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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
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
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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: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Transitional+Programs%22">Transitional Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged%22">Disadvantaged</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22First+Year+Seminars%22">First Year Seminars</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22School+Holding+Power%22">School Holding Power</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink>
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  Data: 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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      – Text: English
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        PageCount: 9
        StartPage: 105
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Universities
        Type: general
      – SubjectFull: Transitional Programs
        Type: general
      – SubjectFull: Student Characteristics
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      – SubjectFull: Disadvantaged
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      – SubjectFull: Socioeconomic Status
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      – SubjectFull: First Year Seminars
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      – SubjectFull: Access to Education
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      – SubjectFull: Student Participation
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      – SubjectFull: School Holding Power
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      – SubjectFull: Program Implementation
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      – SubjectFull: Australia
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              Y: 2025
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