fye project report - university of queensland - uq.edu.au · pdf fileoffice of the deputy...

OFFICE OF THE DEPUTY VICE-CHANCELLOR (ACADEMIC)

The First Year Experience Project Report

September 2006

Written and Prepared by

Lynn Burnett

First Year Experience Project Coordinator

with assistance from

Acknowledgements

There are many people who have contributed to the success of the project and I am

personally grateful to each and every one. A student-centred project requires student-centred

people who are willing to collaborate. Everyone who has contributed to the project,

particularly within the last twelve months, has played a significant role in helping to move this

project forward. In particular I would like to acknowledge the continued support of The

Deputy-Vice Chancellor (Academic) Professor Michael Keniger, the commitment and

dedication of academic and support staff within the Faculties (particularly the Faculty

Directors of Studies and First Year Experience Student Coordinators), Student Support

Services, Library and Student Centre, and earlier contributions and encouragement by

Margaret Lavery, Dr Helen Byers, A/Prof Peter Jamieson, Nick Baker and Dr Felicity Coffey.

1

Contents Executive Summary 5

1. Background 11

2. Methodology and Project Structure 12

3. Faculties and their Projects 18

3.1. ARTS Faculty 18

3.2. Biological and Chemical Sciences (BACS) Faculty 20

3.3. Business, Economics and Law (BEL) Faculty 23

3.4. Engineering, Physical Sciences and Architecture (EPSA) Faculty 25

3.5. HEALTH SCIENCES Faculty 27

3.6. Natural Resources, Agriculture and Veterinary Science (NRAVS) Faculty 29

3.7. Social and Behavioural Sciences (SBS) Faculty 31

3.8. Support Services 36

4. Additional Project Activities 36

4.1. First Year Experience Project Web Site 37

4.2. First Year Experience University of Queensland Network 37

4.3. First Year Experience Queensland Network 38

4.4. Project Related Presentations and Conferences 38

4.5. Summary of Major Project Achievements 41

4.6. First Year Experience Project Activities Planned for 2007 41

5. First Year Experience Activities at Other Australian Universities 42

5.1. The Group of Eight Universities 42

5.1.1. The University of Adelaide 42

5.1.2. The Australian National University 43

5.1.3. The University of Melbourne 44

5.1.4. Monash University 45

5.1.5. The University of New South Wales 46

5.1.6. The University of Sydney 47

5.1.7. The University of Western Australia 48

2

5.2. Queensland Universities 52

5.2.1. Central Queensland University 52

5.2.2. Griffith University 53

5.2.3. James Cook University 54

5.2.4. Queensland University of Technology 55

5.2.5. The University of the Sunshine Coast 55

5.2.6. The University of Southern Queensland 56

6. The University of Queensland First Year Experience Model 59

6.1. Pre-transition or Beginning to Think About University 61

6.2. Transition or Preparing for University 62

6.3. Orientation Week 63

6.4. Faculty-based Induction Programs 64

7. Recommendations 65

8. Concluding Statement 67

9. References 69

3

Tables and Diagrams

Tables

3.1. Innovative First Year Practice in the Faculty of ARTS 20

3.2. Innovative First Year Practice in the Faculty of Biological

and Chemical Sciences (BACS) 23

3.3.1. St Lucia Faculty Level Induction Workshops 24

3.3.2. Innovative First Year Practice in the Faculty of Business,

Economics and Law (BEL) 25

3.4. Innovative First Year Practice in the Faculty of Engineering,

Physical Sciences and Architecture (EPSA) 26

3.5. Innovative First Year Practice in the Faculty of

HEALTH SCIENCES 28

3.6. Innovative First Year Practice in the Faculty of Natural

Resources, Agriculture and Veterinary Science (NRAVS) 31

3.7. Innovative First Year Practice in the Faculty of Social and

Behavioural Sciences (SBS) 35

3.8. Innovative First Year Practice Within the Support Units 36

4.4. First Year Experience Project Related Presentations

and Conferences 39

5.1. Summary of First Year Experience Activities Within

The Group of Eight (G8) Universities 50

5.2. Summary of First Year Experience Activities Within

Queensland Universities 57

4

Diagrams

2.1. Project Research Cycle 14

6. The University of Queensland First Year Experience Model 60

6.1. Pre-transition or Beginning to Think About University 61

6.2. Transition or Preparing for University 62

6.3. Orientation Week 63

6.4. Faculty-based Induction Programs 64

5

Executive Summary

The First Year Experience (FYE) project at The University of Queensland has been ongoing since

2003. The overarching aim of the project is to implement specific, student-centred initiatives to create

a learning environment which will improve first year students’ experiences at the University. The focus

for the project in 2006 has been the implementation and evaluation of Faculty-based Induction

programs. As all of the Induction programs have been locally developed and driven they each have an

individual character. Nonetheless, there are four (4) common elements which run across each of the

Faculty-based programs,

1. Building a sense of community and connection within the university context;

2. Making connections with a range of possible employment opportunities;

3. Addressing academic skill needs and improving communication between staff and students;

and

4. Hosting social activities to enable students to meet one another and form friendship/support

networks.

Stronger links and communication between the Faculties, Student Support Services, the Student

Centre, the Orientation Working Party, Library, and the Student Union have also been encouraged

and developed. A model of the UQ First Year Experience has been developed to identify current sites

of activity and innovative practice.

The role of the university’s First Year Experience Project Coordinator has been not only to provide

assistance to each of the Faculties to enhance their Induction programs and first year initiatives but

also to develop innovative ways of working and researching within the area of First Year Experience.

Two examples include the instigation of two innovative professional networks. The first is a First Year

Experience Network within the university (FYE UQ Network) and the second is a First Year

Experience Queensland University wide Network (FYE QLD Network) with First Year Experience

Project Coordinators, Learning Advisors or academic Teaching and Learning Chairs from The

University of Queensland, Queensland University of Technology, Griffith University, University of the

Sunshine Coast, University of Southern Queensland, Central Queensland University, and James Cook

University. A number of referred and by-invitation presentations (individual, roundtables and

symposiums) have also been given throughout the last twelve months both within the University and at

a National functions and conferences.

Other Australian Universities

Key components of First Year Experience/Transition strategies at other Australian universities,

particularly The Group of Eight (G8) Universities, are identified and summarised in the following table:

6

Summary of First Year Experience Activities Within The Group of Eight (G8) Universities:

The University ofAdelaide

TheAustralianNational

University

The Universityof Melbourne

MonashUniversity

The Universityof New South

Wales

TheUniversity ofQueensland

TheUniversity of

Sydney

The University ofWestern Australia

2002 AttritionUndergraduate Rate

(2002 rate for all domesticundergraduate students in

Australia was 21.2%)

21% - 19% 19% 17% - 20% 23%

FYE/Transition Projector Policy Focus

√ - Project Focus - √ - Strategic Policy& Program Focus√ - Recognises

undergraduate andpost graduate

students in theirFYE focus

√ - StrategicPolicy &

Program Focus√ - Recognisesundergraduate

and postgraduate


√ - StrategicPolicy Focus

√ - ProjectFocus

√ - StrategicPolicy and

ProjectFocus

√ - Strategic PolicyFocus

University WideApproach

√ + Faculty-based - √ + strongresearch base

+ Facultydesigned and

driven initiatives

√ √ √ + Faculty-based

√ √

FYE/Transition WebSite

√ -Starting@University

NewStudents

Welcome toStudy at

ANU - notvery detailed

√ - Transitionweb site


√ - First Stepsweb site

√ - ProjectFocused

√ - First YearExperience

web site(dated as FYE

ProjectCoordinator ison sabbatical)

√ - First Year ExperienceProgram web site +Transition web site

(specifically for studentsfrom rural secondary

schools or schools howhave low numbers of

students articulating totertiary study)

FYE/TransitionPosition

√ - based in theCentre for Learning

and ProfessionalDevelopment. One

full-time staffmember (contract?)

X – but theydo employ a

full-timeStudent

Informationand

GuidanceNetwork

Coordinator(mentoringprogram)

√ - TransitionTeam has a staff

of four (4)√ - The Centre

for HigherEducation has

multiple staff withDr Kerri-Lee

Krause as theleading

researcher in thearea.

√ √ - Multiplepositions

across theuniversity

(academic,research andsupport roles)

√ - Projectrelatedcontractposition

√ - Multiplepositions plus

Projectrelated

academicposition

√ - The First YearExperience Program

employs a full time staff ofthree (First Year

Coordinator, First YearAdvisor, and a First Year

Project Officer).√ - Transition Support

Program employs three full-time staff members(Academic Program

Coordinator, Project Officer,and an Administrative

Assistant)√ - Multiple other positionsacross the university (eg,Uni Mentor Scheme, etc)

7



University

The Universityof Melbourne

MonashUniversity

The Universityof New South

Wales

TheUniversity ofQueensland

TheUniversity of

Sydney

The University ofWestern Australia

Peer MentoringProgram

√ - Smooth Startprogram (year long

program)

√ - StudentInformation

andGuidanceNetwork

(runs for thefirst 6 to 8weeks of

everysemester)

√ Recommendedbut does not

appear to be acentrally

organisedprogram

√ - PeerMentoring

Project

√ - In manyFaculties√ -

Implementationcurrently inprogress as

campus wideinitiative across

Ipswich

√ - In manyFaculties but

does notappear to be a

centrallyorganisedprogram

√ - Uni Mentor Scheme(year long program)

O Week Activities √ √ √ √ √ √ √ √FYE/Transition

Activities Beyond OWeek

Appears to befocused on O Week

and onlineresources

- √ - Faculty-based

√ - Onlinestudent blog

Appears to befocused on O

Week andonline

resources

√ √ - 2006 wasthe first cycle

of Faculty-based

InductionPrograms

√ - StudentWelcome

Orientationand

TransitionTeam

√

FYE/TransitionActivities and

Connections withSecondary Schools

√ - Series offorums for schoolcounsellors andyear 12 students

X – but trialcollaborative

program(ANU

SecondaryCollege –

Dec, 2005 toTerm 4,

2007) forhigh

achievingYear 11 and12 students.

√ - Uni book andMaster Class forYear 10 students

√ - √ - StudentAmbassadors

organisedthrough TheOffice of the

Dean ofStudents.

Could developand strengthen

currentapproaches

further.

- -

Parent and PartnersInformation Sessions

√ - Parent Guide(printed booklet)

- - √ - ParentGuide (printed

booklet)

- √ - IpswichCampus

√ - Parents ofNew Students

informationpage as part ofthe New to UQ

web site isunder

construction

- -

The First Year Experience Project Report September 2006

8

Summary of Major Project Achievements

• University wide change process has begun in a practical sense (Every Faculty has

made changes and implemented Faculty-based Induction programs)

• With the development of the FYE UQ Network and the FYE QLD Network, The

University of Queensland is now seen as a key contributor and stake holder in the

area of First Year in Higher Education

• A University of Queensland First Year Experience Model has been developed as a

result of the First Year Experience Project

• Increased links and communication between and within the Faculties and Support

Units.

First Year Experience Project Activities Planned for 2007

A number of key related First Year Experience project activities have already been planned for 2007.

These include,

• Implementation of the 2nd cycle of Faculty-based Induction programs (Aim of the

second cycle is to consolidate and embed initiatives for first year students as

everyday practice in a cohesive manner within the Faculties).

• Continue to develop FYE UQ Network

• Continue to develop FYE QLD Network

• Plans for a book to be written in conjunction with the FYE QLD Network.

• Proposed FYE QLD Network presentation at 10th First Year in Higher Education

Conference (4th – 6th July, 2007)

• Proposed individual presentation at 10th First Year in Higher Education Conference

(4th – 6th July, 2007)

• Write project application for UQ Awards.

• Identify and begin applying for external research funding for the project.

• Develop and present three (3) project related workshops.

• Extend existing First Year Experience web site (add information and links to

innovative practices and sites of activity within the Faculties and Support units).

• Investigate developing an on-line first year experience survey, complete with a

feedback section on student responses and outcomes/changes as a result of

feedback (see The University of Western Australia as an example and online survey

packages like Survey Monkey, www.surveymonkey.com).

• Develop a university wide statement of expectations for first year students and staff.


9

Recommendations The following recommendations have been developed as a result of extensive communication with

each of the seven (7) Faculties and Support units within The University of Queensland. The

recommendations have also been informed by practices in other key tertiary institutions and research

literature in the area of First Year Experience. In order to build on recent achievements and to

consolidate a university-wide approach, the following recommendations are made:

University wide Approach

• Create a Student Experience Unit or Centre within the university to coordinate activity,

prevent fragmentation, and provide support for sustained long term institution wide

change processes. This unit or centre could employ or bring together a number of

existing staff (for example, academic, research, project, support and administrative

roles) and address all areas of the student experience (for example, first year, later

year, final undergraduate year, honours year, international students, and post

graduate students);

• Create a permanent or long term Special Project Officer position within The Office of

the DVC(A) with a specific focus on research within the area of Teaching and

Learning. The research focus could change every 18 months to 2 years and would

coordinate to fit with current strategic initiatives. This position would continue to work

closely with the Faculties and Schools.

• Appoint Faculty-based First Year Coordinators in addition to a university-wide First

Year Coordinator (permanent or long term appointments) to maintain and build current

initiatives in the area of First Year Experience (appointment at a School level where

required). These positions should have an academic/research component as well

administrative/communication component. Time, support, and funding would need to

be available to support this research component as many employed in these positions

would be early career researchers or potentially studying at a postgraduate level.

Further, by having an academic/research component these positions should enhance

the Faculties’ ability to research and document Teaching and Learning practice from a

First Year Experience perspective. This in turn, would raise the Teaching and

Learning profile within the university, and wider community, and begin to address the

gaps which currently exist within this area of research. A university-wide First Year

Coordinator could continue to facilitate, support, coordinate and communicate first

year initiatives and research between the seven (7) Faculties, Student Support

Services, The Student Centre, Library, Orientation Working Group/The Dean of

Students and The Office of the DVC(A). This position could also coordinate and

strengthen research in the area both within the university as well as at a National

level. Further consolidation of the FYE UQ Network and FYE QLD Network could also

occur (this would need continued funding/budget item for catering and travel).

• Expand the existing project web site to highlight current first year initiatives within the

university (see University of New South Wales as an example).


10

• Initiate systematic evaluation of the impact of First Year Experience initiatives within

the university.

• Develop and implement a compulsory exit survey for students withdrawing from a

program of study.

Recognition, Support, and Awards

• Continued encouragement and support from Senior Administration levels of the

university to develop and sustain initial Faculty-based Induction programs. Research

in the area consistently highlights the first six (6) weeks of Semester One as a crucial

time for student success and retention. • Annual Awards and/or Certificates of Recognition for quality first year teaching and research

(similar to current initiatives in the SBS Faculty). These awards could be implemented at a

Faculty level, however, they would need recognition from senior levels of the university (for

example, The Office of the DVC(A)). Presentations could occur during Teaching and Learning

Week (October/November). The Awards and/or Certificates could be derived from nominations

for excellent first year teaching and tutoring by students and fellow staff members (would need

to develop criteria and a nomination form). They could also be seen as leading to future

applicants for the UQ Awards and Citation Awards.

