In all their diversity, students come to higher education to learn and that it is within the first year curriculum that students must be inspired, supported, and realise their sense of belonging; not only for early engagement and retention, but also as foundational for later year learning success and a lifetime of professional practice. Generally, the first year experience (FYE) work and research that has occurred to date has been around the curriculum, or in aid of it, but has not come in from the curriculum’s periphery to focus on what intentional and holistic first year curriculum design, which is at the centre of the student FYE, might optimally entail. This requires a shift from primarily co-curricular ‘first generation FYE approaches’ to ‘second generation FYE strategies’ (Gale, 2009, 13; Wilson, 2009, 10) that focus squarely on enhancing the student learning experience through pedagogy, curriculum design, and learning and teaching practice in the physical and virtual classroom.

This Web resource presents the findings and outcomes of Sally Kift’s Australian Learning and Teaching Council (ALTC) Senior Fellowship, Articulating a Transition Pedagogy to Scaffold and to Enhance the First Year Student Learning Experience in Australian Higher Education to Enhance Transition. We hope you will find this site useful.

You can find the full Transition Pedagogy website here: