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|dc.identifier.citation||The International Journal of the First Year in Higher Education, 2012; 3(1):61-74||en|
|dc.description.abstract||This paper presents an evaluative approach designed to provide a cycle of continuous improvement to retain Indigenous students during their first year of higher education. The evaluation model operates in conjunction with a student academic enrichment program that is premised on valuing and respecting each student's background and life experience whilst building capability for learning success. Data collected will be used for continual improvement of a newly developed innovative academic enrichment program that caters to the needs of Indigenous students. The defining mechanisms of the model for measuring the first year experience are particularly meaningful for the Australian Centre For Indigenous Knowledges and Education as it moves into its inaugural year of operation in 2012. This preeminent time requires a flexible model to receive timely feedback in a reflexive environment where students guide the process as they continue their journey of accumulating knowledge and leave behind their contribution in shaping the landscape for future first year Indigenous students.||en|
|dc.description.statementofresponsibility||Bronwyn Rossingh and Terry Dunbar||en|
|dc.rights||© Copyright of a rticles 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.||en|
|dc.subject||Indigenous higher education; first year experience; evaluation and feedback||en|
|dc.title||A participative evaluation model to refine academic support for first year Indigenous higher education students||en|
|dc.identifier.orcid||Dunbar, T. [0000-0002-8611-0491]||en|
|Appears in Collections:||Education publications|
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