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. Attached Files Name Description MIMEType Size Downloads Title Avoiding the second year slump : a transition framework for students progressing through university Author(s) McBurnie, Janine E. orcid.org/0000-0003-2842-9557 Campbell, Malcolm orcid.org/0000-0001-5865-2966 West, Jan M. orcid.org/0000-0003-1112-6082 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 Document type: Journal Article Collections: Faculty of Arts and Education Faculty of Science, Engineering and Built Environment School of Life and Environmental Sciences Higher Education Research Group Related Links Link Description Connect to published version (restricted access) Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Thu, 21 Mar 2013, 09:34:20 EST Tue, 04 Jun 2013, 10:58:31 EST Fri, 13 Jun 2014, 17:03:50 EST Wed, 02 Jul 2014, 16:03:03 EST Fri, 17 Oct 2014, 19:46:55 EST Tue, 03 Feb 2015, 13:25:57 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 8 times in Scopus Search Google Scholar Access Statistics: 739 Abstract Views, 4 File Downloads  -  Detailed Statistics Created: Thu, 21 Mar 2013, 09:34:20 EST