Prof Keithia Wilson Program Lead for the FYE, Griffith Health GIHE Senior Fellow for the FYE 2010 ALTC National Fellow for the FYE 2007 Australian University Teacher of the Year Prof Keithia Wilson ALTC National Fellow
Jan 01, 2016
Prof Keithia WilsonProgram Lead for the FYE, Griffith Health
GIHE Senior Fellow for the FYE2010 ALTC National Fellow for the FYE
2007 Australian University Teacher of the Year
Prof Keithia Wilson ALTC National Fellow
Prof Keithia Wilson ALTC National Fellow
Acknowledgment to CountryIn the Spirit of ReconciliationFollowing on from Sorry DayI would like to acknowledge & honour the
Traditional Custodians of this land that our Logan campus is built on, the Yugambeh People, and pay respect to their Elders past & present
Overview1. Principles & practices for enabling
commencing students success with FY Assessment
Designing assessment Preparing students to undertake assessment Marking Assessment Post-Assessment feedback process to enable &
support learning 2. Strategies for academic recovery with at-
risk commencing students
Prof Keithia Wilson ALTC National Fellow
Overview1. Current Context for the FYE2. Purposes of FY Assessment & Student
Motivations3. The FY Assessment Lifecycle from the
perspectives of – Students and Staff2. Principles & Models for enhancing
effective Practice with FY Assessment
Prof Keithia Wilson ALTC National Fellow
Information Sources
The First Year Experience & Assessment literature generally
Findings from a recent ALTC Grant on First Year Assessment Practice (2009-2010)
Findings from a current ALTC National Fellowship on the FYE working with FY teaching teams (2010-2012)
Focus on the student voice & understanding the student experience of assessment
Prof Keithia Wilson ALTC National Fellow
Step 1 – Context
How can we improve the assessment process and experience for commencing students?
Understanding the current context for the FYE
Prof Keithia Wilson ALTC National Fellow
Federal Gov’t reform agenda in Higher Education
Aims to –
Widen student participation in Higher Education – A FAIR GO!
Increase the access of students from low SES & disadvantaged backgrounds to university (higher numbers - Target increase from 12% to 20% by 2020)
Increase the success of students from low SES & disadvantaged backgrounds at university (higher retention)
Moving from an elite model of HE (0-15% population participation) to a mass model of HE (16-50%) (Trow, 2004)
25% participation in Australia (50% USA)1.3% of Indigenous Australians attend university (30% lower
graduation rate)
Prof Keithia Wilson ALTC National Fellow
Evolution of Approaches to FY Orientation & Engagement & the FYEFirst Generation Strategies = Co-Curricular - A
focus on designing FYO&E supplemental activities & strategies which are outside of the classroom
Second Generation Strategies = Curricular - A focus on enhancing FY curriculum design, pedagogy & assessment practices
Third Generation Strategies = Whole-of-Institution - A focus on an Institution wide approach to 1st & 2nd generation strategies, with practice standardisation & QA mechanisms for continuous improvement
= Whole-of-School/Program - A focus on the strategic combination of 1st & 2nd generation strategies for a particular disciplinary context (School or Program)
Prof Keithia Wilson ALTC National Fellow
Understanding the Current Context for the FYEMeta Model 1 - FY Transition Practice
Student Diversity Student Transition
* Course Design * Course Delivery * Course Assessment
Prof Keithia Wilson ALTC National Fellow
Student diversity
So what is important to understand about student diversity?
Defining student diversityAssumed knowledge
Prof Keithia Wilson ALTC National Fellow
What is Student Diversity?Traditional
Students (TS)medium-high SESsecond generationhigher entry levels full timeon-campus
Elite Model
Non-Traditional Students (NTS)
low SESfirst-in-family lower entry levels full-time & workingnot on-campus much Indigenous NESB International,
refugeesdisabilityhome care responsibilities from rural & remote
settings
Mass Model
Prof Keithia Wilson ALTC National Fellow
What is assumed knowledge & capabilities?