• Access to funding for short term projects related to the First Year Experience. These

funds could be viewed as seeding money to trial pilot research which would lead to

larger funding applications, e.g., Carrick, ARC, and DEST. This funding would be an

important means of raising the profile of Teaching and Learning within the university

as well as developing and encouraging research in the area.

• Develop, implement and evaluate a First Year Experience staff survey or focus group

(Faculty and Support unit based) to ensure a well informed, quality, evidence-based

approach is used to gain insight into the culture of current practice, issues and needs

of staff teaching into first year courses.

Undergraduate and Postgraduate Students • Develop a clear statement regarding the university’s expectation of student responsibilities. This

statement should be linked to appropriate web sites (for example, New to UQ, Orientation web

site, Faculty web sites, and Student Support Services)

• Recognise Postgraduate first year students and develop appropriate strategies and

resources (link in with the Dean of Postgraduate Studies).

• Recognise Advance standing first year students and develop appropriate strategies and

resources.

• Develop a university wide First Year Student web site (like First Year at UQ Ipswich developed

2005/2006 by Dr Juliana de Nooy. See http://www.uq.edu.au/ipswich/firstyear). Recommend

site to be campus specific and have links with existing Orientation, New to UQ, Faculty, Student

Support Services, and Student Union web sites.

• Identify and provide a space and a place for first year student voice and feedback.

• Identify and address issues relating specifically to international first year students.

• Develop, implement and evaluate a First Year Experience student focus group

(Faculty and/or school based).


11

1. Background

The face of first year experience has changed dramatically over the past decade and there is no reason to expect that this will not be the case in the decade to come. The one constant, however, is that the first year of university study remains arguably the most critical time for engaging students with their learning community and equipping them with the requisite skills to not only persist but to be successful and independent in their learning throughout the undergraduate years and beyond

Krause, 2005, 9. The First Year Experience (FYE) project at The University of Queensland has been ongoing

since 2003. It is a strategic teaching and learning project jointly funded through The Office of

the Deputy Vice-Chancellor (Academic) [DVC(A)] and the seven (7) Faculties (via the

Enhanced Student Contribution Funds). The overarching aim of the project is to implement

specific, student-centred initiatives to create a learning environment which will improve first

year students’ experiences at the University. This is in response to calls from researchers

like Krause (2005) who argue that “research universities have a particular responsibility to

scrutinise their practice and policy in relation to the student experience” (2). In particular, The

University of Queensland aims to develop in students attributes such as independence and

creativity, a sense of belonging within the organisation, an understanding of the range of

possible employment options open to them as a result of degree completion, as well as

opportunities for students to forge academic networks in a meaningful and ongoing manner.

Successful transition to the tertiary context within the first year increases students’ overall

satisfaction with their undergraduate experience as well as increasing the likelihood of

degree completion (Krause, 2005; Tinto, 2002; Vest, 2005; Wilcox, Winn, & Fyvie-Gauld,

2005; Yorke, & Thomas, 2003). Large classes or programs that do not have a core

curriculum to create shared purpose and identity, in combination with the financial and

personal demands on students which have the potential to fragment their experiences of

campus life, may contribute to making this transition difficult (Beder, 1997; Hayden & Long,

2006; Krause, 2005; McInnis & Hartley, 2001).

A large component of research led discussion and innovation within the area of First Year

Experience focuses on attrition rates and the retention of first year students. Many leading

researchers (for instance, Krause, 2006; 2005; Yorke, & Thomas, 2003) have heeded timely

warnings about designing programs which are re-active to attrition rates, rather than pro-

active. This is largely due to the multi dimensional nature of attrition; that is, students leave

current programs of study for a number of reasons (for example, financial, health, and family

and work related matters). In addition, there is currently no efficient way of tracking students

who move between institutions within Australia or return to study after a one or two year

absence. Thus, making it difficult to get a clear understanding of why students discontinue


12

their study. Challenging traditionally held views about first year students and their

experiences whilst fostering innovative teaching practices is central in any endeavour which

seeks to move forward.

This report will examine the First Year Experience project activities within The University of

Queensland over the past twelve (12) months. It will also summarise First Year Experience

activities in other Australian Universities, specifically The Group of Eight (G8) Institutions,

and conclude with a series of recommendations about how best to move forward. However,

to fully explore the First Year Experience at The University of Queensland it is imperative that

the project methodology and structure are explored in the following section.

2. Methodology and Project Structure

The overall First Year Experience project at The University of Queensland is embedded

within a reflective research framework (Adler, & Haas, 1992; Barnett, Walsh, Orletsky, &

Sattes, 1995; Dewey, 1916; Fullan, 1990; Swain, 1998) or action research model (Atweh,

Kemmis, & Weeks, 1998; Lynd-Balta, Erklenz-Watts, Freeman, & Westbay, 2006; Simpson,

& Schockley-Zalabak, 2005; Tomal, 2005). This is a process whereby an action or activity is

planned, articulated, implemented and then reflected upon in a cyclical style. Each reflection

influences and modifies action or activity in the subsequent cycle.

Following this process then, the first cycle of the research project occurred at the end of 2005

with the planning of the 2006 Faculty-based Induction Programs. While the First Year

Experience project has been ongoing since 2003, this report is particularly focused on project

related activities from the last twelve months; specifically the period between September,

2005 to September, 2006.

In 2005 FYE project activities were two-fold:

1. the implementation and evaluation of Faculty-based pilot projects; and

2. the development of Faculty-based Induction programs for 2006.

Seed funding was provided through the Enhanced Student Contribution Funds to assist in

the development, implementation, and evaluation of a number of pilot projects run at a local

Faculty level. These projects were aimed at developing academic writing & research

intervention skills; developing different learning skills & approaches, administering early

diagnostic assessment exercises, conducting early one-on-one interviews to identify students

at risk; developing an elective research-based course for credit; establishing physical &

virtual drop-in centres with lead tutors; and introducing additional Week 1 tutorials for


13

socialisation & explication of course objectives. In many cases these pilot projects

informed the Faculty planning for the 2006 programs which were aimed at inducting first year

students into their university learning experience.

A large proportion of the First Year Experience project initiatives in 2006 have been Faculty

driven in the form of Induction programs which expand information and welcome sessions

conducted in Orientation week, as recommended in research conducted by Goodsell, Maher

and Tinto (1992), Krause (2005), Krause, Hartley, James, and McInnis (2005), Kuh and

Vesper, (1997), Lowe and Cook (2003), Pascarella and Terenzini (2005), Pitkethly and

Prosser (2001), Smith and Hughes (2004), Vest (2005), and Yorke and Thomas (2003).

Research to date indicates that a sustained, academic Induction program which builds on

activities conducted in the Orientation Week program presents opportunities to engage,

motivate and challenge students, to assist them to develop clear aspirational goals, to

immerse them in scholarly discourse and to help them come to terms with academic life

(Goodsell, Maher, & Tinto, 1992; Krause, 2005; Krause, Hartley, James, & McInnis, 2005;

Kuh, & Vesper, 1997; Lowe, & Cook, 2003; Pascarella, & Terenzini, 2005; Pitkethly, &

Prosser, 2001; Vest, 2005; Yorke, & Thomas, 2003). These Faculty-based Induction

programs were implemented in semester one and detailed summarises are provided in

Section 3, Faculties and their Projects.

In general terms, each of the Faculty-based Induction programs have been locally developed

and driven, hence they are unique and look different to each other. A number of the seven

(7) Faculties are also based at more than one of the three main campuses. Each of these

three campuses are very different in size and design. They each have a distinctive clientele

which informs and shapes the style and mode of program delivery. Nonetheless, there are

four (4) common elements which run across each of the Faculty-based Induction programs:

1. Building a sense of community and connection within the university context;

2. Making connections with a range of possible employment opportunities;

3. Addressing academic skill needs and improving communication between staff and

students; and

4. Hosting social activities to enable students to meet one another and form

friendship/support networks.

The diagram below, Diagram 2.1, Project Research Cycle, illustrates the first cycle of the

project to date. Second semester of 2006 will see further reflection of the cycle and will, as a

consequence, influence the direction of the Faculty-based Induction programs in 2007 and

subsequent second cycle.


14

Diagram 2.1

Project Research Cycle

The Office of the DVC(A) and Support units such as the Library, Student Centre, Student

Support Services, and the Student Union have also played integral roles in the planning and

implementation of the Faculty-based programs. These programs, whilst locally driven from

the Faculty level, have always been intended to draw on, and integrate, expertise from

across the university site. For example, The Office of the DVC(A) has been the key

champion of the project through project funding, lobbying at the highest levels, and providing

in-person encouragement and support for everyone involved at project related workshops

and activities. The Library, Student Centre, Student Support Services and the Student Union

have all been involved in running information sessions and providing ongoing support for

each of the Faculties. Each of these support units have been vital in moving the project

forward. They have not seen their organisations as being separate from the Faculty driven

activities to improve the experiences of first year students, but rather, they have embraced

the opportunity to address issues faced by students in their first year of tertiary study in a

holistic and collaborative approach.

Planning Faculty-based Induction

Program

Implementing Faculty-based

Induction Program

Evaluating and Reporting on the Faculty-based

Induction Program

Reflecting and Planning for the next

cycle First Cycle

Second Cycle

The Office of the DVC(A)

Support Units


15

The project has also focused on encouraging and building stronger links and communication

between the Faculties, Student Support Services, the Student Centre, the Orientation

Working Party, Library, and the Student Union. A model of the UQ First Year Experience is

presented in Section 6, The University of Queensland First Year Experience Model. The

identification of these sites of activity and development of more effective means of

communication have been, in part, facilitated by the role of the university’s First Year

Experience Project Coordinator. This role has included providing assistance to each of the

Faculties to enhance their Induction programs and first year initiatives; improve

communication between and within Faculties, Schools and support services at the University;

and ensure seamless communication between The Office of the DVC(A) and Faculties about

project related initiatives, expectations and directions.

The implement of three project related workshops throughout each academic year have also

been an integral component of the project. The three workshops, whilst self contained

presentations, were designed to advance discussion and activity about the First Year

Experience from preceding sessions using a variety of innovative formats. For example,

short video presentations of first year student perspectives and experience, small group

discussion, and snapshots of activities at a Faculty level.

More specifically, the second project workshop in 2005 focused on two main aspects. The

first was the welcome and induction to first year students. While the second aspect focused

on the planning and action for University-wide and Faculty-based Induction programs. Many

issues were raised in the presentations from Professor Michael Keniger, Ms Kate Heffernan,

and Dr Maureen Burke and within the Faculty-based group discussions. For instance,

• Space – to support informal discussions and develop a sense of community.

• Timetable issues – for example, problems in relation to campus location and transportation

have an effect on student’s ability to participate in face to face tutorials and lectures.

• Assessment

• Staff – ability to communicate effectively with students

• Mentoring programs

• PASS program

• Teaching free weeks – integrate into semester program as a means of allowing time to identify

and address problems and increase time for practical components of course, for example,

increased time in the laboratory or development of short laboratory projects to increase

student knowledge and understanding.

• Identify alternate tracks to conventional 3 year programs to allow student flexibility.

• Explore the possibility of expanding courses within Summer School programs to include

HECS options and catch up subjects.


16

The third workshop in 2005 deliberated how best to enhance the First Year Experience at

The University of Queensland. The workshop was held in Teaching and Learning Week and

opened with a key note address from Dr Kerri-Lee Krause, Centre for the Study of Higher

Education at the University of Melbourne, based on her co-authored report on The First Year

Experience in Australian Universities: Findings from a Decade of National Studies (2005

DEST funded project).

The first project related workshop in 2006 was designed to gain an early indication of how

each Faculty was progressing with the first cycle of their Induction programs. Deputy Vice-

Chancellor (Academic), Professor Michael Keniger, summarised the overarching goals of the

project, restated the project’s timely nature and overall importance, and drew attention to the

work conducted in the previous 15 months. The Director of Studies, or representatives, from

the seven (7) Faculties presented snap shots of the first four weeks of their Induction

programs. They shared insights into what was currently working, what they were learning,

what needed modification, and plans for program evaluation. Directors of Studies were

invited to share one key suggestion or piece of advice with the other Faculties as a result of

their current experiences.

Many issues were raised in these presentations which were timely to consider. For instance,

• Communication and planning

• Staff – motivation and recognition

• Unpacking and understanding the variety of experiences and needs of first year students

within the UQ context

• Recognition of the complexity of the first year experience and need for multiple approaches

and support mechanisms

• Importance of recording and using anecdotal evidence

• Space – for example, having access to comfortable locations which cater for a range of

different activities and numbers

• Continued need for recognition that not all Schools within Faculties experience the same

issues or concerns.

• Timetable issues – for example, problems in relation to campus location and transportation

have an effect on student’s ability to participate in face to face tutorials and lectures

• Attrition, while a significant issue, should not be the sole driving force behind the development

of the Faculty-based Induction programs.


17

The second workshop in 2006 showcased First Year Experience initiatives and practice at a

School and Support Level. Deputy Vice-Chancellor (Academic), Professor Michael Keniger,

opened the workshop by highlighting current issues within the university context that impact

upon the first year student experience. He restated the project’s timely nature and overall

importance, and drew attention to future areas of interest as they relate to the FYE project.

Ms Lynn Burnett, FYE Project Coordinator, explained the structure of the remainder of the

workshop with the formation of small groups moving around each of the five pod structures in

Level 2 of the Cooperative Learning Centre. The six presenters, Dr Lesley Jolly, Ms Deborah

Turnbull, Professor Michael Bromley, Dr John Harrison, Dr Paul Mills and Ms Jasmine Steer,

were able to provide a brief overview of their approach with time for questions.

The presentation themes consisted of,

• Communicating with the MP3 Generation (Dr Lesley Jolly, Faculty of SBS, Ipswich campus)

• The “Big, Scary, Confusing” Index. The UQ Library & The First Year Experience (Ms Deborah

Turnbull, Information Skills and Community Outreach, UQ Library, St Lucia campus)

• First with the News. How to Return Summative Assessment to First Year Students by Week 4 (Prof

Michael Bromley and Dr John Harrison, Faculty of SBS, St Lucia and Ipswich campuses)

• Enhancing Learning and Integration Using Group Projects (Dr Paul Mills, Faculty of NRAVS, St Lucia

campus)

• Finding Your Feet. Reflections of a First Year Coordinator (Ms Jasmine Steer, Faculty of EPSA, St

Lucia campus).

A/Professor Fred D’Agostino, Director of Studies (ARTS), concluded the workshop by

identifying and summarising themes which ran concurrently across each of the five pod

presentations. These concurrent themes included identifying aspects of university culture

and language which we, as insiders, often take for granted, the importance of clear

communication and expectations, and the effectiveness of group work.

This section of the report has provided a brief overview of the project methodology, structure

and related activities within the university over the last twelve months. The following section

will focus more specifically on each of the Faculty-based Induction programs by provide

summaries of initiatives and activities in each of the seven (7) Faculties.


18

3. Faculties and their Projects

While the aim of this project was not to focus solely on, and thus react to, attrition rates it is

appropriate to mention relevant attrition rates throughout this next section. The university, as a

whole, experienced attrition rates of 17.2% in the commencement year for Bachelor degrees

in 2005 compared to 16.8% in 2001. Interestingly, the attrition rates between Faculties vary

significantly and appear to be influenced by the actual number of commencing students and

the nature of the programs offered, that is, whether commencing students are able to define

themselves as a recognisable cohort with clearly defined employment opportunities, or

careers, at the beginning of their study.

