Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/98399
Type: Book chapter
Title: Knowing students
Author: Brook, H.
Michell, D.E.
Citation: Universities in transition: Foregrounding social contexts of knowledge in the first year experience, 2014 / Brook, H., Fergie, D., Maeorg, M., Michell, D. (ed./s), Ch.9, pp.229-244
Publisher: University of Adelaide Press
Publisher Place: Adelaide
Issue Date: 2014
ISBN: 9781922064820
Statement of
Responsibility: 
Heather Brook and Dee Michell
Abstract: In 2010 we taught a large first-year class of Women's Studies students. The previous year we had reviewed the literature amassing in support of the Federal Government's push to increase the representation of Indigenous, low socio-economic status (SES) and rural students at university in the wake of what is known as the Bradley Review (2008). This reading had sensitised us to the situation that some students were at risk of dropping out, particularly those who were first in their family at university, a category of students which overlaps with those who are Indigenous, rural or from low SES backgrounds, as well as some who are refugees. Not wanting to put students on the spot, but wanting to identify those who might need some extra support, we designed a 'getting to know you' questionnaire for students to complete in the first tutorial. While we both had a keen intellectual interest in the information we gathered, and while we both would have characterised ourselves as committed and conscientious teachers, we were unprepared for the transformative effect the exercise had on us.
Rights: © 2014 The Contributors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
RMID: 0030016807
Published version: https://www.adelaide.edu.au/press/titles/universities-transition/
Appears in Collections:Gender Studies and Social Analysis publications

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