Academic Skills Information Literacy Computer Literacy Reading Skills Written Communication Numeracy Skills Critical thinking & analysis Independent Learning (self-regulation) viz.
time on task, self-study, time management, uni-work-social life balance, successful student behaviour
Prof Keithia Wilson ALTC National Fellow
What is assumed knowledge & capabilities?Academic/Cultural/Social Capital – the
“Hidden Curriculum”1.Role Understanding student role expectations &
appropriate & effective behaviour (rights & obligations)
2.Success Reading the academic context to accurately determine performance requirements re studying & assessment
3.Support Capacity for help-seeking without fear of negative labelling (dumb/stupid)
4.Personal Identity Sense of belonging & personal fit with university (overcome the “outsider within” phenomenon – “A stranger in a foreign land”)
Prof Keithia Wilson ALTC National Fellow
Griffith University context & Griffith University context & student profilestudent profile
• Student enrolment of 40,000Student enrolment of 40,000• 70% of students are first-in-family at uni (NT) - FIF 70% of students are first-in-family at uni (NT) - FIF
correlates with low SES & lower entry scores/Opscorrelates with low SES & lower entry scores/Ops• 66thth largest low SES student intake in Australia (16% largest low SES student intake in Australia (16%
overall, 30% Logan campus)overall, 30% Logan campus)• 33rd rd largest Indigenous student intake in Australia (600)largest Indigenous student intake in Australia (600)• 30% International student enrolment (N’thn Europe, 30% International student enrolment (N’thn Europe,
China, India, Indonesia, Middle East, Canada)China, India, Indonesia, Middle East, Canada)• 10% students studying in distance mode10% students studying in distance mode• More of our students work in paid employment & More of our students work in paid employment &
longer hours in employment than the national average longer hours in employment than the national average (NTS reality)(NTS reality)
Prof Keithia Wilson ALTC National Fellow
Are NTS capable of being successful at university?The national research evidence shows - The success rate (or tendency to pass
their year’s subjects) of low SES students is 97% of the pass rates of their medium & high SES peers & has been stable over the last 5 years (Bradley et al, 2008:30)
However, they require higher levels of support to succeed e.g., financial assistance, academic support, mentoring & counselling services (Commonwealth of Australia, 2009)
Prof Keithia Wilson ALTC National Fellow
Therefore....implications for assessment practiceTaking account of assumed entry level
knowledge in unit content & assessment design & making this explicit to students
Building foundational academic skill development into unit content & assessment design
Developing commencing students skills as independent, self-regulating learners across the first year
Creating a unit & program level culture that respects & values diversity in all of its forms (age, gender, race etc.)
Prof Keithia Wilson ALTC National Fellow
Student TransitionSo what is important to understand about
Student Transition?
An evidence-based model for conceptualising student transition
Senses of success (Lizzio, 2006)Predictors of student success
Prof Keithia Wilson ALTC National Fellow
Meta-model 2: The ‘Five-Senses’ of Student Success
Sense ofStudent Identity
Sense of Connectedness
Sense of Capability
Sense of Purpose
Sense of Resourcefulness
Prof Keithia Wilson ALTC National Fellow
(Lizzio, 2006)
What predicts commencing students’ satisfaction with their degree program?
Sense of Purpose
Sense of Capability
Good Teaching
Sense of Connection
Perceived Effectiveness of Orientation
Strongly Enhances
Enhances
Enhances
Enhances
Enhances
Time on Task Enhances
CommencingStudent
Satisfaction
Prof Keithia Wilson ALTC National Fellow
What predicts commencing students’ academic outcomes?
Semester 1 GPA
Academic CapitalLow SES
First in FamilyESL
Competing DemandsTime in employment
Time as carer
Prior Academic AchievementEntry Scores (OP)
Task Engagement @ UniAttendance at Orientation
Time on taskStrongly Enhances
Enhances
Reduces
Reduces
Prof Keithia Wilson ALTC National Fellow
What predicts commencing students’ retention?
Semester 1 GPA
Academic Capital -
Competing Demands -
Prior Academic Achievement +
Task Engagement @ Uni +
Sense of Purpose + + +
Student Satisfaction +
StudentRetentioninto yr 2
Prof Keithia Wilson ALTC National Fellow
Therefore....Implications for practiceCurriculum strategies for developing time
on task & self-regulation skills assists assessment success
Strategies for enhancing sense of purpose in curriculum & assessment practices
Building academic & social capital through unit & assessment design throughout the FY
Effective Orientation Programs & early student engagement strategies to encourage attendance at Orientation
Prof Keithia Wilson ALTC National Fellow
Step 2 – Assessment Principles & Practices So...what do students say about their
experience of assessment?
A quick overview of some salient research evidence!