The following sub-sections will summarise the Faculty-based Induction programs implemented

and evaluated in 2006 and identify current innovative practice in each of the Faculties and

Schools as it relates to the First Year Experience Project.

3.1. ARTS Faculty

The attrition rate in the commencement year for an

ARTS Bachelor’s (BA) degree in 2005 was 26.3%

compared with 25.8% in 2001. The actual number of

commencing students has decreased by 308 students

between 2001 and 2005. Despite the drop in

enrolments, this Faculty still attracts over 1,600

commencing students every year.

The focus of the Faculty-base Induction program for

ARTS was influenced by a recent Bachelor of Arts

degree review and warning signs about the overall

effectiveness of this particular degree (for instance, © AGC, Inc.

high attrition rates, declining OP cut-offs [from 8 to 12 in four years], significant loss of first

preferences [down by 350 over four years], and bottom-heavy recruitment from the OP range

[approximately 50% of commencing students are currently drawn from the lower two

quartiles]). The overarching aim of the Induction program was to actively address

misunderstandings by students, and by those who advise them (for example, parents and

careers advisors) about immediate and long term career outcomes for BA degree graduates.

The hypothesis was that student motivation could be enhanced early on by providing

students with clear graduate outcomes upon completion of a BA degree. An analogy of the


19

ARTS degree as being the little black dress of undergraduate degrees was used to highlight

the versatility and flexibility of employment outcomes for graduates with a BA degree. The

four key objectives of the program included,

♦ To improve student retention in the BA;

♦ To enhance students’ motivation in their BA studies;

♦ To inform students about career and life outcomes for BA graduates; and

♦ To provide students with a better first year experience.

The program consisted of a suite of activities and significant development of strategies for

2007 and beyond. For instance, informative lectures were conducted at St Lucia and Ipswich

campuses during the first two weeks of semester (attended by over 750 commencing

students), a revision of the BA Prospectus to emphasise career and life outcomes for BA

graduates was implemented, a drive for change in large first year subjects through the use of

the Teaching Quality Assessment (TQA) system was achieved, significant development of

gateway courses for all majors offered in the BA for students commencing in 2007 was

undertaken, the development of a BA Communities web site with special emphasis for first

year students commencing in 2007 occurred, the development of a core skills course for BA

students commencing in 2008 was addressed, the development of a proper major-based

student support (through the Carrick Institute Closing The Gap project) and the move to

appoint a Faculty-based First Year Student Advisor in 2007 was also undertaken.

It is expected that the evaluation of this program will be on-going and will actually occur over

an extended period of time given the comprehensive nature of the suite of activities. It is

recognized that the success of the Induction program will also be influenced by variables

outside the control of the Faculty. However, the Faculty plans to measure the overall success

of the Induction program via,

♦ Student survey to be conducted later in 2006;

♦ Decreased attrition rates in the first year of the BA;

♦ Increased OP cut offs for the BA;

♦ Increased percentage of commencing cohort from the top two quartiles of the OP

range;


20

♦ Higher levels of student satisfaction about the gateway courses, particularly in

relation to assessment and access to staff; and

♦ Higher levels of uptake of relevant programs offered Student Support Services,

particularly in relation to careers planning.

Overall the Induction program was seen as a long term strategy to be embedded within the

everyday practices of the Faculty (this was greatly assisted via the BA Review and securing

funding through the Carrick Institute award). A request was made for the university to

supplement the Faculty’s contribution in the area of the new core course proposal.

Table 3.1

Innovative First Year Practice in the Faculty of ARTS

School of

English, Media

Studies, & Art

History

School of History,

Philosophy,

Religion, & Classics

School of Languages &

Comparative Cultural Studies

School

of

Music

Faculty Wide

Initative

♦ Instructional

web site

♦ Appointment

Student

Designer for BA Communities

(Carrick Grant for 2007)

Of Faculty based First Year

Advisor in 2007

St Lucia

Campus

♦ Development

and

implementation

of PASS

Program.

♦PASS

Coordinator

Ipswich

Campus N/A ♦ Development of website (First

Year @ UQ Ipswich,

www.uq.edu.au/ipswich/firstyea

r) – Dr Juliana de Nooy

3.2. Biological and Chemical Sciences (BACS) Faculty

The attrition rate in the commencement year for a Bachelor’s degree in the BACS Faculty in

2005 was 14.8% compared to 11.8% in 2001. The actual number of commencing students

has decreased by 74 students; however, this Faculty still has over 1,100 commencing

students enrolling every year.


21

In 2005/2006 the BACS and EPSA (Engineering,

Physical Sciences and Architecture) Faculties took

a unique approach in developing a joint Faculty-

based Induction program. These Faculties shared

over 1,000 first year Bachelor of Science (BSc)

students in 2006. As a result, they decided to

combine their efforts and resources to enhance

their existing orientation program and develop

further activities for this particular cohort of

students. It is important to mention here that not all of the Schools in the two Faculties were

connected with first year BSc students, and as a result, these Schools developed their own

Orientation and Induction activities as part of individual Faculty responsibilities. For example,

separate activities undertaken by The School of Engineering. Special mention of these

separate activities will be elaborated independently of the joint efforts between the two

Faculties for their BSc students.

The BSc degree is designed to be a versatile degree which seeks to accommodate a wide

variety of student interests and career aspirations. The courses on offer within the degree

range from well established to newly emerging and encompass general as well as specialist

areas of science. There is a broad scientific based approach for the first year of the degree

with the option to specialise in two specific science fields or continue with a broad approach

for the later years of the degree. Non-science options and dual degree combinations are also

possible. Like the ARTS Faculty, both BACS and EPSA recognised a problem of providing

their first year students with a sense of community and cohesion because the BSc degree

does not have a clearly defined cohort identity or structured career outcome.

Extensive plans were developed in 2005 by a cross Faculty working party (lead by former

BACS Director of Studies, Professor Susan Hamilton and Acting Chair of the EPSA Teaching

& Learning Committee, Dr Massimo Gasparon) which involved a united approach in the

development and delivery of a suite of Orientation and Induction activities. These activities

included extending existing activities to target a better academic and social transition for BSc

first year students. For example,

� BUDDY program – a student to student mentoring program for all BSc students in

weeks two (2) through five (5) where new students are paired with experienced

students. This program was previously only available to students in the BACS

Faculty.


22

� A combined welcome, campus tour and barbecue lunch in Orientation week. New

students are divided into groups of twenty (20) and taken on science orientated

campus tours by later year students (often PASS leaders). First year coordinators,

lecturers of first year courses and tutors took an active role in the welcome and

preparation of the barbecue lunch (in conjunction with The Society of

Undergraduate Science Students – SUSS) so new students were introduced to a

community of UQ scientists and science teachers in an informal setting. Costing

in 2006 for this activity was $1,899.75 for tour group leaders on a 3 hour contract

(BACS) and $2,100.00 for cost of barbecue lunch (EPSA).

� PASS program (Peer Assisted Study Sessions) offered for the entire academic

year in key courses to introduce new learners to a supportive, community,

discipline, based approach to thinking and learning about science.

� Weekend field trip to Moreton Bay Research Station for small specialist cohorts of

students. For example, students in the Advanced Research Studies science

program, Environment and Science specialist program, and the Marine Science

specialist program (Bright Minds program).

� A mid week lecture free day in week four (4) to allow for a full day reflection and

consolidation event. Groups of 40 students assigned to two or three academics

plus a tutor to travel off campus for a series of activities which would include

discussions on career options and degree structure and review of the first four

weeks of university life in terms of experiences, issues and possible solutions.

Resourcing implications (for example, personnel,

finance, and timetabling), staffing changes, and the

logistics of communicating with a large number of

teaching and support staff across two Faculties

hindered the full implementation of the original suite

of activities in 2006. Smaller incremental projects

have been recommended for the next cycle of joint

Faculty-based Induction programs despite a well

recognised need within both Faculties of a need to

actively address issues for first year BSc students. A small return rate of survey forms from

students during the combined welcome, campus tour and barbecue lunch in Orientation

week also hindered the Faculties ability to evaluate the success of the event and identify the

specific early needs of the cohort. The need for changes in the collection of student feedback

at Orientation and Induction activities has been noted.


23

Table 3.2 Innovative First Year Practice in the Faculty of Biological and Chemical Sciences (BACS)

School of Biomedical Sciences

School of Integrative Biology

School of Molecular & Microbial Sciences

St Lucia Campus PASS Programs in key courses

Bright Minds Advanced Study Program

♦ PASS Coordinator

(also runs training

programs within and

outside the university

for PASS).

3.3. Business, Economics and Law (BEL) Faculty

The attrition rate in the commencement year for a Bachelor’s degree in the BEL Faculty

(across both St Lucia and Ipswich campuses) in 2005 was 13.2% compared to 14% in 2001.

The actual number of commencing students decreased by 333 students between 2001 and

2005, however, this Faculty still has over 1,500 commencing students enrolling every year.

The focus of the BEL Faculty-based

Induction program was aimed at first year

students at both the St Lucia and Ipswich

campuses to assist in their transition from

high school to university and address

current attrition rates. Whilst student

cohorts differ between the two campuses

and each have specific needs and issues

(for example, different entry requirements/OP scores), the majority of first year students

enrolling in undergraduate programs within the Faculty are school leavers. A non-course

specific Induction program was developed and run in 2006 because there is no one single

course which all first year students have to undertake. Evaluation of the 2005 pilot study

which developed and ran an additional tutorial in four of the foundation courses over a one

week period highlighted an uneven dissemination of information and heavy reliance on

individual staff members. The evaluation also showed a relatively high turn over rate of staff

between semesters. Results from the 2005 pilot study influenced the structure of the 2006

Induction program.


24

The aim of the 2006 Induction program was to ensure all first year students were exposed to

relevant transition information at timely junctures throughout their first semester as a means

of enabling them to be proactive rather than reactive to challenges during their

undergraduate studies and reduce the initial first semester load on student advisors. The

program was campus specific and disseminated in styles which were appropriate to the

different student cohorts (for example, Mentoring in Class program ran in the Business

School and School of Economics at Ipswich campus while a Faculty level program was

developed and implemented at St Lucia). Socialisation activities were also incorporated at

each of the campuses to foster student and staff networking opportunities, both within and

across all program types. Strong links between the Faculty and the Library and Student

Support Services were actively developed and encouraged as part of the program.

The Faculty level program at St Lucia involved a series of four two hour workshops spaced

throughout the semester (see Table 3.3.1., St Lucia Faculty Level Induction Workshops) and

drew on a range of presenters.

Table 3.3.1

St Lucia Faculty Level Induction Workshops

When What

O Week What to expect and basic time management

Week 2 What you should know by now

Week 5 Assessment is coming

Week 10 Disaster recovery, feedback, preparing for final exams

Written feedback from students at the end of each workshop and anecdotal evidence from

academic and administrative staff was gathered as a means of evaluation. Students who

attended workshops found them extremely valuable. All feedback informed changes to the

program for second semester, 2006, for mid year entry students. For instance, the

workshops in semester two were promoted as lunch time sessions where students brought

their own lunch and the Faculty provided beverages. Posters were also prominently

displayed at the being of the second semester. Academics from each of the four (4) schools

were consulted about their individual Tips to Success and Common Mistakes for first year

students during second semester. Information about these approaches were combined and

subsequently integrated into the four workshops. The primary focus for the 2007 program is

developing mechanisms to improve overall attendance and preparatory knowledge before

students experience particular problems.


25

Table 3.3.2.

Innovative First Year Practice in the Faculty of Business, Economics and Law (BEL)

UQ Business

School

School of

Economics

School of Tourism & Leisure

Management

St Lucia Campus Faculty-based,

Induction program

campus specific

run in 2006 Ipswich Campus

♦ Mentoring

Across Campus

Scheme for all

programs at

Ipswich is being

run and

developed from

this school at

Ipswich – Dr

Marie Kavanagh

(Equity Grant,

2005/2006;

Carrick Citation

for Outstanding

Contributions to

Student

Learning, 2006).

♦ Expanding

Horizons

Program – Dr

Marie Kavanagh

with support

from Education

Queensland

♦ Mentoring in

Class program

implemented

♦ Mentoring in Class

program

implemented

(voluntary, later

year students as

mentors)

♦ Appointment of a School based First

Year Experience Coordinator.

♦ First year welcome function which

included an Industry Speaker.

♦ Blackboard site with discussion board.

♦ First Semester - HOSP1005 Tourism,

Leisure, Hospitality: Principles

Compulsory foundation course

recommended in first semester. This

course includes tutorials on essay

writing, referencing, preparing a

presentation, Endnote, sourcing

information and involves staff from the

Library and Student Support Services.

The assessment for this course

presents students with one essay

question where they receive 10% of

their final grade for a draft, detailed

feedback, and 30% of their final grade

for a final version of the essay. ♦ Second Semester – Six workshops

presented at timely intervals throughout

the semester with a focus on School

specific assessment requirements and

expectations (differentiated from the

Faculty-based Induction Workshops

presented at St Lucia campus). ♦ First year courses have tutorial numbers

limited to 20.

3.4. Engineering, Physical Sciences and Architecture (EPSA) Faculty

The attrition rate in the commencement year for a Bachelor’s degree in the EPSA Faculty in

2005 was 11.9% compared to 11% in 2001. The actual number of commencing students

decreased by 113 students between 2001 and 2005, however, this Faculty still has over

1,000 commencing students enrolling every year.


26

As stated previously, EPSA worked in

conjunction with BACS to develop and

implement a collaborative Induction

program for their shared BSc student

cohort. EPSA comprises of four (4)

schools and as a result offers a number of

programs in addition to the BSc

undergraduate degree. For instance, The

School of Engineering (over 800 first year students enrolled in 2006) and the School of

Information Technology and Electrical Engineering have large first year student cohorts and

well established Orientation and dedicated Induction type courses (for example, ENGG1000,

Introduction to Professional Engineering). Smaller programs such as Architecture,

Environmental Management (Sustainable Development), Information Technology, and

Regional and Town Planning also have well established Induction programs which include an

orientation meeting with key staff and students (including later year students) from specific

disciplines and industry. Each of these programs have well defined student cohorts and

established transition and Induction activities.

Large amounts of information on the thoughts, issues and experiences of first year students

have been captured by ongoing evaluation in 2006, particularly in the School of Engineering.

The next phase in the Induction program initiative will be to conduct thorough data analysis

on this collection of information and evaluate the impact on teaching and learning.

