Chester, Andrea and Burton, Lorelle and Xenos, Sophia and Elgar, Karen and Denny, Bianca (2013) Transition in, transition out: a sustainable model to engage first year students in learning. A practice report. International Journal of the First Year in Higher Education, 4 (2). pp. 125-130.
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Abstract
Peer mentoring, presented as an inclusive teaching approach, embedded in the curriculum, has been successfully implemented to support first year student learning. Developing sustainable and scalable models for large first year cohorts, however, provides a challenge. The Transition in, Transition out model is a sustainable peer mentoring model supporting the transition of both first and final year students. The model has been implemented in two Australian psychology programs, one face-to-face and one delivered online. The focus in this Practice Report will be on the outcome data for on-campus first year student at one university. Participants were 231 first year students (166 females and 65 males). Results suggest positive changes in academic performance and learning approaches as well as positive endorsement of the model.
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| Item Type: | Article (Commonwealth Reporting Category C) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | © Copyright of articles is retained by author/s. As an open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings. Also available from: https://fyhejournal.com/ |
| Faculty / Department / School: | Current - USQ Other |
| Date Deposited: | 19 Nov 2013 04:51 |
| Last Modified: | 16 Jul 2014 00:01 |
| Uncontrolled Keywords: | mentoring; peers |
| Fields of Research : | 17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology 13 Education > 1301 Education Systems > 130103 Higher Education 13 Education > 1303 Specialist Studies in Education > 130309 Learning Sciences |
| Socio-Economic Objective: | E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education |
| Identification Number or DOI: | 10.5204/intjfyhe.v4i1.174 |
| URI: | http://eprints.usq.edu.au/id/eprint/24271 |
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