%0 Journal Article
%T Transition pedagogy: A third generation approach to FYE - A case study of policy and practice for the higher education sector
%A Sally Kift
%A Karen Nelson
%A John Clarke
%J International Journal of the First Year in Higher Education
%D 2010
%I 
%R 10.5204/intjfyhe.v1i1.13
%X Current research and practice related to the first year experience (FYE) of commencing higher education students are still mainly piecemeal rather than institution-wide with institutions struggling to achieve cross-institutional integration, coordination and coherence of FYE policy and practice. Drawing on a decade of FYE-related research including an ALTC Senior Fellowship and evidence at a large Australian metropolitan university, this paper explores how one institution has addressed that issue by tracing the evolution and maturation of strategies that ultimately conceptualize FYE as ˇ°everybody's business.ˇ± It is argued that, when first generation co-curricular and second generation curricular approaches are integrated and implemented through an intentionally designed curriculum by seamless partnerships of academic and professional staff in a whole-of-institution transformation, we have a third generation approach labelled here as transition pedagogy. It is suggested that transition pedagogy provides the optimal vehicle for dealing with the increasingly diverse commencing student cohorts by facilitating a sense of engagement, support and belonging. What is presented here is an example of transition pedagogy in action.
%K transition pedagogy
%K first year curriculum principles
%K engagement
%K first year experience
%U https://www.fyhe.com.au/journal/index.php/intjfyhe/article/view/13