”It might have worked for you but…” Evaluating the efficacy of a first year support strategy in multiple units and disciplines

Abstract

This paper describes how a successful pilot project for a first-year support strategy designed to help at risk students develop self-management and problem-solving capabilities was expanded into a much larger project, at a regional university with a diverse student cohort. The whole-of-institution project included the implementation of the strategy across several schools and disciplines. The strategy involved students who had failed or barely passed an early assessment item filling out a reflective workbook and participating in an intensive academic planning discussion with their tutor. Its use was found to be highly effective in the areas of retention and academic performance in most of the units in which it was implemented. Much of its success hinged, however, on the commitment and enthusiasm of participating teaching staff.

Nurturing academic writing for students in an enrolled to registered nurse conversion course at university

“…In various Western countries, including Australia, there are a growing number of diploma-qualified nurses from vocational programs enrolling in university Bachelor of Nursing programs to upgrade their qualifications. [1][2][3] Universities typically provide these students, known as pathway students, with credit (advanced standing or recognition of prior learning), and so they enter their Bachelor of Nursing program in second year. Students without a prior nursing qualification, in contrast, commence their program in first year.…”

Students guiding students: Integrating student peer review into a large first year science subject. A Practice Report

“…Staff commitment is vital to the success of first year support strategies (Potter & Bye, 2014). In this project, the briefing of TAs on why we included peer review, how to peer review and the benefits of peer review was critical to the success of implementing student peer review into the curriculum.…”

Implementing first-year assessment principles: An analysis of selected scholarly literature

“…Nineteen papers (55.9%) focussed on high-quality feedback. If students receive a lower-than-expected grade, they may become discouraged or leave university (Horstmanshof & Brownie, 2013;Potter & Bye, 2014;Robinson, Pope & Holyoak, 2013). It is therefore essential that students be supported and feedback is timely, constructive and encourages them to persist and become more self-aware (Horstmanshof & Brownie, 2013;Lawrie et al, 2013).…”

“…First-year lecturers need to understand the purpose of early assessment tasks in alleviating students' anxiety, supporting their learning or providing them with feedback that they could act upon (Gill, 2015). Potter and Bye (2014) noted that if students do poorly this may affect their commitment and confidence, generating increased rates of attrition. They stress the importance of motivating students to participate in support activities provided for those who problems.…”