Table 3.4 Innovative First Year Practice in the Faculty of Engineering, Physical Sciences and Architecture (EPSA)

School of Engineering

School of Geography, Planning, & Architecture

School of Information Technology & Electrical

Engineering

School of Physical Sciences

St Lucia Campus

First YearEngineering and

Engineering Students School of Information

are shared between Technology & Electrical

School of Engineering

♦ Appointment of First Year Engineering Coordinator (shared with School of ITEE)

♦ ENGG1000, Introduction to Professional Engineering (Blackboard site) (shared with School of ITEE)

♦ Development of a first year centre/space (Expected to be open 2007) (shared with School of ITEE)

♦ Appointment of First Year Coordinator (2005)

♦ Ongoing well established Orientation program

♦ Ongoing well established Orientation program

♦ Appointment of First Year Engineering Coordinator (shared with School of Eng)

♦ ENGG1000, Introduction to Professional Engineering (Blackboard site) (shared with School of Eng)

♦ First Year Teaching Director

♦ Trialling PASS in MATH1051 for the first time in 2006

♦ Carrick Citation for Outstanding Contributions to Student Learning, 2007 – Dr Barbara Maenhaut

♦ EPSA Faculty Citation for Outstanding Contributions to Student Learning, 2007 – Dr Margaret Wegener


27

3.5. HEALTH SCIENCES Faculty

The attrition rate in a Bachelor’s degree in the HEALTH SCIENCES Faculty in 2005 was

9.2% compared to 11.1% in 2001. The actual number of commencing students increased

between 2001 and 2005 by 151 students. The most significant increase in student numbers

occurred between 2004 and 2005 (an increase of 174 students). 2006 saw the introduction of

a new Faculty-administered program, The Bachelor of Health Sciences (BHlthSc), at the

Ipswich campus. This new program was the focus of the 2006 Faculty-based Induction

program.

The students enrolling in the new BHlthSc program

have a lower OP score than what is usually required

for other Health Sciences programs. The program

offers a number of graduate destinations options but

no specific registrable profession, hence, potentially

placing this cohort at a higher risk of dissatisfaction

and possible attrition. With a small student cohort

(eighteen students enrolled in 2006) and an awareness of increased risk of higher than

normal student issues, the Faculty designed an Induction program which would assist them

in developing guidelines for other schools as well as meeting the specific needs of the

vulnerable cohort in question. The overarching aim of the Induction program was to

investigate the relationship between first year student needs, Induction strategies and

academic and retention outcomes. The Induction program also formed the basis of a

research project and received ethical clearance from the Behavioural and Social Sciences

Ethical Review Committee.

Essentially the Induction program was broken into three phases (Phase I, II and III). Phase I

involved the completion of a confidential questionnaire at the beginning of semester one.

Phase II involved the actual implementation of the Induction program (CLICS – Connect,

Learn, Identify, Communicate and Support) and included the development of peer support

and study groups; physical and virtual drop-in sessions; one-on-one mid-semester

interviews; assistance in the development of a BHlthSc student society; and monthly morning

tea presentations by key community stake holders in relation to career options and

pathways. The final phase, Phase III, is currently underway. It involves the implementation of

a confidential follow-up questionnaire and the evaluation of two questionnaires (initial and

follow-up).


28

The program has been designed to have minimal resource implications, other than those

already built into the BHlthSc annual budget, to ensure its continued implementation. Strong

links have been made with Student Support Services, the Library, and employer

representation groups in the local community as a result of the Induction program.

Table 3.5

Innovative First Year Practice in the Faculty of Health Sciences (HEALTH) School of

Dentistry School of Health &

Rehabilitation

School of Human

Movement Studies

School of Medicine

School of Nursing

School of Pharmacy

Faculty Wide

Initiative

Appointment Introduction

of an of a Faculty

Academic Administered

Project program

Officer (Ipswich)

St Lucia Campus

♦ Appointment of First Year Coordinator

♦ First year student representative

♦ First year clinical duties with 3rd and 4th year students

♦ Student society

♦ Welcome function and BBQ

♦ Appointment of First Year Coordinator in Speech Pathology

♦ Small tutorial groups in first year

♦ Student society

♦ Appointment of First Year Coordinator

♦ Development of a first year web site

♦ Introduction of PASS program in BIOL1008 and BIOL1015

♦ Increased communication through fortnightly emails to students

♦ Development of first year teaching space and career board.

♦ Student society

♦ Full week orientation

♦ First year social functions

♦ Year level coordinators

♦ Year level student representatives on school committees

♦ Student society

♦ Small group introduction to Problem Based Learning (PBL)

♦ Small group program and clinical placement orientations

♦ Peer mentoring at clinical sites

♦ Appointment of male and female First Year Coordinators

♦ English language exam in first week to identify students who may need help

♦ Integration of materials and concepts across all first year courses

♦ Student society

Ipswich

Campus ♦ Appointment of a First Year Coordinator

♦ Program specific orientation day

♦ Development of a student society

♦ Implementation of CLICS (Connect, Learn, Identify, Communicate, Support)

o Engagement of student and library services within first year courses

o Meet the Practitioner: monthly informal sessions with a variety of Health Practitioners

o Identification of Bachelor of Health Science student cohort: demographics, academic and

social integration, academic self-efficacy o Evaluation of the above factors with retention and academic achievement


29

3.6. Natural Resources, Agriculture, and Veterinary Science (NRAVS) Faculty

The attrition rate in the commencement year for a Bachelor’s degree in the NRAVS Faculty

in 2005 was 20.4% compared to 20.5% in 2001. The actual number of commencing students

in 2001 compared to 2005 decreased by 199 students overall. The most significant drop in

actual student numbers was between 2004 and 2005 (a decrease of 243 students).

Mid year intake for 2006 include 127

students, 95 which are based at Gatton

(these include 20 who are commencing

postgraduate course work). The 75

undergraduate students at Gatton are

distributed in the following way; 27 students

are enrolled in external mode programs, and

48 enrolled on campus (22 in the Applied Science Diploma, 18 in Applied Science Degrees,

2 in Agribusiness, 1 in Ag Science, 1 in Environmental Management, and 4 as cross

institutional enrolments).

The appointment of a Faculty based First Year Student Support Coordinator in mid 2006 was

seen as a way of enhancing and improving the experiences and motivation of first year

students within the Faculty. High levels of activity in the second half of the year as a result of

this appointment are reported to have been well received by internal and external students.

The specific aims of the Faculty-based Induction program in 2006 were to:

♦ Improve the overall retention rates of students;

♦ Enhance student transition to tertiary education and improve student learning;

♦ Create student cohesiveness, identity and feelings of belonging;

♦ Provide social opportunities for students;

♦ Enhance knowledge of career opportunities and pathways; and

♦ Successfully integrate new students into the Faculty.

A variety of activities across the five (5) existing schools were implemented at both the

Gatton and St Lucia campuses in addition to the traditional Orientation week program. These

included,

♦ The appointment of a First Year Student Coordinator (part time) in the School of Land

and Food Sciences at St Lucia; a series of intensive fortnightly field trips to a variety

of industry settings for students enrolled in the Plant Production Systems program; a


30

series of social BBQ lunches for Food and Agricultural Science students, the possible

re-development of the Land and Food Sciences Student Society; and a two day

retreat for first year students in Agricultural Science and Food Technology at the

Moreton Bay Research Facility.

♦ The School of Veterinary Science at St Lucia has had a Carrick submission, Group

Project Work to Support Integration, Learning and Life Skills in Veterinary Science, Dr

Paul Mills, Dr Peter Woodall, Dr Michael Noad, Lissa Ahlstrom, & Pearl Symonds;

regular school social events; and a series of guest lectures and alumni to speak with

students about future career options.

♦ The School of Agronomy and Horticulture at Gatton has integrated staff from SSS,

Library and Health Services into the first three lectures of Agricultural and

Environmental Biology 1.

♦ The School of Animal Studies at Gatton has developed a trial program for students

enrolled in Animal Structure and Function program to identify at-risk students. There

has also been the implementation of a program for first year students in this school

which encourages them to do voluntary farm work on the campus.

♦ The School of Natural and Rural Systems Management at Gatton has appointed a

Learning Enhancement Coordinator; an invitation to recent graduates to address first

year students about their experiences and career directions (this address was

accompanied by a barbeque); and the development of a program which facilitates

Industry visits.

Each of these activities have been seen as making valuable steps towards improving overall

first year student experience in the Faculty. However, it is recognised that a more cohesive

approach between the schools is needed if a whole Faculty approach is to be achieved in the

second cycle in 2007. Consideration for further program evaluation development is also

needed for 2007.


31

Table 3.6

Innovative First Year Practice in the Faculty of Natural Resources,

Agriculture, and Veterinary Science (NRAVS)

School of Agronomy & Horticulture

School of Animal Studies

School of Land & Food Sciences

School of Natural & Rural

Systems Management

School of Veterinary Science

Faculty wide Initiative

Appointment Support

of First Year Coordinator (mid

Student 2006)

St Lucia Campus

♦ Appointment of First Year Student Coordinator (Part-time).

♦ A series of intensive fortnightly field trips to a variety of industry settings for students enrolled in the Plant Production Systems program.

♦ A series of social BBQ lunches for Food and Agricultural Science students.

♦ Possible re-development of the Land and Food Sciences Student Society.

♦ Two day retreat for first year students in Agricultural Science and Food Technology at the Moreton Bay Research Facility

♦ Carrick submission Group Project Work to Support Integration, Learning and Life Skills in Veterinary Science, Dr Paul Mills, Dr Peter Woodall, Dr Michael Noad, Lissa Ahlstrom, & Pearl Symonds.

♦ Regular school social events.

♦ Guest lectures and alumni brought in to speak with students about future career options.

Gatton Campus

♦ Integration of staff from SSS, Library and Health Services into first three lectures of Agricultural and Environmental Biology 1

♦ Trial program for students enrolled in Animal Structure and Function program to identify at-risk students.

♦ Program for first year students to engage in voluntary farm work

♦ Appointment of Learning Enhancement Coordinator

♦ Invitation of recent graduates to address first year students about their experiences and career directions. Followed by a BBQ.

♦ Development of Industry visits

3.7. Social and Behavioural Sciences (SBS) Faculty

The attrition rate in the commencement year for a Bachelor’s degree in the SBS Faculty in

2005 was 24.1% compared to 19.2% in 2001. The actual number of commencing students in

2001 compared to 2005 increased by 44 students.


32

The SBS Faculty offers a large range of

undergraduate programs in addition to

having shared teaching responsibilities

with programs offered in ARTS, BACS

and EPSA. Thus, the aim of their

Faculty-based Induction program 2006

involved a number of strategic localised

strategies aimed at enhancing the First

Year Experience of students, both

undergraduate and postgraduate, under

the direct auspices of their Faculty. The

primary aim of the program was to

develop strategies which would enhance

student learning and study skills and

encourage exposure to the field of study

and professional culture. The Faculty

recognised existing good practices in the

Bachelor of Journalism and Bachelor of Social Science (Public Relations) programs and

worked on instigating a more coordinated approach in expanding these practices on a

Faculty wide basis. The aim of the Faculty-based Induction program in 2007 will be the

development of strategies to enhance social identity and a sense of community for first year

students. Consideration will be given to the introduction of a buddy system or alternative

strategy aimed at building social networks. As will the provision of a shared or common

space for students to meet informally (current space issues are preventing this at present).

A two pronged approach in 2006 was developed for the Induction program. The first prong

targeted academic staff teaching at a first year level,


33

1. Academic Staff

The Faculty endorses high quality teaching in all of their first year courses. They view

this strategy as being a major contributor to ensuring an engaging first year

experience. They have:

♦ Encouraged schools to put good teachers in first year classes and expose first

year students to world class researchers and leaders in their field or discipline;

♦ Encouraged schools (especially those with large first year classes) to ensure

there are good tutorial programs which provide students with the opportunity

to have a small group experience;

♦ Continued with the SBS Faculty Tutor Training Program and continued to

provide support for an Induction for Sessional Staff program;

♦ Used the Enhanced Student Contribution Funds to employ additional staff to

reduce staff-student ratios;

♦ Continued the recently introduced Faculty First Year Experience Teaching

Award which recognises innovative practice aimed at enhancing the first year

experience; and

♦ Included workshops on the first year experience as part of the ongoing Faculty

Teaching Events program.

The second prong focused on a suite of activities designed specifically for first year students.

2. First Year Students

These activities included,

♦ Redesigning the Executive Dean’s

Welcome in Orientation Week to be more

interactive and enable students to be linked

at a program level;

♦ A separate, by invitation, social event for

commencing postgraduate students. It was

recognised that many of these students

were likely to encounter difficulties in

making the transition to study at The

University of Queensland;

♦ The implementation of three lunchtime

workshops for new students in semester

one (How to be a successful student – included information on note taking


34

and making the most of lectures, Generic essay writing skills, and Graduate

attributes and skill development). Closer links with learning advisors in

Student Support Services were developed as a result of these workshops;

♦ The implementation of a six week New to UQ Drop-in service for first year

students. Postgraduate students

were employed on a casual basis

for two afternoons a week for the

first six weeks of semester. The

aim was to provide first year

students with an opportunity to

discuss teaching and learning

issues as they related to their

specific program in an informal

setting with an independent person.

This service was based on a

student mentor approach but

involved postgraduate students

rather than later year

undergraduate students.

♦ A series of Faculty coordinated career planning sessions in semester two with

recent graduates who were currently employed in their field of study. Career

planning and options were discussed with undergraduate students in a

discipline based format.

♦ The continued enhancement of the Dean’s Scholar scheme. This scheme

identifies students with excellent academic records. It provides two Faculty-

based social events throughout the year, priority on exchange opportunities,

and mentoring opportunities within Schools and summer internship

opportunities.

Evaluation of the Induction program was sought in a variety of ways from both academic staff

and students; for example, questionnaires, anecdotal evidence, and spontaneous email

responses from students after events or sessions. The feedback has informed decisions

about which programs will run again in 2007 as well as structural changes; for instance, the

New to UQ Drop-in service will change from a series of face-to-face sessions to a web

forum/interface in 2007.

A similar Induction program was implemented in semester two but on a smaller scale

because of smaller students numbers in the mid-year intake. The overall budget for the


35

Faculty-based Induction program was just over $23, 000 (this did not include monies put

toward reducing staff-student ratio).

The SBS Faculty would strongly support the introduction of a University wide buddy scheme

similar to the Uniguide program currently implemented at the University of Auckland, New

Zealand. As the guides are drawn from every Faculty the potential to develop a strong sense

of identity to both Faculty and University in a well executed program would be possible.

Table 3.7

Innovative First Year Practice in the Faculty of Social and Behavioural Sciences School of

Education School of

Journalism & Communication

School of Political

Science & International

Studies

School of Psychology

School of Social Science

School of Social

Work & Applied Human

Sciences Faculty Wide

Initiative

Appointment of Learning (3 days/week)

Support Officer

St Lucia Campus

♦ Well executed strategies and initiatives at a local School level to enhance student learning and study skills and encourage exposure to the field of study and professional culture.

♦ Appointment of First Year Student Coordinator in 2007.

♦ Development of a School specific approach to addressing the needs and issues of first year students.

♦ Appointment of First Year Administrator and Tutor Coordinator

♦Well executed strategies and initiatives at a local School level to enhance student learning and study skills and encourage exposure to the field of study and professional culture.

Ipswich Campus

♦ Joint collaboration with UQ Ipswich Library – Dr John Harrison, Mr Marcos Riba and Ms Tanya Ziebell.


♦ SBS Teaching Award, 2006, Enhancement of Student Learning – Dr John Harrison


♦ SBS TeachingAward, 2006, Enhancement of Student Learning – Dr Lesley Jolly and Dr Julie van den Eynde


36

3.8. Support Services

With the implementation of the Faculty-based Induction programs in 2006 there has been a

significant strengthening of links and appreciation of knowledge and skill between the

Faculties and various Support services (for example, Library, Student Support Services,

Student Centre, and Union Sporting facilities). These links are multi-faceted and wide

spread, however, an attempt to summarise has been made in the Table 3.8, Innovative First

Year Practice Within the Support Units.