Prof Keithia Wilson ALTC National Fellow
Assessment characteristics which positively influence student learning & engagement
1. perceived validity of assessment tasks & approaches
2. perceived extent to which the learning environment is empowering
3. perceived fairness of the learning environment, especially with assessment tasks & practices
Prof Keithia Wilson ALTC National Fellow
Students’ perceptions of the validity of assessment tasks & approaches (Sambell et al., 1997)
3 sets of priorities -1.Educational values – authentic/meaningful
tasks, perceived to have long term benefits, applying knowledge
2.Educational processes – reasonable demands, encourages independence by making expectations clear
3.Educational consequences – rewards effort and breadth & depth in learning
Prof Keithia Wilson ALTC National Fellow
Students’ meta themes in assessment(Savin-Baden , 2004)
2 forms of student disempowerment:1.Unrewarded learning – the relationship
between quantity of work & its weighting2.Disabling assessment mechanisms
including:Processes – lack of information & inadequate
feedbackForms – assessment methods that do not fit
with espoused forms of learning
Prof Keithia Wilson ALTC National Fellow
Students’ perceptions of fairness(Lizzio, Wilson & Hadaway, 2008)
Strongly influenced by –Extent to which they feel personally
respected by academic staff (convenors & sessional staff) in the learning & assessment process – relational culture
Adequacy of the information & support systems provided for them to “do their job” in relation to assessment
Prof Keithia Wilson ALTC National Fellow
The Reality of Assessment for Commencing StudentsStudent feedback from multiple sources indicates:Strategic nature of Assessment for student
engagement, success & retentionFor many students assessment IS the learningAssessment items which are too difficult, not
meaningful, and not clearly explained are a key cause of student drop-out in the first semester
Well designed & implemented assessment is key to student engagement, learning & retention
Prof Keithia Wilson ALTC National Fellow
Assessment Practice in the First YearSo what is important to our understanding?A model of purposes of FY assessment &
student motivation with assessmentA model for management of the FY
Assessment Lifecycle informed by :Student perspectiveStaff perspective Principles of Good Practice
Prof Keithia Wilson ALTC National Fellow
Purposes of FY AssessmentDiagnostic Transition enabling
Motivating
Formative Learning Summative/evaluative Terminal
Meta-reflective
Assessment of student readiness
Assessment to aid transition to & engagement with uni
Assessment as stimulation for learning
Assessment for learningAssessment as learning Assessment of learningAssessment of
capability/mastery
Assessment of learning process
Prof Keithia Wilson ALTC National Fellow
Student view of ‘motivating assessment’ (Wilson & Lizzio, 2011)
Engaging Design Relevance (personal, academic, professional),
intellectual challenge, teacher enthusiasmEnabling Management Task clarity, task scaffolding, formative
conversations with & support from staffTeacher Authority Clear and firm expectations & standards,
consequences explained, responsibility invoked
Prof Keithia Wilson ALTC National Fellow
Meta-model 3: The first-year assessment lifecycle – student experience
6. Academic Outreach and Recovery
Prof Keithia Wilson ALTC National Fellow
The first-year assessment lifecycle – staff experience
6. Academic Outreach and Recovery
DesignPhase
StudentPreparation Phase
AssessmentPhase
Post-AssessmentPhase
Prof Keithia Wilson ALTC National Fellow
Principles of Effective Practice in First Year AssessmentGood Practice Principles rely on:1. A lifecycle approach to assessment (4 Phases)Design phaseStudent Preparation phase (pre-submission)Assessment phase (marking)Post-Assessment phase (feedback & feed-forward)2. A system’s approach to assessment (3 Systems
levels)Individual Unit/Course/Subject levelFirst Year Program level – horizontal & vertical
integrationDegree Program level
Prof Keithia Wilson ALTC National Fellow
1. Design Phase: Individual Unit/SubjectFit for purpose – Optimising student motivation &
engagement by designing assessment tasks which are perceived to be relevant & meaningful to students & their learning (sense of purpose)
Level of difficulty & complexity – Designing tasks with a conscious understanding of the assumed entry level knowledge & appropriate learning level of commencing students
Progressive knowledge & skill development – Designing assessment tasks across a semester in such a way as to ensure effective, cumulative knowledge & skill development
Variety – Ensuring a variety of different types of items both within a unit/subject, and across units /subjects in the same semester (FY program level planning)
Prof Keithia Wilson ALTC National Fellow
1. Design Phase: Individual Unit/SubjectEarly success -Optimising an experience of ‘early
success’ for students to build academic & personal efficacy & confidence
Formative Assessment - Emphasising early formative assessment designed to develop skill & confidence viz.
