
| Abstract: | This practice report examines how an implementation of Kift's (2009) Transition Pedagogy evolved over 15 years in a First and Further Year Experience (FFYE) program at an Australian university. Designed to enhance student success, particularly for students from low socio-economic status (LSES) backgrounds, the program applies transition pedagogy principles through a framework focused on student identity and belonging, curriculum, academic and professional staff, and supportive infrastructures. Forums and grants have promoted engagement with inclusive, student-centred practices, collaborative design, student agency, and personalised learning. Transition Pedagogy's curriculum principles have proven adaptable to changing institutional strategies and higher education contexts. The program's shift from teacher-driven to partnership-driven models, emphasising student voices and mattering, illustrates how transition pedagogy can evolve and provide a transformative framework for enhancing student engagement and success. |
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| ISSN: | 2205-0795 |