Table 3.8

Innovative First Year Practice Within the Support Units

Support Unit Innovative Practice or Sites of Activity

Library and ITS ♦ Involvement in a variety of information sessions as part of Faculty-based Induction programs (All campuses)

♦ Information Skills and Community Outreach ♦ Involvement in localised research activity (for example, Joint collaboration

between School of Journalism and UQ Ipswich Library – Dr John Harrison, Mr Marcos Riba and Ms Tanya Ziebell).

♦ Focus Forums and newsletters which include First Year Experience information and activity

♦ Sign on and computer information sessions Student Support Services

♦ Transition Officer and Learning Support for Undergraduate Scholarship Recipients (All three main campuses; All student year levels)

♦ UQ Link Program (All three main campuses; Development of programs and information sessions for feeder schools, particularly those in low socio-economic areas)

♦ Involvement in a variety of information sessions as part of Faculty-based Induction programs (All campuses)

♦ Ipswich Campus Outreach activities – Mentoring in Schools and Transitioning for Life Conference (aimed at Years 10, 11 and 12 High School Students)

Student Centre ♦ Orientation ♦ New to UQ web site

Dean of Students ♦ Orientation ♦ Orientation Working Group – preparation of Parents of New Students

information page is under construction as part of the New to UQ web site ♦ New to UQ web site ♦ Student Ambassadors – liaison with feeder schools ♦ Information Day for secondary school Career and Guidance Officers

Student Union ♦ UQ Sports is working collaboratively with Faculties to hold social, non-alcoholic, functions at the beginning of 2007 as part of the Faculty-based Induction programs

4. Additional Project Activities

While the major focus of the project for the last twelve months has been on the Faculty-

based Induction programs and the project related workshops, there have been additional

project related activities which have also been critical in the overall development and

maintenance of the project. Each of these related activities are presented in the following

sub-sections.


37

4.1. First Year Experience Project Web Site

A project related web site (see, http://www.uq.edu.au/teaching-

learning/index.html?page=25735&pid=13775) was expanded and redesigned by the Project

Coordinator at the end of 2005 and updated throughout 2006. The aim was to develop a

central, easily accessible online site for people, both within and outside the university, to

keep up to date with the project. Currently the site provides background information on the

project, papers by invited key note workshop presenters, and information on upcoming

activities and conferences. A recommendation for the future would be to add information and

links to innovative practices and sites of activity within the Faculties and Support units.

4.2. First Year Experience University of Queensland Network

During the last twelve months, the First Year Experience Project Coordinator has instigated

two innovative professional networks. The first is a First Year Experience University of

Queensland Network (FYE UQ Network). This network is open to all interested staff, general

and academic, from Faculties, Schools and Support units within the University (It is also

open to later year students who are involved in mentoring programs). The network

communicates via email and has informal face to face meetings as a means of connecting

with others and providing professional support in a non-threatening environment. Members

are gathered through word of mouth and via information on the project web site.

While this network is small, it has grown significantly over the past twelve months. It plays a

vital role in instigating university wide change from a grass roots level and as such should

retain its professional support function through the fluid nature of online and face to face

meetings in preference to more formal working group structures. Significant outcomes have

still grown from this informal structure over the last twelve months. For instance, members

have played key roles in the second project workshop and have been part of an Effective

Teaching and Learning Conference presentation in 2006.

The network raised the following issues in their last face to face meeting:

• Time is always an issue.

• Need to recognise and highlight what FYE initiatives and practices are

currently working (for whom and why) and what practices are not working.

• Need to recognise and highlight what FYE initiatives and practices are

currently available (First Year Experience Project Coordinator has had a plan


38

for expanding the FYE Project Website to showcase FYE initiatives and

practices within UQ. A web based information site might address this need).

• Issues around support and ownership of initiatives, for example, “Who owns

the initiative?”

• External students – identified need to find a way of being more useful and

increase communication with this particular cohort of students.

• Recognised need to have a committed and enthusiastic teaching team.

• Need to recognise and reward excellence in teaching.

• Need to find ways of developing a greater sense of community with, and

between, students – particularly when students are shared between Faculties

(for example, Dual Degree students).

• Desire to explore the concept/idea of what it means to be a university student.

• Recognition of tutorials as the most important arena for contact but not

appreciated in the larger picture. Accessing excellent tutors is also an issue.

• Need to explore how and why students study differently – relationship with

Faculty/School requirements and expectations.

4.3. First Year Experience Queensland Network

The second network which has been instigated by the First Year Experience Project

Coordinator at The University of Queensland is a First Year Experience Queensland

University wide Network (FYE QLD Network). This network includes First Year Experience

Project Coordinators, Learning Advisors or academic Teaching and Learning Chairs from

The University of Queensland, Queensland University of Technology, Griffith University,

University of the Sunshine Coast, University of Southern Queensland, Central Queensland

University, and James Cook University. This state wide network communicates via email on

a regular basis and has face to face meetings on a four monthly rotation at each of the

Brisbane-based universities. A number of referred and by-invitation presentations (individual,

roundtables and symposiums) have been given throughout the last twelve months both

within the participating universities and at National functions and conferences. Plans for a

collaborative book on First Year Experience in Australia and further conference presentations

are underway for 2007.

4.4. Project Related Presentations and Conferences

A number of University of Queensland First Year Experience project related presentations

have also occurred over the last twelve months. These presentations were a combination of

individual and joint ventures which have sought to disseminate information about the First


39

Year Experience project and form collaborative networks both within and outside the

university. These are summarised in the following table,

Table 4.4.

First Year Experience Project Related Presentations and Conferences

Date To Whom Title September, 2005 The University of Queensland

– all staff

The First Year Experience Project 2nd Workshop

Monday 26th September, 2005

October, 2005 The University of Queensland

– all staff

The First Year Experience Project 3rd

Workshop/Forum

Monday 31st October, 2005

December, 2005 The Orientation Review Working

Party Group (by invitation)

The First Year Experience Project

Wednesday 14th December, 2005

Cybrary Library Newsletter

The First Year Experience Project

December, 2005

January, 2006 UQ Library Connect Magazine The First Year Experience Project

January, 2006

Learning Support Network

(QUT, Kelvin Grove Campus)

The First Year Experience Project (information hand-out)

Monday 30th January, 2006

February, 2006 Ipswich Campus Induction

Day (by invitation)

The First Year Experience and Student Retention

Wednesday 8th February, 2006

March, 2006 The University of Queensland

– all staff

The First Year Experience Project 1st Workshop

Enhancing the First Year Experience – 2006

Student Induction

Wednesday 29th March, 2006

May, 2006 Library Future Focus Session

(by invitation)

The First Year Experience Project at The

University of Queensland

Friday 7th April, 2006

June, 2006 LINKS Newsletter (Library

Information News and

Knowledge for Staff)

Article about the First Year Experience Project

Issue 661: June 2006

The University of Queensland

– all staff

The First Year Experience Project 2nd Workshop

Showcasing First Year Experience Initiatives

and Practice at a School and Support Level

Thursday 8th June, 2006

National Conference

(Attended)

1st Pan-Australian iCampus Conference

The University of Queensland

19th – 21st June, 2006


40

Date To Whom Title July, 2006 National Conference

Refereed Individual Paper

FIRST: Finding the “I”. Revealing Students’

Tensions and experiences during their first

year at The University of Queensland

9th Pacific Rim Conference

First Year in Higher Education

Engaging Students

12 – 14th July, 2006

Griffith University, Gold Coast

National Conference

Refereed Joint Round Table

Presentation

The FYE Soft Cell

Joint Round Table presentation (with Tilly

Hinton, University of Sunshine Coast) 9th Pacific Rim Conference


Engaging Students

12 – 14th July, 2006


National Conference

Refereed Joint Symposium

Presentation (upgraded from

Round Table presentation to

stand alone Symposium

presentation)

Connectedness: Engaging Students Through

Collaboration Within and Across the Higher

Education Sector

Joint Symposium presentation (with the FYE QLD

Network)

9th Pacific Rim Conference


Engaging Students

12 – 14th July, 2006


(Attended) 7th International Interdisciplinary Conference

Advances in Qualitative Methods

13th – 16th July

2 day Registration (15th – 16th July, 2006)

September, 2006 (Attended) From Alienation to Re-engagement: Young

People, Education and Life Futures.

School of Education Alumni Network Monday 25th

September, 2006

October, 2006 The University of Queensland

– all staff

FYE 3rd Project Workshop Reflecting on the First Year Experience Project and Moving Forward

Tuesday 31st October, 2006

November, 2006 National Conference

Refereed joint presentation

First and Foremost: Showcasing The University

of Queensland’s First Year Experience Initiatives and Practice at the Coalface

Joint presentation (with the FYE UQ Network)

Effective Teaching and Learning Conference 2nd –

3rd November, 2006


41

4.5. Summary of Major Project Achievements

The First Year Experience Project has accomplished many triumphs in the last twelve

months. The top four (4) achievements include,

• The beginning of a University wide change process in a practical sense (Every

Faculty has made changes and implemented Faculty-based Induction

programs);

• The development of the FYE UQ Network and the FYE QLD Network. These

networks have helped establish The University of Queensland as a key

contributor and stake holder in the area of First Year in Higher Education;

• The development of a University of Queensland First Year Experience Model ;

and

• Increased links and communication between and within the Faculties and

Support Units.

4.6. First Year Experience Project Activities Planned for 2007

A number of key related First Year Experience project activities have already been planned

for 2007. These include,

• Implementation of the 2nd cycle of Faculty-based Induction programs (Aim of

the second cycle is to consolidate and embed initiatives for first year students

as everyday practice in a cohesive manner within the Faculties).

• Continue to develop FYE UQ Network

• Continue to develop FYE QLD Network

• Plans for a book to be written in conjunction with the FYE QLD Network.

• Proposed FYE QLD Network presentation at 10th First Year in Higher

Education Conference (4th – 6th July, 2007)

• Proposed individual presentation at 10th First Year in Higher Education

Conference (4th – 6th July, 2007)

• Write project application for UQ Awards.

• Identify and begin applying for external research funding for the project.

• Develop and present three (3) project related workshops.

• Extend existing First Year Experience web site (add information and links to

innovative practices and sites of activity within the Faculties and Support

units).


42

• Investigate developing an on-line first year experience survey, complete with a

feedback section on student responses and outcomes/changes as a result of

feedback (see The University of Western Australia as an example and online

survey packages like Survey Monkey, www.surveymonkey.com).

• Develop a university wide statement of expectations for first year students and

staff.

5. First Year Experience Activities at Other Australian Universities

This section identifies the key components of First Year Experience/Transition strategies at

other Australian universities; particularly The Group of Eight (G8) Universities.

5.1. The Group of Eight Universities

5.1.1. The University of Adelaide

In 2002 The University of Adelaide identified key First Year Experience/Transition issues

within their institution and selected Australian universities (Ellis, 2002). This report

recommended the development of a university wide transition policy, particularly in light of

their DEST determined 21% undergraduate attrition rate (Ellis, 2002), and was instrumental

in making a number of proposals in relation to improved practice for first year students. The

First Year Experience Project remains a current feature within the institution as a result of the

2002 report and is located in the Centre for Learning and Professional Development. The

project employs one staff member who is responsible for liaising with the key staff

accountable for first year students in each of the Faculties and Support units. The Centre for

Learning and Professional Development, in conjunction with the First Year Experience

Project staff member, develops resources and programs designed specifically for first year

students. For instance, a first year student CD-ROM, revisions to the Orientation Guide and

Program, and a web site designed specifically for beginning students.

The First Year/Transition web page, Starting@University (see

http://www.adelaide.edu.au/starting/) offers a variety of information relevant to beginning

students. Information and enrolment in the SmoothStart program is also available from this

particular web site. Beginning students are teamed up to peer mentors, they meet with other

first year students, are given personalised tours of the campus, given study skills advice and

invited to attend year long social events. This program is seen as an additional experience

and support for first year students and runs along side academic and social Orientation and

Faculty sessions.


43

The University of Adelaide recognises that successful transition for first year university

students starts at secondary school. This recognition has lead to the development of a series

of forums for school counsellors and year 12 students in their outreach schools regarding

school-university transition issues. They also have a Parent Guide which covers important

information to consider for prospective students to the university. For instance, highlighting

privacy legislation which means the university is unable to disclose information to parents

about the enrolment and progress of a student without the student’s written consent, how to

help undergraduate students choose the right degree, application and scholarship

information, identifying available support services which may be useful in helping beginning

students, and money issues. Recommendations from the 2002 report suggested

implementing a Students At-Risk program which allowed First Year Coordinators at a

Faculty, undergraduate program level to track and contact individual students who were

absent from classes and/or failed to submit assessment items by the due date. This program

does not appear to be currently active. This may be due to the high level of person hours

required to effectively implement the program.

5.1.2. The Australian National University

The Australian National University does not appear to have a specific First Year Experience

policy, position or project currently in place. There is a link from their New Students Welcome

to Study at ANU to the DEST Going to Uni: Higher Education for Students in Australia

(http://www.goingtouni.gov.au/) which provides general information about Government

funding, fees, loans and scholarships, Course and Providers information, and resources for

student support. Their Academic Skills and Learning Centre offers undergraduate and

Honour students appointment times to discuss course information, time management and

academic writing assistance. One of the live-in colleges, Ursula Hall, provides academic

assistance and a transition like program to residents in the early stages of their degrees.

This program focuses on the development of study skills, essay writing, group workshops,

tutorial and exam preparation and discussing approaches to critical thinking, research and

presentations. It is run by later year students under the direction of the Sub-Dean.

A mentoring program, Student Information and Guidance Network (SIGN), runs for the first 6

to 8 weeks of semester (http://www.anu.edu.au/sign/). It is a voluntary program for both

mentors and beginning students. There is a full time SIGN Coordinator, based in the Student

Administration office, who oversees the program. The mentors are later year students who

facilitate the transition of small groups of beginning students into the university environment.

Mentors receive training and a certificate at the completion of the program. They are

expected to interact with their groups for 2 to 3 hours a week for the first half of the semester


44

in a semi-structured program designed by the SIGN Coordinator. New students have to

register for the program. They complete a form which allows the SIGN Coordinator to group

them with other students enrolled in the same, or related, program of study. Both mentors

and SIGN participants are asked to complete detailed surveys at the completion of the

program as a means of evaluating the program.

There is also a trial collaborative program (ANU Secondary College - Dec, 2005 to Term 4,

2007) currently being run between the Australian National University and the Australian

Capital Territory (ACT) Department of Education and Training (DET) for high achieving Year

11 and 12 students as a means of providing a taste of the university learning experience

(www.anu.edu.au/secondarycollege). The program is currently offering classes in

Mathematics, Physics and Chemistry one afternoon a week. Plans are underway to expand

in 2007 for classes in Languages and the Creative Arts.