Early – weeks 4-6 is optimalSmaller pieces for either no marks, or fewer marks
(10-20%) to encourage recovery from possible failure (building hope)
Speedy, quality feedback (peer or staff, individually or collectively) with feedback by weeks 7-8
Self-assessment of all written items by self-evaluating on the identified criteria (builds meta-competence)
Prof Keithia Wilson ALTC National Fellow
1. Design Phase: Individual Unit/ Subject LevelWritten presentation of assessment tasks which
present the task clearly and without ambiguity– Start with the aim of the taskPresent the sequence of steps involved in the
task, from the simple to the complex, thus breaking down large tasks into manageable chunks
Refer students to the marking criteria for the taskEnsure that all available information is provided as
much as possible in the one place
Prof Keithia Wilson ALTC National Fellow
1. Design Phase – Essays – a “special case”There are a range of data sources to indicate that essays
in the first year are a source of great angst for both students and staff, and may be more complex than we (staff) think :
Professional Staff feedbackAcademic Staff feedbackStudent feedbackQuality of FY essays, especially in the first semesterQuality of student essays in the second & third years &
beyond!Wilson & Lizzio – Findings from ALTC Grant 2009-
2010Prof Keithia Wilson ALTC National Fellow
EngagingAssessment
Design
AssessmentManageme
nt & Support
Deep Approach
to Learning Assessment
Outcomes:
StudentGradesAssessment
Task Efficacy
Prof Keithia Wilson ALTC National Fellow
Engaging Assessment
Design
AssessmentManageme
nt & Support
Deep Approach
to LearningAssessme
nt Outcome - StudentGradesAssessment
Task Efficacy
Prof Keithia Wilson ALTC National Fellow
Engaging Assessment
Design
AssessmentManageme
nt & Support
Deep Approach
to LearningAssessme
nt Outcome - StudentGradesAssessment
Task Efficacy
Prof Keithia Wilson ALTC National Fellow
1. Design Phase – Essays – a “special case” Semester 1 – essay tasks that are: Relatively short (e.g., 750-1000 words) Relatively simple (e.g., summary/description & simple
interpretative analysis such as answers to how or why questions)
Include limited research requirements (e.g., simple searches of readily obtainable information)
Semester 2 – essay tasks that are: Longer (1,200-2,500 words) Incorporate more complex analysis (e.g., critical analysis &
evaluation tasks – compare & contrast) Include more complex research requirements
Prof Keithia Wilson ALTC National Fellow
1. Effective FY Assessment Practice Principles – Design Phase: FY Program Level
Workload distribution – Ensuring roughly equal workload between all units in a semester to assist development of time management skills
Scheduling – coordination of submission dates to stagger the student workload
Threshold/Difficult Units - Identify & front-load any threshold units in a semester to enable student success
Variety of assessment types – Ensure variety across units in a semester
Group Work – Coordinate any group-based assessment tasks across the FY Program & preferably reduce to 1 unit only if the assessment requires additional meetings outside of class
Prof Keithia Wilson ALTC National Fellow
Task DesignProvide me with ‘fit for purpose’ tasks and roles
Meta-model 4: Progressive Enabling: How might we effectively manage the assessment process?
Self-ManagementHelp me by
managing yourself
Systems AwarenessHelp me by
coordinating theexperience
Prof Keithia Wilson ALTC National Fellow
Reflective Task: Assessment Design PhaseHow does this information apply to your FY
context?
What are the opportunities for enhancing FY assessment design?
What are the challenges with enhancing FY assessment design?
