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Where in the world is room N101? Engaging with first year education students' experiences of transition

Perry, Chris and Allard, Andrea 2002, Where in the world is room N101? Engaging with first year education students' experiences of transition, in ATEA 2002 : Teacher education 2010 : Proceedings of the 30th Annual Australian Teacher Education Association Conference, Toowoomba Education Centre, Toowoomba, Qld., pp. 1-13.

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Title Where in the world is room N101? Engaging with first year education students' experiences of transition
Author(s) Perry, Chris
Allard, Andrea
Conference name Australian Teacher Education Association Conference (30th : 2002 : Brisbane, Qld.)
Conference location Brisbane, Queensland
Conference dates July 2002
Title of proceedings ATEA 2002 : Teacher education 2010 : Proceedings of the 30th Annual Australian Teacher Education Association Conference
Editor(s) Aniftos, Michelle
Manader, Alison
Publication date 2002
Conference series Australian Teacher Education Association Conference
Start page 1
End page 13
Publisher Toowoomba Education Centre
Place of publication Toowoomba, Qld.
Summary National reports on students’ experiences in their first year of tertiary study suggest that many students, particularly those coming directly from  secondary schools, find the transition into university life particularly difficult. These reports suggest that while many students find the experience to be a challenging hurdle others feel disengaged and unconnected to academic life. Reports also note that many students enter university with the expectation that their university experience should 'fit into their lives' rather than vice-versa.

Additionally, research indicates that successful transitional experiences for undergraduate students are critical in promoting effective learning habits, positive attitudes and openness to new knowledge. Establishing positive practices in the early days of the undergraduate course can enable students to utilise these experiences and knowledge as a part of their life-long professional habits. However, in order for this to occur, connections must be made, and relationships built, between students and their new peer groups and with the wider academic community. Connections must also be made between students' prior experiences and their new knowledge.

In light of the findings of recent research and reports, Deakin University has instituted a First Year Initiative to assist students in their transitions. Alongside and complementary to this, the Faculty of Education has developed a new three year Education Studies Major program which began this year.

In this paper, we discuss the ways in which the first two units of this new educational program aim to address some of the issues that students face when making the transition into university life. We see the implementation of the first two units as a 'pilot study' and while at this stage, evaluation of these units is only beginning, here we will consider some of the pedagogical strategies, resources, organisational structures and 'grounded' experiences that are being trialled as means to help students make the connections and take the first successful steps in their journey to becoming professional educators. Ways in which these new approaches aim to build important relationships between students, with staff and, as well, help them connect their prior experiences with new knowledge, will be considered in light of the literature on first year student transitions.

ISBN 1876245891
9781876245894
Language eng
Field of Research 130199 Education systems not elsewhere classified
HERDC Research category E1 Full written paper - refereed
Persistent URL http://hdl.handle.net/10536/DRO/DU:30004921

Document type: Conference Paper
Collection: School of Scientific and Developmental Studies in Education
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