Sorrel Penn?Edwards|Sharn Donnison
Engaging with Higher Education Academic Support: a first year student teacher transition model
Griffith University|University of the Sunshine Coast|University of the Sunshine Coast|Griffith University
need redefinition first year experience higher education advocated aid two models although focused sample australian preservice teaching students proposed generalisable across first year introduction mores higher education generally supported teaching institutions orientation days first weeks study assumption students prepared academic study institutions invested significantly providing range resources services support process effectiveness relies timely appropriate use students proposed first year students transition identified fyst unique important experience first series transitions occur throughout tertiary study also argued student engagement explicitly linked critical points academic programme student teacher focus group feedback suggests timely individualised prioritised survival tips support may key aiding students transition higher education valuable student retention