Prof Keithia Wilson ALTC National Fellow
2. Student Preparation Phase: Individual Unit/Subject Level
Motivating students – 3 Domains of Motivation
Articulating explicitly the academic relevance of each assessment task (the knowledge and skills that will be useful to students later in their course/degree);
Articulating explicitly the personal relevance of each assessment task (the knowledge and skills that will be useful for students in the future);
Articulating explicitly the professional relevance of each assessment task (the knowledge and skills that will be useful to students later in their career);
Prof Keithia Wilson ALTC National Fellow
2. Student Preparation Phase: Individual Unit/Subject Level
Motivating students – 2 Types of RelevanceArticulating future positive relevance
(personally & professionally) of the knowledge and skills to be gained from an assessment task to the course/degree/future employment;
Articulating future negative relevance of the knowledge and skills to be gained from an assessment task to the course/degree/future employment for students who may not engage sufficiently;
Prof Keithia Wilson ALTC National Fellow
2. Student Preparation Phase: Individual Unit/Subject Level
Motivating students – ChallengeArticulating explicitly the intellectual challenge of each
assessment task (the challenge offered to students to think and learn);
Articulating to students the investment of work required to be successful with the task (encourages development of self-regulatory behaviour);
Staff StanceStaff conveying to students their own personal enthusiasm
for the task (staff engagement increase student engagement);
Being clear and well organised (assists anxiety management & increases performance ability).
Prof Keithia Wilson ALTC National Fellow
2. Student Preparation Phase: Individual Unit/Subject Level
Management Strategies -Scaffolding learning -Designing a process for scaffolding
assessment preparation which prepares students for each assessment task:
Providing detailed goals, criteria, standards for each task to clarify what good performance is – viz. clear goals & standards
Providing opportunities for students to actively engage with, & potentially modify those goals, criteria, standards
Providing high & low quality examples of performance for each assessment task or a similar task
Providing targeted resources such as practice items, quizzes, mini-essay writing, step-by-step processes organised sequentially etc.
Providing multiple & regular opportunities for discussion of assessment tasks & requirements
Ensuring consistent information & resources are provided from all teaching staff (convenors & tutors) on assessment tasks
Prof Keithia Wilson ALTC National Fellow
2. Student Preparation Phase: First Year Program LevelClear Goals and Standards – Ensuring all course
convenors have detailed criteria for all assessment tasks in their units/courses
Responsive culture – Ensuring a responsive FY Program culture in all units/courses, including training of sessional staff consistent messages about performance & success
Consistency of referencing style – Providing a single referencing style only for FY students for their FY of study for all units/courses in their Program
Consistency of information storage by unit convenors for web-site information for all units (same folders)
Consistent terminology to describe same types of assessment tasks across a program e.g., critical reflection/critical analysis/essay/critique
Prof Keithia Wilson ALTC National Fellow
Facilitating Motivation
Help me to engage
Building Capacity Help me to be task
capable
Task DesignProvide me with ‘fit for purpose’ tasks and roles
Progressive Enabling: How might we effectively manage the assessment process?
Self-ManagementHelp me by
managing yourself
Systems AwarenessHelp me by coordinating expectations
Prof Keithia Wilson ALTC National Fellow
Facilitating Motivation
Help me to engage
Relating Functionally
Help me to feel understood
Managing Information
Help me to understandthe task
Facilitating Process
Help me to solve problems
Managing Procedures
Help me to navigate the rules of the
game
Building Capacity Help me to be task
capable
Task DesignProvide me with ‘fit for purpose’ tasks and roles
Progressive Enabling: How might we effectively manage the assessment process?
Self-ManagementHelp me by
managing yourself
Systems AwarenessHelp me by
coordinating expectations
Prof Keithia Wilson ALTC National Fellow
Reflective Task: Student Preparation PhaseHow does this information apply to your FY
context?
What are the opportunities for enhancing FY student preparation with assessment ?
What are the challenges with enhancing FY student preparation with assessment?
Prof Keithia Wilson ALTC National Fellow
3. Assessment Marking Phase: Individual Unit/Subject LevelTransparency & Consistency – Ensuring
consistency of marking standards between markers by:
Marker preparation - having agreed, transparent , detailed
standards for preparing markers to assessMarking trial – initially marking 5 or so & then meeting to
compare standards of marking
Prof Keithia Wilson ALTC National Fellow
3. Assessment Marking Phase: Individual Unit/Subject LevelMarker Moderation - facilitating high quality moderation of final assessment
marks (procedural justice) by staff teams viz. * staff team meeting face-to-face to discuss education &
capacity building for staff re marking standards * all staff reading all fails & HDs (depending on numbers)
to clarify understanding of high & low end standards * all staff reading & re-assessing all assessment items on
the margins of each grading category (high Ps & low Cs etc)
final re-adjustment of marks * keeping copies of high & low end examples to be used
anonymously with future cohorts (with student permission)
Prof Keithia Wilson ALTC National Fellow
3. Assessment Marking Phase: Individual Unit/Subject Level
FY Assessment Debriefing & Learning for students
providing speedy feedback (2 weeks optimal)Providing quality individual feedback which can
feed-forward into other assessment tasks - * identifying achievements (encouragement) * identifying clearly & explicitly what students need
to do to improve their performance in an encouraging
way (developmental) * sufficient comments to justify the mark (fair & just)summarising cohort strengths & weaknesses
Prof Keithia Wilson ALTC National Fellow
4. Post-Assessment Phase: Individual Unit/Subject LevelTimely feedback – Ensuring students
receive feedback within a short time frame (1-2 weeks is optimal) during semester
Empowerment - Ensuring opportunities for individual and group discussion of marks and grades
Academic recovery – identifying and intervening with at-risk students who have failed their first assessment item.
