The increase in student numbers and diversity within the higher education system has created a gap between University assumptions about students and the actual first year students' academic, cultural and social expectations and experiences. This is critically important as students' experiences in the first year of University can significantly affect academic success, retention and perseverance across their chosen field of study.

At Flinders University, the initial transition to University is supported through a variety of support services. These include initiatives offered by the Transition to University office, the Student Learning Centre and various Faculty-based Orientation Programs. Further information about Support Services at Flinders University and Good Practice at Flinders University is available from this website.

Kerri-Lee Krause (2006) identified and challenged five common misconceptions surrounding student success in the first year of higher education:

  • 1. The first year begins at enrolment
  • 2. Once we orient students, the task is complete
  • 3. The first year experience is homogeneous: one size fits all.
  • 4. First year issues are student support issues
  • 5. First year students evolve into engaged university students just by being part of the environment.

It is important to recognise that transition extends beyond the ‘to' University focus. There is a need to support students ‘through' their first year at university as they learn to manage a new and challenging learning environment. This can be addressed through good curriculum design across the first year. 

There are a number of examples of curriculum design practices that may be considered when developing your first year curriculum.  Australian Learning and Teaching Council Senior Fellow, Professor Sally Kift conducted a comprehensive study and developed a Transition Pedagogy which includes 6 principles that underpin support for first year students.

The team in the Centre for University Teaching (CUT) aims to work with faculties to support and enrich the teaching and learning experiences within the first year curriculum to enhance student learning and achievement. This is happening in the following manner: