http://hdl.handle.net/2328/25384 2013-05-24T13:58:17Z 2013-05-24T13:58:17Z Luzeckyj, Ann http://hdl.handle.net/2328/25412 2013-05-13T02:02:45Z 2009-01-01T00:00:00Z

Title: Are the changing discourses of lifelong learning and student-centred learning relevant to considerations of the first year experience as foundation? Authors: Luzeckyj, Ann Abstract: Utilising tools mainly provided by Foucault this paper explores how “lifelong learning” and “student-centred learning” have developed in neo-liberal times. An exploration of these discourses has particular relevance to the first year experience because their changing emphasis provides insight into how university qualifications are seen as a gateway to improved job prospects rather than valued as an opportunity to develop better educated citizens. I suggest these issues are imperative when considering the first year at university as a foundation year.

2009-01-01T00:00:00Z Luzeckyj, Ann Agutter, Karen Sliuzas, Regina Aldona Schmidt, Lisa Reynolds, Louise Colleen http://hdl.handle.net/2328/25411 2013-05-13T02:02:44Z 2010-01-01T00:00:00Z

Title: Formally calling the CoPs for staff working with first year students Authors: Luzeckyj, Ann; Agutter, Karen; Sliuzas, Regina Aldona; Schmidt, Lisa; Reynolds, Louise Colleen Abstract: Drawing on both Community of Practice (CoP) and First Year in Higher Education (FYHE) literature this nuts and bolts session will explore whether the FYHE community may be identified as a CoP. This discussion will be used as a springboard to a presentation on the development of CoPs that support the FYHE teaching community in other Australian universities and the establishment of the CoP for staff who work with first year students at Flinders University. The presentation will outline why a CoP was established to support first year teaching and how the initiative is progressing. Participants will be provided with time to either consider the CoPs at their own institutions or to consider whether investing in one is an appropriate strategy to support staff who work with first year students.

2010-01-01T00:00:00Z Luzeckyj, Ann Burke Da Silva, Karen Loreen Scutter, Sheila Palmer, Edward Brinkworth, Russell http://hdl.handle.net/2328/25409 2013-05-13T02:02:47Z 2010-01-01T00:00:00Z

Title: “Don’t ask me what I think of you I might not give the answer that you want me to”: An exploration of 1st year university students’ expectations and experiences from the students’ and the teachers’ perspectives. Authors: Luzeckyj, Ann; Burke Da Silva, Karen Loreen; Scutter, Sheila; Palmer, Edward; Brinkworth, Russell Abstract: Students are likely to approach their first days at University with a mixture of excitement and trepidation. They may be enthusiastic about their independence and learning new skills and knowledge, but may also be nervous about the many unknowns facing them. These feelings and expectations may have greater ramifications than immediate student happiness and comfort and may impact on student retention and motivation. It is therefore important that potential sources of dissatisfaction are known so where possible they can be addressed, resulting in better matches between experience and expectations and improved outcomes for all. This session will introduce a research project that explores the mismatch between experience and expectations of commencing students across the three universities in South Australia. It will provide an opportunity for participants to learn about the research, discuss its potential value and consider any possible risks associated with research which compares expectations with experience.

2010-01-01T00:00:00Z Scutter, Sheila Palmer, Edward Luzeckyj, Ann Burke Da Silva, Karen Loreen Brinkworth, Russell http://hdl.handle.net/2328/25408 2013-05-13T02:02:47Z 2011-01-01T00:00:00Z

Title: What do commencing undergraduate students expect from first year university? Authors: Scutter, Sheila; Palmer, Edward; Luzeckyj, Ann; Burke Da Silva, Karen Loreen; Brinkworth, Russell Abstract: The expectations of students entering their first year of undergraduate study in South Australia were investigated. Responses from 3,091 students allowed a comprehensive understanding of students’ expectations. Most respondents (70%) were entering university directly from secondary school and most (78%) were studying in their program of first choice. The major factor in program choice was interest in the topic, followed by career prospects. The need to understand the expectations of students commencing university is becoming even more important with many universities aiming to increase participation from previously under-represented groups. Only 30% of students had realistic expectations about the amount of study required to succeed at university. Most students felt that feedback on submitted work, and on drafts of work, would be important for their learning. Having easy and convenient access to teaching staff outside of face-to-face teaching was seen as an important factor in success. Ninety-one percent of students felt that having friends studying at the same university would provide support, but 25% did not know anyone studying at the same university.

2011-01-01T00:00:00Z