Prof Keithia Wilson ALTC National Fellow
4. Post-Assessment Phase: First Year Program LevelEmpowerment - Creating a first year culture of
ensuring opportunities for individual and group discussion of marks and grades
Academic recovery – Program level strategy by identifying & front-loading the threshold (most difficult) unit/s with the aim of ensuring intervening with at-risk students who have failed their first assessment item to assist in their academic recovery
.
Prof Keithia Wilson ALTC National Fellow
Some Strategies for Academic RecoveryPreventative Strategies –Draft submissions for first assessment tasks with
feedback providedRe-submission of a failed assessment task for a
possible passing grade only (1 only in each semester, or semester 1 only, or the first year)
Prof Keithia Wilson ALTC National Fellow
Potential hierarchy of academic recovery interventions1. Students responsible for initiating help-seeking
without prompting;2. Email communication to all students inviting
contact to discuss first assessment and providing information regarding support services;
3. In-class activity discussing first assessment performance and feedback;
4. Targeted written communication to students who failed or nearly failed first assessment inviting contact to discuss first assessment and providing information regarding support services;
Prof Keithia Wilson ALTC National Fellow
Potential hierarchy of academic recovery interventions 5. Self-reflective workbook distributed to students
for independent completion and invitation for follow-up contact;
6. Phone call to students who failed or nearly failed first assessment inviting contact to discuss first assessment and providing information regarding support services;
7. Targeted invitation to students who failed or nearly failed first assessment inviting participation in structured face-to-face consultation and planning session with tutor.
Prof Keithia Wilson ALTC National Fellow
First-Assessment First-Feedback Academic Recovery InterventionKey Idea: Efficacy building for students who ‘fail’ or ‘marginal
pass’ first assessment in a core/threshold courseKey Aspects: Students complete a self-directed workbookIndividual structured session with tutor leading to
an action planFollow-up phone or email contact40% uptakeParticipation results in a 10% increase in
submission rates & 20% increase in pass rates for 2nd assessment item, & 40% increase in passing the course overall
Prof Keithia Wilson ALTC National Fellow
First-Assessment First-Feedback Academic Recovery InterventionAt-risk students’ self-reported evaluations of the
process were uniformly positive –Academic related learning (5.7/7)Personal development (5.02/7)Insight into reasons for under-performance (5.6/7)Increased efficacy & optimism (5.6/7)Process rated as non-aversive (5.3/7)Tutors reported stronger relationships with
students, higher attendance at tutes by those students, & greater student engagement
Prof Keithia Wilson ALTC National Fellow
Reflective Task: Post-Assessment PhaseHow does this information apply to your FY
context?
What are the opportunities for enhancing FY post-assessment feedback processes?
What are the challenges with enhancing FY post-assessment feedback processes?
Prof Keithia Wilson ALTC National Fellow
Working with Diverse Students - implications for curriculum design & assessment Identifying our assumptions about the entry levels of
Assumed Knowledge of our students (x course + x first semester & then first year overall) & designing course content, structure & assessment tasks to take account of FY students’ entry levels
Scaffolding student understanding of assessment tasks by providing resources to make expectations explicit & assist task understanding
Scaffolding student learning in each unit/course by building required attitudes, knowledge & skills progressively across the first semester & first year
T&L in the FYE needs to be conceptualised as a social experience where students are provided with rich & varied opportunities for interaction & dialogue with peers & academic staff & we are building a relational school/program culture
Prof Keithia Wilson ALTC National Fellow