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ERIC Number: EJ1150141
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1356-2517
EISSN: N/A
Easing the Transition of First Year Undergraduates through an Immersive Induction Module
Turner, Rebecca; Morrison, David; Cotton, Debby; Child, Samantha; Stevens, Sebastian; Nash, Patricia; Kneale, Pauline
Teaching in Higher Education, v22 n7 p805-821 2017
Entry into higher education (HE) is recognised as a challenging time for undergraduates as they negotiate the norms and practices of new academic communities and foster relationships with peers and academics. Given the significance of this time period, our University has piloted a new four-week module that immerses students in their discipline and provides them with the academic skills and networks to support them through this period and beyond. Here we report a comprehensive evaluation examining academic and student experience of this immersive module. We explore its impact on essential aspects of the transition experience e.g. social integration, academic literacies and the sense of preparation for HE. Whilst this new approach did have positive impacts on students' sense of integration, questions were raised around the extent to which it matched or even raised expectations, and the extent to which this prepared students for the rest of their studies.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A