Enhancing the First Year Experience.

Autor/inn/en	McInnis, Craig; James, Richard; Beattie, Kate; McNaught, Carmel; Simmons, Clare; Ferber, Sarah
Institution	Melbourne Univ. (Australia). Centre for the Study of Higher Education.
Titel	Enhancing the First Year Experience.
Quelle	(1995), (73 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-7325-1319-7
Schlagwörter	Accounting; Biology; Chinese; College Curriculum; College Environment; College Freshmen; College Mathematics; College Science; Curriculum Development; Departments; Economics Education; English; Faculty Development; Fine Arts; Focus Groups; Foreign Countries; Higher Education; History Instruction; Organizational Development; Physics; Second Language Instruction; Student Adjustment; Student Experience; Tutorial Programs; Australia + Suchen Sie Ihr Suchwort? Abrechnung; Buchführung; Buchhaltung; Biologie; China; Chinesen; Hochschulumwelt; Studienanfänger; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Department; Abteilung; Wirtschaftskunde; English language; Englisch; Bildende Kunst; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; History lessons; Geschichtsunterricht; Organisationsentwicklung; Physik; Fremdsprachenunterricht; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Studienerfahrung; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Australien
Abstract	In 1992, a study at the University of Melbourne (Australia) investigated the experiences of 1,108 freshman students in the schools of arts, economics, and commerce. Based on the results, areas for improvement in curriculum design and faculty development were identified. The three faculties were then invited to develop teaching and curriculum initiatives to improve the first-year curriculum of participating departments, provide faculty development opportunities for staff, and disseminate the project's work within the university. Nine departments were funded to give release time to 18 faculty members for group seminars and workshops; in most cases, one less experienced and one more experienced staff member from each department worked together. Emphasis was placed on innovative ideas and new pedagogical models. Focus group discussions were also conducted with students to explore the first-year experience. In May 1994, participants presented their work to department heads and deans at a seminar. In this report, the 1992 survey and results are described, summaries of the focus group work and departmental reports are provided, and case studies of biology, Chinese, and fine arts department projects are presented. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC