Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/108333
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Type: Journal article
Title: Embedding an institution-wide capacity building opportunity around transition pedagogy: First Year Teaching and Learning Network Coordinators
Author: Clark, J.
Gurney, L.
Lawrence, S.
Leece, R.
Malouff, J.
Masters, Y.
Reid, J.
Tasker, I.
Valenzuela, F.
Wilkes, J.
Citation: The International Journal of the First Year in Higher Education, 2015; 6(1):107-119
Publisher: First Year in Higher Education
Issue Date: 2015
ISSN: 1838-2959
Statement of
Responsibility: 
Jennifer Clark, Lisa Gurney, Sarah Lawrence, Rhonda Leece, John Malouff, Yvonne Masters, Jackie Reid, Isabel Tasker, Fredy-Roberto Valenzuela and Janelle Wilkes
Abstract: A First Year Teaching and Learning Network was established in a regional university with a strong focus on distance education for a very diverse student cohort. The purpose of the Network, which consisted of a Coordinator in each of nine schools, was to support staff teaching students transitioning into tertiary education. The paper explores the theoretical bases of the structure, its current method of operation, its impact so far, and future plans. The development of the Network illustrates how a university can consciously embed opportunities for staff to take ownership of transition pedagogy and thus encourage widespread capacity building amongst their peers. The experiences of the Network in its first two years provide a case study of how institutional support for the Scholarship of Teaching and Learning, in particular scholarship around capacity building, can be used as a mechanism to promote both staff and student engagement with transition pedagogy resulting in a shift from a second generation approach towards a third generation approach to transition.
Keywords: First year experience; third generation approach; first year network; institution-wide approach, distance education
Rights: © 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.
RMID: 0030051534
DOI: 10.5204/intjfyhe.v6i1.268
Appears in Collections:Education publications

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