5.1.3. The University of Melbourne

The University of Melbourne has a well established Transition program (The

First_Year@UniMelb Team) and First Year Experience research focus (Ellis (2002) quotes

an undergraduate attrition rate of 19%). The Transition team has a staff of four; one manager

and 3 project officers; two of whom are employed on a part time basis. The program offers

relevant on-line resources for both students and staff and recognises first year students at

both an undergraduate and postgraduate level and tailors resources to both groups of

students. In addition to the Transition program, The University of Melbourne has The Centre

for Higher Education (CHSE). This centre is located within the Faculty of Education and

specifically focuses on research, publications and academic professional development in

Higher Education. Dr Kerri-Lee Krause is based in this centre and is a leading researcher in

the area of First Year Experience (see for example, Krause, Hartley, James, & McInnis

(2005). The first year experience in Australian universities: Findings from a decade of

national studies. Centre for Studies in Higher Education, University of Melbourne).

Like The University of Queensland, The University of Melbourne have Faculty designed and

driven First Year Experience initiatives. Each Faculty offers a range of programs and support

services which enable students to access relevant information and resources, develop skills

and form networks with other students. They have a well designed web page (What is going

on in your Faculty?) which is located within their Transition web site

(http://www.services.unimelb.edu.au/transition/) and clearly identifies important contact

details and resource information (for example, Student Noticeboards, Events, Skill

Development Workshops and Study Groups, Peer Mentoring Programs, and Faculty-based


45

Transition Program Coordinators) for each Faculty. Also available on the central Transition

web site is an easily accessible statement about what the university identifies as student

expectations and responsibilities along with a number of checklists to help first year students

successfully navigate the university context (for example, Steps to a Successful Transition,

What Will my Day be Like?, What Questions Should I Ask?, Am I Ready for Uni?, Tertiary

Success Indicators, and Tips for Parents. These checklists can be accessed at

www.services.unimelb.edu.au/transition/). This year the Transition team have introduced a

unique online blog, or journal, feature which allows first year students to regularly post, often

un-moderated, their experiences about being a university student.

Members of the Transition team have also developed The Uni Book (2004) (See

http://www.services.unimelb.edu.au/ transition/downloads/UniBookweb.doc for an online

copy of this book). The booklet is part of the school programs/Future students program and

is designed specifically for Year 10 secondary school students who are considering

university as an option in the future. It covers topics like What will I get out of university?,

What is university really like? How do I choose subjects and courses? expenses and

funding/support schemes, and information for parents and teachers. The Future students

program also runs a free Master Class for Year 10 students which incorporates a series of

free lectures, workshops, practical classes and seminars on university life and subjects (See

http://www.futurestudents.unimelb.edu.au/about/meetstaff/vic/masterclass/index.html for

more information on this program). In 2006 the program ran from April to September with a

whole day session during the school holidays in June. The program allows students to

experience university in a non threatening setting and assists them in making informed

decisions about their future study interests and options. The University of Melbourne is

currently a leader in First Year Experience initiatives and research within Australia.

5.1.4. Monash University

Monash University have an institution wide transition policy and program in place (Ellis

(2002) quotes an undergraduate attrition rate of 19%). In an approach similar to The

University of Melbourne, Monash recognises first year students as being both

undergraduates and post graduates. They have a specially designed Transition web site (see

http://www.adm.monash.edu.au/transition/ for more information) which has a variety of

resources and support links. The program identifies the following goals as central to their

program:

• Beginning the process of enculturation into the teaching and learning styles, life,

procedures, practices and culture of the university;


46

• Encouraging students to engage with the university, a particular course, and people

at a specific campus;

• Emphasizing the need for students to take responsibility for their own learning and

have realistic expectations; and

• Acknowledging the importance of the support provided by peers, staff and students’

families.

There are four unique features of the Transition program. The first two are the Student

Orientation Checklist (http://www.monash.edu.au/transition/current/checklist.html) and the

Expectations Survey (http://www.monash.edu.au/survey/partc/). The checklist is divided into

a series of four sub-sections, administration, academic, practical and social, in an effort to

help students organise themselves early on to facilitate a positive beginning at the university.

There are a number of activities and Faculty-based programs (often recommended as

compulsory attendance) on offer during Orientation but no obvious long term programs which

extend into first semester. Ellis (2002), in her report to The University of Adelaide, identified

an arrangement whereby students who missed tutorial or assignment dates were identified

and contacted by a nominated staff member in her report. There is no information that this

arrangement is still currently in place.

The third unique feature of the Monash Transition program is a collection of stories of the

First Year Experience by university students and staff (http://www.monash.edu.au/

transition/academics/stories.html). The fourth unique aspect of the Transition program is a

booklet and collection of supplementary information for parents, partners and families for first

year students, both school leavers and non-school leavers.

Monash University, like The University of Queensland and The University of Melbourne, have

multiple campus sites which cater to a diverse range of clientele. Identifying initiatives which

recognise and cater for the unique nature of these communities and potential clientele

appear to be extremely beneficial in the long run.

5.1.5. The University of New South Wales

The University of New South Wales has a well developed, university wide, multi-pronged

approach to the First Year Experience. They began actually implementing a number of key

initiatives in 2001 (Ellis (2002) quotes an undergraduate attrition rate of 17%). These

initiatives include First Year Teaching and Learning Awards and Forums (conducted in 2002

and 2003, see http://www.ltu.unsw.edu.au/content/learn_teach_awards/

fy_learning_teaching.cfm?ss=0), the development of a series of case study reports


47

(http://www.ltu.unsw.edu.au/content/learn_teach_awards/fy_case_studies.cfm?ss=0) a Peer

Mentoring project (supported by the UNSW Counselling Service,

http://www.counselling.unsw.edu.au/coming_to_unsw/ peer_mentoring/index.htm), and the

First Steps web site (supported by the Learning Centre,

http://www.lc.unsw.edu.au/firststeps/) designed to facilitate students in their transition to the

university environment (this web site includes a collection of student writing about their

experiences). Another approach is directed at teaching, research and support staff. For

example, the development in 2005 of a learning and teaching community who work

collaboratively to develop strategies, ideas, resources for staff to enhance their practice of

teaching first year (see web site, http://www.ltu.unsw.edu.au/content/). This network is

supported by the Learning and Teaching Unit. The community includes first year

coordinators, course coordinators, first year advisors, teachers and support staff.

A unique feature is that each of the aforementioned sections and approaches have clearly

identified roles which are essentially complementary and provide a holistic approach to

addressing the first year experience; each provide obvious and comprehensive links to each

other’s work. There are, understandably, a number of individuals (academic, research and

support roles) employed across a multitude of sections within the university whose sole focus

is the First Year Experience.

5.1.6. The University of Sydney

The University of Sydney has a well developed, institution wide, transition policy, although

the web site is currently dated as the Coordinator of the First Year Experience Project is on

sabbatical (The First Year Experience Coordinator position is currently held by a senior

academic based in the Institute for Teaching and Learning). Ellis (2002) identifies an

undergraduate attrition rate of 20%. There is a comprehensive First Year Experience web

site (http://www.itl.usyd.edu.au/fye/) which clearly identifies the links between the first year

initiatives and the University’s Strategic Plan. The initiatives are driven by the Institute for

Teaching and Learning (ITL) who report directly to the Pro-Vice Chancellor (Teaching and

Learning). The institute works across the university with all Faculties, Departments, staff and

students to support high quality academic orientation and transition of beginning students.

The University’s Academic Board developed four principles in 2001 which guide the First

Year Experience related activities and research within the institution,

1. Students will be familiar with the University’s physical environment, academic culture

and support services;


48

2. Students’ sense of purpose and direction will be developed by promoting their

understanding of what their courses involve; where their courses will lead them; and

what their learning in those courses will involve;

3. Students’ engagement with the University, including with their peers, will be promoted

and supported; and

4. Students’ learning will be enhanced by developing their knowledge and skills,

including generic skills, and by taking into account students’ diverse backgrounds and

abilities.

The institute works in conjunction with a First Year Experience Working Group (Faculty-

based), a First Year Coordinators Group, and the Student Welcome Orientation and

Transition (SWOT, see http://www.swot.usyd.edu.au/, this committee recognises students

need more than one off events and support offered in Orientation week) Committee to

conduct research, develop events and strategies, and share examples of good practice in the

area of the First Year Experience.

A number of Faculties within the university have peer mentoring programs in place, for

example, ARTS and Education, however, it does not appear to be a university wide program.

The ARTS Faculty appears to be particularly proactive in the area of first year experience

(See for example, Ellis (2002), who states “the Faculty of Arts of the University of Sydney, for

example, has a detailed document for academic orientation and transition for 2002 – 2004”,

8).

5.1.7. The University of Western Australia

First year initiatives at The University of Western Australia are predominately located within

the Student Services unit. The institution has embraced a university wide, multi pronged

approach (Ellis (2002) has quoted an undergraduate attrition rate of 23%). The First Year

Experience Program (see, http://www.studentservices.uwa.edu.au/

information_for/students/new/first) employs a full time staff of three (First Year Coordinator,

First Year Advisor, and a First Year Project Officer) who work closely with first year students,

Faculty and other support staff within the university. There is an extensive web site which

has links to the Transition Support Program, the Uni Mentor Scheme, information for parents,

important Faculty contacts, information about changing enrolment, courses and units, a

Frequently Asked Questions section, a First Year online Survey, and information for staff

(see transition web site for staff, http://www.transition.uwa.edu.au/welcome/info_for_staff).


49

The Transition web site for staff is part of the First Year Initiative Project which has been

funded as a result of a grant from the Registrar’s Initiative Fund in 2004. It is envisaged that

this particular web site will eventually be integrated either into the First Year Experience

Program or Transition Support Program web sites. The staff web site currently provides

information and links for an online staff survey, examples of first year initiatives,

recommended readings and links to other transition and first year web sites. It has been

designed to assist staff to meet the needs of an increasingly diverse student body.

The Transition Support Program (http://www.transition.uwa.edu.au/welcome/tspalso) runs

out of the Student Services unit. The program is designed for specifically for first year

students who come from rural schools or schools who have low numbers of students

articulating to tertiary studies. It offers a range of services, for example, a two day on-campus

Flying Start Orientation Program specifically for Transition Support Program students (similar

to The University of Queensland’s Student Support Services Linkers and Scholarship holders

overnight camp). Flying Start is an academically orientated which runs in addition to the daily

Orientation Week events. It is a free program which enables participants to meet other first

year students, visit Faculties, participate in campus tours, receive study skill advice, and hear

from later year students. The Transition Support Program also runs subject specific study

groups, extensive computer and library assistance sessions, a range of free social activities,

and personal and academic support sessions (open door policy where no appointments are

required). The Transition Support Program employs three full time staff members; an

Academic Program Coordinator, Project Officer and an Administrative Assistant.

The University of Western Australia has a Uni Mentor Scheme which runs for the entire first

year. It was developed in 1997 and is organised by the Student Services Department (see,

http://www.studentservices.uwa.edu.au/mentor/index.html). Students are allocated a mentor

from their Faculty in Orientation Week for the entire year. The program offers a university

wide web site for easy access to a range of information, mentor training, evaluation, regular

newsletters and social functions. Mentors can be allocated up to ten mentees for the year.

Mentors receive training (completion of three compulsory modules), certificates for each

completed training module, a mentor certificate, and an invitation to the Mentor Appreciation

Ceremony (supported by the Vice Chancellor). There is also an Outstanding Mentor Award

which is presented at the Mentor Appreciation Ceremony.

50

Table 5.1.Summary of First Year Experience Activities Within The Group of Eight (G8) Universities:



University

The University ofMelbourne

MonashUniversity

The University ofNew South Wales

The Universityof Queensland

The Universityof Sydney

The University of WesternAustralia

2002 AttritionUndergraduate Rate (2002

rate for all domesticundergraduate students in

Australia was 21.2%)

21% - 19% 19% 17% - 20% 23%

FYE/Transition Project orPolicy Focus

√ - Project Focus - √ - Strategic Policy& Program Focus√ - Recognises



√ - StrategicPolicy &

Program Focus√ - Recognises



√ - StrategicPolicy Focus

√ - ProjectFocus

√ - StrategicPolicy and

Project Focus

√ - Strategic PolicyFocus

University Wide Approach √ + Faculty-based - √ + strongresearch base

+ Faculty designedand driveninitiatives

√ √ √ + Faculty-based

√ √

FYE/Transition Web Site √ -Starting@University

New StudentsWelcome to

Study at ANU- not verydetailed

√ - Transition website


√ - First Stepsweb site

√ - ProjectFocused

√ - First YearExperience website (dated asFYE Project

Coordinator ison sabbatical)

√ - First Year ExperienceProgram web site +Transition web site

(specifically for studentsfrom rural secondary

schools or schools howhave low numbers of

students articulating totertiary study)

FYE/Transition Position √ - based in theCentre for Learning

and ProfessionalDevelopment. One

full-time staff member(contract?)

X – but theydo employ a

full-timeStudent

Informationand Guidance

NetworkCoordinator(mentoringprogram)

√ - TransitionTeam has a staff of

four (4)√ - The Centre forHigher Educationhas multiple staffwith Dr Kerri-Lee

Krause as theleading researcher

in the area.

√ √ - Multiplepositions across

the university(academic,

research andsupport roles)

√ - Projectrelated contract

position

√ - Multiplepositions plusProject related

academicposition

√ - The First Year ExperienceProgram employs a full time

staff of three (First YearCoordinator, First Year Advisor,

and a First Year ProjectOfficer).

√ - Transition Support Programemploys three full-time staff

members (Academic ProgramCoordinator, Project Officer,

and an AdministrativeAssistant)

√ - Multiple other positionsacross the university (eg, Uni

Mentor Scheme, etc)

51



University

The University ofMelbourne

MonashUniversity

The University ofNew South Wales

The Universityof Queensland

The Universityof Sydney

The University of WesternAustralia

Peer Mentoring Program √ - Smooth Startprogram (year long

program)

√ - StudentInformation

and GuidanceNetwork (runsfor the first 6to 8 weeks of

everysemester)

√ Recommendedbut does not

appear to be acentrally

organisedprogram

√ - PeerMentoring

Project

√ - In manyFaculties√ -

Implementationcurrently inprogress as

campus wideinitiative across

Ipswich

√ - In manyFaculties but

does not appearto be a centrally

organisedprogram

√ - Uni Mentor Scheme(year long program)

O Week Activities √ √ √ √ √ √ √ √FYE/Transition Activities

Beyond O WeekAppears to be

focused on O Weekand online resources

- √ - Faculty-based

√ - Online studentblog

Appears to befocused on O

Week and onlineresources

√ √ - 2006 was thefirst cycle of

Faculty-basedInductionPrograms

√ - StudentWelcome

Orientationand Transition

Team

√

FYE/Transition Activitiesand Connections withSecondary Schools

√ - Series of forumsfor school counsellorsand year 12 students

X – but trialcollaborative

program (ANUSecondaryCollege –

Dec, 2005 toTerm 4, 2007)

for highachieving

Year 11 and12 students.

√ - Uni book andMaster Class forYear 10 students

√ - √ - StudentAmbassadors

organisedthrough TheOffice of the

Dean ofStudents. Could

develop andstrengthen

currentapproaches

further.

- -

Parent and PartnersInformation Sessions

√ - Parent Guide(printed booklet)

- - √ - Parent Guide(printed booklet)

- √ - IpswichCampus

√ - Parents ofNew Students

informationpage as part ofthe New to UQ

web site isunder

construction

- -


52

5.2. Queensland Universities

This section identifies the key components of First Year Experience/Transition strategies at

other Queensland universities.

