Abstract
Transition from foundation degree (Fd) to the third year of an undergraduate degree (top-up) can cause apprehension (Greenbank 2007:98; Tierney and Slack 2005:384). Students can find that they appear to be entering a totally different world where they are presumed to know exactly what is expected from them. The Fd students have their own preconceptions and expectations of the third year of study, and they may feel extremely apprehensive or conversely appear over-confident. There is very little literature about the transition from Fd to university and the student experience (Gorard et al 2006:116-119), and with the changes currently taking place in higher education, student satisfaction and achievement will become increasingly important (BIS 2011). This paper focuses on key features of a transitions programme developed by a student support tutor in collaboration with a partner college, which included visits, taught sessions, and a major component of PASS (Peer Assisted Study Sessions). The data, case studies and a video were presented at the annual Learning and Teaching Conference, ‘Transitions: quality, adaptability and sustainablility in times of change’, 2011, to analyse the impact of the programme on student achieve- ment and retention, and the satisfaction and views of the students.
Original language | English |
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Title of host publication | Transitions: quality, adaptability and sustainability in times of change: articles from the learning and teaching conference 2011 |
Place of Publication | University of Brighton |
Publisher | Centre for Learning and Teaching University of Brighton Press |
Pages | 24-30 |
Number of pages | 7 |
ISBN (Print) | 9781905593859 |
Publication status | Published - 1 Jan 2012 |
Event | Transitions: quality, adaptability and sustainability in times of change: articles from the learning and teaching conference 2011 - University of Brighton, Falmer Campus, 2011 Duration: 1 Jan 2012 → … |
Conference
Conference | Transitions: quality, adaptability and sustainability in times of change: articles from the learning and teaching conference 2011 |
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Period | 1/01/12 → … |