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This practice report highlights changes made to a first-year unit in an Urban and Regional Planning degree, designed to enhance students’ levels of cultural competency. We briefly discuss the history of cultural compet...

This paper explores the perceptions of first year Business students to embedding sessions and additional support workshops offered through a collaboration between learning advisors and lecturers in a first year foundatio...

Starting university is challenging. Students require resilience to face the inevitable challenges of university life, yet many may not be equipped with the strategies they need. In this research, we explored changes in r...

Inclusive education in Australia has resulted in a concerted push for the differentiation of pedagogical teaching approaches by educators across Kindergarten to Year 12 (K-12) learning environments.  Such approaches hav...

Through the lens of the ‘Community of Inquiry’ education experience (Vaughan & Garrison, 2006), this practice report provides guidance and examples for online instructors to engage students within discussions in the ...

Even though interest in embedding creativity into tertiary curricula has grown internationally, little scholarship exists about implementation strategies or the efficacy of linking creativity pedagogies to first-year exp...

The Academic Student Success Advising (ASSA) project enacted an integrated academic and pastoral approach to advising using McIntosh’s (2023) fundamental principles of advising. This research conducted at two Australia...

This paper reports findings from the second stage of a mixed-methods study of embedded academic literacies and diagnostic assessment—specifically first-year nursing students’ perceptions of the MASUS procedure. We fo...

The University of Technology Sydney First Year Experience program is an institution-wide, systematic approach to supporting the transition, retention and success of first year students from low socio-economic status back...

The COVID-19 pandemic brought global disruptions to the way universities operate. Online learning abruptly took priority, as the physical campuses in Australian universities became deserted. Staff had to instantly adapt ...

A Transition Pedagogy framework acknowledges students’ transition into university from diverse backgrounds, with varied preparedness for studying at university. It puts the onus on the university to provide a seamless ...

For two decades, transition pedagogy’s integrative framework has delivered practical guidance for higher education’s universal design to support diverse students in transition - proactively, affirmatively and holisti...

A great deal has been achieved in recent years in understanding how universities can best support the transition to higher education of an increasingly diverse student body (Kift, 2015). Numerous studies have identified ...