5.2.1. Central Queensland University

The First Year Experience is situated in the Students Services section of the university (see,

http://studentservices.cqu.edu.au/index.html). The focus of the First Year Experience is

concerned with three main activities, Orientation, Student Mentoring, and Central

Queensland University Connections (CQU Connections). A central web site from Students

Services has links to each of the areas and related resources.

The first site of activity, Orientation (see, http://studentservices.cqu.edu.au/orientation.html),

is updated prior to the beginning of each semester. It contains information about relevant

Orientation week activities, resources, and links.

The second main activity, Student Mentoring, incorporates a well developed Student

Mentoring and Leadership Program and web site (see,

http://studentservices.cqu.edu.au/mentoring.html). There are two types of programs; one for

on campus internal students and one for off campus external or distance education students.

The aim of the program, particularly for on campus internal students, is to link the first year

students with a mentor on the first day of Orientation in an effort to foster a sense of

belonging and facilitate an easier transition into the university context for new students.

Each mentor is assigned up to ten (10) first year students and the program runs throughout

the entire year. Mentors receive on going training, a 10% discount on any textbook

purchases from the CQU Bookshop and a certificate of appreciation signed by the Vice

Chancellor. The Mentor program is run by the Coordinator Communication & Support

position situated in the Division of Teaching & Learning Services.

The last area, CQU Connections, is a program which assists students who have low socio-

economic circumstances which potentially prevent them from being successful at university.

There are a variety of resources offered on their web site, for example, information about

subject prerequisites, text book grants, cost of going to university, etc (see,

http://studentservices.cqu.edu.au/Counselling/cquconnecttions.html). There are three main

components to the program. The first, CQU Connections Uni Experience (see,

http://studentservices.cqu.edu.au/Cquconnections/ uniexperience.html), is a free four night

residential for year 11 and 12 high school students at the Rockhampton campus. The


53

second, CQU Connections Get SET Program (see,

http://studentservices.cqu.edu.au/Cquconnections/getset.html), is a one day, hands-on,

practical program for local year 10 high schools students. Programs are currently offered in

the Faculties of Science, Engineering and Technology. The aim is to assist students in

making informed decisions about their senior schooling subject choices and provide them

with a positive, early on-campus experience. The final component is the CQU Connections

Shadowing Program which is currently being updated for 2007.

Central Queensland University is an active member of the First Year Experience Queensland

Network which has been initiated at The University of Queensland by the First Year

Experience Project Coordinator.

5.2.2. Griffith University

Griffith University have also adopted a university wide approach in addressing first year

issues. First Year Experience activities are located in the Teaching and Learning section of

the university. As a result they have an extensive, user friendly, First Year Students @

Griffith University web site (see, http://www.griffith.edu.au/landt/firstyear/nav.html). The site is

divided into four categories; First Year Students, First Year Advisors, First Year Network, and

the First Year Experience. Each category has a drop down menu which directs users to

appropriate links, additional information, and contacts within the university.

There are two unique feature of the first year program which have been designed specifically

for first year students. The first is a checklist which identifies the tasks and activities required

to be undertaken by the student for a successful transition. These tasks and activities have

been broken into three manageable sub-sets; the First Week, the First Month and the First

Semester (see, http://www.griffith.edu.au/landt/firstyear/studetns/fys_checklists.html). The

second feature is an Early Success Primer (see,

http://www.griffith.edu.au/landt/firstyear/students/ fys_earlysuccessprimer.html). This primer

is a succinct collection of information to help students settle in and succeed at university. It

has been organised into a table format with a series of possible questions and related url

links, contact names and telephone numbers.

Griffith University has a senior Academic Teaching and Learning Chair appointment who

works closes with all Faculties, academic and support staff in relation to first year issues and

initiatives. Griffith University is an active member of the First Year Experience Queensland




54

5.2.3. James Cook University

James Cook University has a well organized Transition Program (see,

http://www.jcu.edu.au/studying/services/studyskills/transition.html) across each of its Cairns

and Townsville campuses. The program comes under the auspices of the Teaching and

Learning Development Academic Support Division (two full time Learning Advisor positions;

one at Cairns campus and one at Townsville campus; and one full time Academic Developer

position at Townsville campus). The web site has extensive links to first year reports,

conference papers, and activities in other Australian and Overseas Universities.

The Transition Program has a number of components, for example, Orientation programs

(see, http://www.jcu.edu.au/studying/orientation/), a University-wide Student Mentor Program

(see, http://www.jcu.edu.au/studying/services/ studyskills/tsvmentors/whatis.html), Extended

Faculty-based transition programs facilitated by later year students (for instance, Kickstart,

Faculty of Arts, Education and Social Sciences,

http://www.jcu.edu.au/studying/services/studyskills/research/ ks_report1105.docand,

Freshstart, Faculty of Law, Business and the Creative Arts,

http://www.jcu.edu.au/studying/services/studyskills/research/fs_report1105.doc), and short

courses for International students (AusAID, see, http://www.isc.jcu.edu.au/ausaid.cfm),

specific equity groups (UNIprep, see,

http://www.jcu.edu.au/studying/services/equity/uniprep.htm), and secondary school equity

groups (ASPIRE, see, http://www.jcu.edu.au/studying/services/equity/ aspire/index.htm).

James Cook University launched a Retention Project (see, http://www.jcu.

edu.au/office/tld/teachingsupport/web_retention.shtml) at the beginning of 2006 to identify

and address the needs of their high proportion of students who fall outside the traditional

profile of Australian University students. Currently, 50% of their students are from rural and

remote areas, 3% are of Aboriginal or Torres Strait Islander decent and over 20% are from

low socio-economic backgrounds. They are also an active member of the First Year

Experience Queensland Network.


55

5.2.4. Queensland University of Technology

Queensland University of Technology is in the process of refining a university wide approach

to the First Year Experience. It employs a part time, permanent Project Coordinator (3 days

per week) and a part time permanent project Administrative Assistant (2 to 3 days per week).

These two roles are now located in The Office of the DVC(A). The university has recently

appointed a senior academic member of staff (at Professor level) as the Director of the First

Year Experience Project.

The university has recently advertised Parents’ Information Evenings at the Gardens Point

and Kelvin Grove Campuses. Queensland University of Technology is an active member of

the First Year Experience Queensland Network which has been initiated at The University of

Queensland by the First Year Experience Project Coordinator. Queensland University of

Technology is an active member of the First Year Experience Queensland Network.

5.2.5. The University of the Sunshine Coast

First Year Experience initiatives (see, http://www.usc.edu.au/Students/Future/

StudentSupport/FYE/) at The University of the Sunshine Coast are being established through

a project based approach. The project is currently located within the Student Services

division. A First Year Experience Project position does exist but is currently unoccupied.

The majority of students enrolling at The University of the Sunshine Coast (approximately

70%) are from rural or isolated areas. Many are also the first in their family to attend a tertiary

institution and there is a growing number of Aboriginal and Torres Strait Islander students.

Current programs on offer for first year students include an Orientation program (see,

http://www.usc.edu.au/Students/Future/Orientation/), getting started information and

resources (see, http://www.usc.edu.au/Students/Future/Orientation/ GettingStarted.htm), and

a student mentor program (see, http://www.usc.edu.au/

Students/Future/StudentSupport/StudentMentorProgram/). There is also information for

parents’ on the future students web site (http://www.usc.edu.au/Students/Future/Parents/)

and booklet (A Guide for Parents - Understanding the next step). They are an active member

of the First Year Experience Queensland Network.


56

5.2.6. The University of Southern Queensland

The University of Southern Queensland have a First Year Experience project focus which is

driven by a well established Retention and Transition Working Party. The working party

consists of a senior Academic Chair (under the direction of the PVC[Learning and

Teaching]), Academic representatives from each Faculty, and representatives from each of

the support units. The role of the working party is to address concerns relating to the lack of

a well coordinated university wide approach, an under-appreciation of staff and students in

the area of first year issues and teaching, an over-representation and focus on administration

tasks rather than academic skills, and an information overload for students (particularly

during Orientation Week).

Current project activities (see, http://www.usq.edu.au/learnteach/ enhancement/fye.htm) are

focusing on developing a well coordinated orientation (see,

http://www.usq.edu.au/orientation/default.htm) and induction of first year students over the

first semester of study (particularly in the first five weeks of study). The University of

Southern Queensland are an active member of the First Year Experience Queensland



57

Table 5.2.Summary of First Year Experience Activities Within Queensland Universities:

CentralQueenslandUniversity

Griffith University James CookUniversity

QueenslandUniversity ofTechnology

The University ofthe Sunshine

Coast

The University ofSouthern

Queensland

The University ofQueensland

FYE/TransitionProject or Policy

Focus

√ - Policy Focus √ - Policy Focus √ - Policy Focus plus

a Retention Project

in 2006

√ - Undergoing

process of refinement

√ - Project focusbut undergoing

process ofrefinement

√ - Project with awell formed

Retention andTransition

Working Party

√ - Project Focus

University WideApproach

√ - Situated within

the Student

Services unit.

√ √ √ - Undergoing

process or refinement

√ - Situatedwithin the

Student Servicesunit.

√ - Situatedwithin the

Learning andTeaching unit.

√ + Faculty-based

FYE/Transition WebSite

√ √ - First Year

Students@Griffith

University. Very

extensive web site

√ - √ - Project Focused

FYE/TransitionPosition

√ - First Year

Experience

Coordinator

position (Full

Time, permanent

position). Situated

within the Student

Services unit. Three

components –

Orientation, Student

Mentoring, and

CQU Connections.

Full-time positions

attached to each of

these three

activities.

√ - Senior Academic

Teaching and Learning

University Chair

√ - Transition

program comes

under the auspices

of the Teaching and

Learning

Development

Academic Support

Division (two full time

Learning Advisor

positions; one at

Cairns campus and

one at Townsville

campus; and one full

time Academic

Developer position at

Townsville campus

√ - Part-time, permanent

Project Coordinator (3

days per week), Part-

time Administration

Assistant, and a Senior

Academic Staff Position

- Director of the First

Year Experience Project

(Professor Level)

√ - position existsbut is currentlyunoccupied.

√ - Chair of theRetention and

Transition WorkingParty (Academic

position under thedirection of the

PVC[Learning andTeaching]) plus

representatives foreach academic unitand support service

√ - Project relatedcontract position

58

CentralQueenslandUniversity

Griffith University James CookUniversity

QueenslandUniversity ofTechnology

The University ofthe Sunshine

Coast

The University ofSouthern

Queensland

The University ofQueensland

Peer Mentoring

Program√ √ - Some Faculty-based

programs√ √ - Some Faculty-

based programs. Forexample, the Schoolof Early Childhood

has a MATES(Mentors Assisting

Transition EducationStudents) program

https://olt.qut.edu.au/edu/MATES/

√ - √ - In many Faculties√ - Implementation

currently in progress ascampus wide initiative

across Ipswich

O Week Activities √ √ √ √ √ √ √

FYE/TransitionActivities Beyond O

Week

√ - √ - a variety of well

developed programs

for local and

international students

- - Developing √ - 2006 was the firstcycle of Faculty-based

Induction Programs

FYE/TransitionActivities and

Connections withSecondary Schools

√ - CQUConnections

- √ - UNIprep and

ASPIRE programs

- - - √ - StudentAmbassadors organised

through The Office ofthe Dean of Students.

Could develop andstrengthen current

approaches further.Parent and PartnersInformation Sessions

- - - √ - Parents’ Information

Evenings at Gardens

Point and Kelvin Grove

Campuses

√ - parents’

website

(http://www.usc.edu

.au/Students/

Future/Parents/)

and booklet (A

Guide for Parents -

Understanding the

next step).

- √ - Ipswich Campus

√ - Parents of New

Students information

page as part of the New

to UQ web site is under

construction

59

6. The University of Queensland First Year Experience Model

In an effort to connect all aspects of current first year experience initiatives together and

identify areas needing attention or further consolidation in the future, a model has been

designed. This model of first year student experience at The University of Queensland has

also been designed to identify all of the key phases leading up to, and including, the first

semester of study. It highlights and identifies pertinent areas which require high levels of

communication and consistency of information between the University, feeder schools, and

potential university students. The model also supports work by Krause (2006) who identifies

the top five common misconceptions about first year in higher education as,

♦ “the first year begins at enrolment

♦ once we orient students, the task is complete

♦ the first year experience is homogeneous: one size fits all

♦ first year issues are student support issues

♦ first year enrolees evolve into engaged university students just by being part of

the university environment” (1).

These misconceptions ultimately fail to address the diverse student population which

currently engage in further study in the tertiary sector, or, the complex issues of juggling

study with competing family, work and social commitments. Developing and providing

sustained academic and social support initiatives for first year students for extended periods

of time is vital if institutions are serious about addressing student needs and increasing

retention rates (Krause, 2006). The first year and subsequent Induction style programs

should not be a collection of activities in Orientation Week or a few stand alone activities

scattered throughout the year, but rather, a continuum of cohesive experiences which inform

a student’s success or failure in tertiary settings.

60

Diagram 6The University of Queensland First Year Experience Model

The University of Queensland First Year Experience Model identifies four key phases, Pre- transition (or Beginning to Think About University), Transition (or

Preparing for University), Orientation Week, and Faculty-based Induction Programs. A number of these phases actually occur outside the immediate university

environment and well before first year students truly arrive on campus. As such, these phases require, and depend upon, the development of strong community

links like those which are currently being developed through the library’s Information Skills and Community Outreach program, the UQ Link program and at

Ipswich via the Pro Vice Chancellor and staff in Student Support Services.

Each of the four phases inform the other and feed into phases outside the scope of this report. They essentially form a holistic approach to enhancing the overall

student experience. The following sub-sections will address each of the four phases individually.

Pre- transitionor Beginning to

Think AboutUniversity

(Years 9 to 12 orthrough other

avenues such asTAFE or full time

employment)

Transition orPreparing for

University

(Time betweenoffer of universityplacement and

Orientation Week)

Orientation Week

(One week induration)

Faculty-basedInductionPrograms

(First six weeks offirst semester to

whole of firstsemester program)

61

6.1. Pre-transition or Beginning to Think About University

Typically, the university experience is deemed to begin when students arrive on their campus to enroll. Increasingly we are realizing that this narrow view of the first year fails to take account of the many factors that shape student aspirations and expectations regarding university study prior to enrolment

Krause, 2006, 1.

Research (for example, Krause, 2006) is indicating that students should, and do, begin to

think about university study at increasingly earlier stages of their secondary education.

Students base their decisions about possible further study on factors such as relevance for

career and future life planning, knowledge and familiarity of programs and university culture,

family and work commitments, and financial factors.

Diagram 6.1

Pre-transition or Beginning to Think about University

Ellis (2002) believes that successful transition into university life starts at secondary school,

where students have the ability to access relevant “information to enable them to make

informed choices in years 11 and 12 and when they start university. Despite great changes

with the introduction of interactive learning methods in the school curriculum, students are

rarely prepared to cope with the lack of familiarity at university. They feel both academically

and physically lost in the new environment. Everything is different” (p3).

