Avoiding the second year slump : a transition framework for students progressing through university

McBurnie, Janine E., Campbell, Malcolm and West, Jan M. 2012, Avoiding the second year slump : a transition framework for students progressing through university, International journal of innovation in science and mathematics education, vol. 20, no. 2, pp. 14-24.

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Title Avoiding the second year slump : a transition framework for students progressing through university
Author(s) McBurnie, Janine E.
Campbell, Malcolm
West, Jan M.
Journal name International journal of innovation in science and mathematics education
Volume number 20
Issue number 2
Start page 14
End page 24
Total pages 11
Publisher Institute for Innovation in Science and Mathematics Education
Place of publication Sydney, N.S.W.
Publication date 2012
ISSN 2200-4270
Summary The ‘Sophomore Slump’ is a lack of engagement that can be experienced by students entering their second year at University. It has been a recognized phenomenon in American universities for many years but has gone largely unrecognized within Australian Universities. In 2009 a program called ‘Welcome to Second Year’ was introduced at a Metropolitan Australian University for Science students returning as second years or articulating straight into second year. The one day program took place during the week before trimester 1 classes commenced. The aim of the program was to re-engage students both socially with their peers, and academically with their course, and also to introduce them to professionals in their field. This paper provides a description of the program as well as student evaluation of the program over the three years it has now been run.
Language eng
Field of Research 130103 Higher Education
130299 Curriculum and Pedagogy not elsewhere classified
130304 Educational Administration, Management and Leadership
Socio Economic Objective 930103 Learner Development
HERDC Research category C1 Refereed article in a scholarly journal
Persistent URL http://hdl.handle.net/10536/DRO/DU:30051579

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