期刊名称：Journal of University Teaching & Learning Practice
印刷版ISSN：1449-9789
出版年度：2021
卷号：18
期号：3
页码：1-20
DOI：10.14453/jutlp.v18i3.5
语种：English
出版社：University of Wollongong
摘要：A ‘quantum leap’ (Kift, 2015) in our understanding of the transition to university studies has brought about a reimagining of the role of transition programs from attempting to remediate deficiencies in ‘underprepared’ students, to instead using engagement with the curriculum to instil success-oriented behaviours and attitudes in them. In particular commencers from non-traditional backgrounds are confronted by greater sociocultural incongruities when starting higher education (Devlin, 2013), and face greater challenges in developing their new student identity. While affective change of this kind may necessarily be long-term in nature, semester or year-long ‘foundation’ or ‘bridging’ programs create barriers themselves in terms of time, cost, and stigma. This study provides evidence that significant results can be achieved with short, accessible, manageable, pre-commencement transition programs, that are situated in the curriculum, but also focussed on nurturing those behaviours and attitudes in at-risk students that are associated with greater likelihood of success and retention.
关键词：Transition;success and retention;STEM;non-traditional students;low SES students;first in family;students;low ATAR students