Current activities in the area of pre-transition at The University of Queensland include

information sessions at feeder schools by the Student Recruitment Team/Student

Ambassadors/Dean of Students, information days for secondary school Career and

Guidance counsellors, the library’s Information Skills and Community Outreach program and

the Expanding Horizons program at Ipswich campus. It would be worthwhile extending the

programs with current feeder schools to a wider area [like that proposed by UQ Link

Manager, Ms Deborah MacLachlan, Dr Lesley Jolly, Chair of Ipswich Equity and Diversity

Pre- transition or Beginning to

Think About University

(Years 9 to 12 or

through other avenues such as TAFE or full time

employment)

62

Committee and Professor Alan Rix, Pro-Vice Chancellor, Ipswich campus, to develop

stronger relationships with low socio economic schools and rural communities. Particularly in

light of the declining numbers of students in low feeder schools across each of the three

major University of Queensland campus (MacLachlan, 2006)]. It would also be work

strengthening relationships with TAFE Colleges and industry in an effort to break down the

barriers and misconceptions which currently shape students’ preconceptions about university

life. This phase of the model would also benefit greatly from further research in the area.

6.2. Transition or Preparing for University

School students usually come from a closely monitored, directive environment and they need various support mechanisms to promote their development and their academic training

Ellis, 2002, 7.

Anecdotal evidence from the Student Centre suggests that the time lapse between receiving

an offer of a university placement and Orientation week is untapped and under-utilised.

Students usually have mixed feelings of excitement and apprehension about receiving an

offer of a university placement. They have no direct contact with the university at this stage

and are unable to ask questions about their program or general university life, nor are they

able to beginning forming social or support networks with other first year students.

Diagram 6.2

Transition or Preparing for University

There is great potential to develop general information sessions, and/or networking events,

for students during this time to allow them to become familiar with the university campus and

facilities without the busy-ness of Orientation Week.

Transition or Preparing for

University

(Time between offer of university placement and

Orientation Week)

63

6.3. Orientation Week

Similar to most established universities within Australia, The University of Queensland has a

well developed suite of Orientation Week activities. These have been designed to ease new

students into the university culture. Events in Orientation week usually focus on social

networking (for example, information and demonstrations by student clubs and societies, free

barbeques, market days, and dance parties or concerts), academic skill development (for

example, library and information technology sessions, time management courses, and essay

writing information sessions), and specific program information (for example, welcome and

information sessions either at a Faculty, School or program level).

Diagram 6.3

Orientation Week

Student feedback and comments about Orientation activities and information packages are

analysed and often led to modifications in future Orientation programs. For instance, there

are significant changes being made to the New to UQ web site and Orientation guides for

2007. The production of an online personalized Orientation week timetable is just one of a

many modifications being instigated as a result of student feedback, research and discussion

with key stakeholders in the area of First Year Experience.

Current research (for example, Krause, 2006; 2005; Tinto, 2002; Wilcox, Winn, & Fyvie-

Gauld, 2005) in the area of First Year Experience recognizes that while well organized and

planned Orientation Week information and activities are essential in welcoming beginning

students into the university culture, more sustained and course/program driven activity is

needed for successful transition. This sustained activity at The University of Queensland has

Orientation Week

(One week in duration)

64

taken the form of Faculty-based Induction programs (refer to section 6.4, Faculty-based

Induction Programs).

6.4. Faculty-based Induction Programs

The development, implementation and evaluation of Faculty-based Induction programs have

formed the basis of the First Year Experience project activity in 2005 and 2006. The aim has

been to design and implement student-centred initiatives at a local level to improve first year

students’ experiences at The University of Queensland. As a result, each of the programs

implemented in 2006 have unique features and no two look exactly the same. Rather, the

seven (7) Faculties have designed their programs to meet the specific needs of their

particular student cohort (refer to section 3, Faculties and their Projects for further

information).

Diagram 6.4

Faculty-based Induction Programs

The second cycle of Induction programs are expected to commence in 2007. Continued

support from senior levels of the university, in addition to a variety of other recommendations

(refer to section 7, Recommendations), are suggested to prevent fragmentation and ensure

lasting longevity and ongoing development and implementation of cohesive Faculty-based

Induction programs.

In conclusion the four phases, Pre-Transition, Transition, Orientation Week, and Faculty-

based Induction Programs, of the model form pivotal sites of activity for the successful

transition of first year students into tertiary life at The University of Queensland. This model

should not been seen as activity in isolation, but rather, the beginning of a design which

Faculty-based Induction Programs

(First six weeks of first semester to

whole of first semester program)

65

embraces the concepts of life long learning (the whole student experience) and research led

teaching.

7. Recommendations

The following recommendations have been developed as a result of extensive

communication with each of the seven (7) Faculties and Support units within The University

of Queensland. The recommendations have also been informed by practices in other key

tertiary institutions and research literature in the area of First Year Experience. In order to

build on recent achievements and to consolidate a university-wide approach, the following

recommendations are made:

University wide Approach

• Create a Student Experience Unit or Centre within the university to coordinate activity,

prevent fragmentation, and provide support for sustained long term institution wide

change processes. This unit or centre could employ or bring together a number of

existing staff (for example, academic, research, project, support and administrative

roles) and address all areas of the student experience (for example, first year, later

year, final undergraduate year, honours year, international students, and post

graduate students);

• Create a permanent or long term Special Project Officer position within The Office of

the DVC(A) with a specific focus on research within the area of Teaching and

Learning. The research focus could change every 18 months to 2 years and would

coordinate to fit with current strategic initiatives. This position would continue to work

closely with the Faculties and Schools.

• Appoint Faculty-based First Year Coordinators in addition to a university-wide First

Year Coordinator (permanent or long term appointments) to maintain and build current

initiatives in the area of First Year Experience (appointment at a School level where

required). These positions should have an academic/research component as well

administrative/communication component. Time, support, and funding would need to

be available to support this research component as many employed in these positions

would be early career researchers or potentially studying at a postgraduate level.

Further, by having an academic/research component these positions should enhance

the Faculties’ ability to research and document Teaching and Learning practice from a

First Year Experience perspective. This in turn, would raise the Teaching and

Learning profile within the university, and wider community, and begin to address the

gaps which currently exist within this area of research. A university-wide First Year

Coordinator could continue to facilitate, support, coordinate and communicate first

year initiatives and research between the seven (7) Faculties, Student Support

Services, The Student Centre, Library, Orientation Working Group/The Dean of

66

Students and The Office of the DVC(A). This position could also coordinate and

strengthen research in the area both within the university as well as at a National

level. Further consolidation of the FYE UQ Network and FYE QLD Network could also

occur (this would need continued funding/budget item for catering and travel).

• Expand the existing project web site to highlight current first year initiatives within the

university (see University of New South Wales as an example).

• Initiate systematic evaluation of the impact of First Year Experience initiatives within

the university.

• Develop and implement a compulsory exit survey for students withdrawing from a

program of study.

Recognition, Support, and Awards

• Continued encouragement and support from Senior Administration levels of the

university to develop and sustain initial Faculty-based Induction programs. Research

in the area consistently highlights the first six (6) weeks of Semester One as a crucial

time for student success and retention.

• Annual Awards and/or Certificates of Recognition for quality first year teaching and

research (similar to current initiatives in the SBS Faculty). These awards could be

implemented at a Faculty level, however, they would need recognition from senior

levels of the university (for example, The Office of the DVC(A)). Presentations could

occur during Teaching and Learning Week (October/November). The Awards and/or

Certificates could be derived from nominations for excellent first year teaching and

tutoring by students and fellow staff members (would need to develop criteria and a

nomination form). They could also be seen as leading to future applicants for the UQ

Awards and Citation Awards.

• Access to funding for short term projects related to the First Year Experience. These

funds could be viewed as seeding money to trial pilot research which would lead to

larger funding applications, e.g., Carrick, ARC, and DEST. This funding would be an

important means of raising the profile of Teaching and Learning within the university

as well as developing and encouraging research in the area.

• Develop, implement and evaluate a First Year Experience staff survey or focus group

(Faculty and Support unit based) to ensure a well informed, quality, evidence-based

approach is used to gain insight into the culture of current practice, issues and needs

of staff teaching into first year courses.

Undergraduate and Postgraduate Students

• Develop a clear statement regarding the university’s expectation of student

responsibilities. This statement should be linked to appropriate web sites (for

example, New to UQ, Orientation web site, Faculty web sites, and Student Support

Services)

67

• Recognise Postgraduate first year students and develop appropriate strategies and

resources (link in with the Dean of Postgraduate Studies).

• Recognise Advance standing first year students and develop appropriate strategies

and resources.

• Develop a university wide First Year Student web site (like First Year at UQ Ipswich

developed 2005/2006 by Dr Juliana de Nooy. See

http://www.uq.edu.au/ipswich/firstyear). Recommend site to be campus specific and

have links with existing Orientation, New to UQ, Faculty, Student Support Services,

and Student Union web sites.

• Identify and provide a space and a place for first year student voice and feedback.

• Identify and address issues relating specifically to international first year students.

• Develop, implement and evaluate a First Year Experience student focus group

(Faculty and/or school based).

8. Concluding Statement

The first year of university is, in fact, the culmination of years of socialization and shaping of an individual’s views about whether or not university study is something to which they can and should aspire

Krause, 2006, 1.

The First Year Experience Project at The University of Queensland has focused on

developing a range of student centred initiatives at a local level (Faculty-based) to improve

the overall experiences of first year students at the university. This report has identified,

discussed and summarized current innovative practice across the three main campuses (St

Lucia, Ipswich and Gatton) which have occurred in connection with the project. It has also

identified current first year, or Transition, practices in each of the G8 and Queensland

Universities as a means of gauging, or benchmarking, our current performance in the area. A

model of the First Year Experience at The University of Queensland has also been

developed and presented.

A desire to focus solely on attrition rates as a means of gauging success in retaining and

meeting the needs of undergraduate students is hazardous, simply because there is no one

definitive cause for students failing to complete their undergraduate studies. Programs which

focus on attrition are re-active rather than pro-active. There are multiple reasons why

students discontinue their tertiary studies, many of which are framed by their connectedness

with the institution, finances, and competing work and family obligations. Further, there is

currently no efficient means of tracking students who move between institutions within

Australia or return to study after a one or two year absence. Research by Zepke, Leach, and

Prebble (2006), like research conducted by Yorke and Thomas (2003), suggests that a

learner-centeredness approach, such as the one described in this report, “improves retention

68

where students feel they belong in an institutional culture, where they experience good

quality teaching and support for their learning and where their diverse learning preferences

are catered for” (598). Thus, the aim for the future at The University of Queensland should be

one which focuses on consolidating good practice, increasing teaching lead research, and

embedding the achievements to date within the everyday operations of the institution.

69

9. References Adler, E., & Hass, P. M. (1992). Conclusion: Epistemic communities, world order, and the

creation of a reflective research program. International Organization, 46(1), 367

Atweh, B., Kemmis, S., & Weeks, P. (Eds.). Action research in practice: Partnership for

social justice in education. London: Routledge.

Barnett, J. J., Walsh, J. A., Orletsky, S. R., & Sattes, B. D. (1995). Staff development for

improved classroom questioning and learning. Research in Schools, 2(1), 1 – 10.

Beder, S. (1997). Addressing the issues of social and academic integration for first-year

students: A discussion paper. http://unibase.rmit.edu.au/Articles/dec97/

beder1.htm (accessed 3/01/06).

Boin, K. (2004). The Uni Book. The University of Melbourne.

Dewey, J. (1916). Democracy and education. New York: Macmillan.

Ellis, N. (2002). The First Year Experience Project. The University of Adelaide: The

University of Adelaide Learning and Teaching Development Unit.

MacLachlan, D. (2006). 2004 and 2005 UQ Feeder Schools Report. The University of

Queensland.

Fullan, M. (1990). Staff development, innovation, and institutional development (3 – 23). In

Association for Supervision and Curriculum Development. 1990 yearbook of the

Association for Supervision and Curriculum Development. Alexandria, VA:

Association for Supervision and Curriculum Development.

Goodsell, A., Maher, M., & Tinto, V. (Eds.). (1992). Collaborative learning: A sourcebook for

higher education. University Park: National Center on Postsecondary Teaching,

Learning and Assessment, The Pennsylvania State University.

Hayden, M., & Long, M. (2006). A profile of part-time undergraduates in Australian

universities. Higher Education Research & Development, 25(1), 37 – 52.

Krause, K. (2006). Transition to and through the first year: Strategies to enhance the student

experience. Keynote paper at The University of the Sunshine Coast Inaugural Vice-

Chancellor’s Learning and Teaching Colloquium, May.

70

Krause, K. (2005). The changing face of the first year: Challenges for policy and practice in

research-led universities. Keynote paper at The University of Queensland First Year

Experience Workshop, October.

Krause, K., Hartley, R., James, R., & McInnis, C. (2005). The first year experience in

Australian universities: Findings from a decade of national studies. Centre for Studies

in Higher Education (CHSE), University of Melbourne

Kuh, G., & Vesper, N.(1997). A comparison of student experiences with good practices in

undergraduate education between 1900 and 1994. The Review of Higher Education,

21, 43 – 61.

Lowe, H., & Cook, A. (2003). Mind the gap: Are students prepared for higher education?

Journal of Further and Higher Education, 27(1), 53 – 76.

Lynd-Balta, E., Erklenz-Watts, M., Freeman, C., & Westbay, T. D. (2006). Professional

development using an interdisciplinary learning circle. Journal of College Science

Teaching, 35(4), 18 – 24.

McInnis, C., & Hartley, R. (2001). Managing study and work: The impact of full-time study on

the undergraduate experience in Australian universities. Canberra: Department of

Education, Science and Training.

Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of

research. Volume 2. San Francisco: Jossey-Bass.

Pitkethly, A., & Prosser, M. (2001). The First Year Experience Project: a model for university-

wide change. Higher Education Research & Development, 20(2), 185-198.

Simpson, J. L., & Schockley-Zalabak, P. (Eds.). (2005). Engaging communication,

transforming organizations: Scholarship of engagement in action. Creskill, NJ:

Hampton Press.

Smith, C., & Hughes, C. (2004). UQSES data report: First year students’ experiences at UQ.

Brisbane, Australia: Teaching and Educational Development Institute, The University

of Queensland.

71

Swain, S. S. (1998). Studying teachers’ transformations: Reflection as methodology. The

Clearing House, 72(1), 28 – 34.

Tinto, V. (2002). Establishing conditions for student success. Paper presented at the 11th

Annual Conference of the European Access Network, Monash University, Prato, Italy,

June. http://www.wmin.ac.uk/can/wpm$5de1.pdf (accessed 26/02/06).

Tomal, D. R. (2005). Action research for educators. Lanham, MD: Rowman & Littlefield

Education.

Vest, C. M. (2005). Pursuing the endless frontier: Essays on MIT and the role of research

universities. Cambridge, MA: The MIT Press.

Wilcox, P., Winn, S., & Fyvie-Gauld, M. (2005). It was nothing to do with the university, it was

just the people: The role of social support in the first-year experience of higher

education. Studies in Higher Education, 30(6), 707 – 722.

Yorke, M., & Thomas, L. (2003). Improving the retention of students from lower socio-

economic groups. Journal of Higher Education Policy and Management, 25(1), 63 –

74.

Zepke, N., Leach, L., & Prebble, T. (2006). Being learner centred: One way to improve

student retention? Studies in Higher Education, 31(5), 587 – 600.

fye project report - university of queensland - uq.edu.au · pdf fileoffice of the deputy...

Documents