{"id":18155,"date":"2023-05-26T14:55:29","date_gmt":"2023-05-26T04:55:29","guid":{"rendered":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/?p=18155"},"modified":"2023-05-26T14:55:29","modified_gmt":"2023-05-26T04:55:29","slug":"transition-to-university-2023-update","status":"publish","type":"post","link":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/transition-to-university-2023-update\/","title":{"rendered":"Transition to University – 2023 update"},"content":{"rendered":"

What is transition?<\/h2>\n

Transition to university is a critical period for students as they move from high school to tertiary education, return to study, or join us from any number of other responsibilities. This period can be both exciting and challenging, as students are faced with new academic, social, and personal responsibilities.<\/span> Kift (2009)<\/span><\/a> highlights the importance of supporting students through transition to ensure their success in university as \u201ceveryone\u2019s business\u201d. She advocates for a holistic approach to transition, embedding transition in the curriculum to be supported by the teachers they relate most closely to and aligning it to students\u2019 current circumstances. It is crucial to allow space in the curriculum for social interaction and the development of essential skills such as time management, understanding of the \u2018<\/span>hidden curriculum<\/span><\/a>\u2019 and critical thinking. By investing in the transition process, we can promote student engagement, retention, academic success, and overall wellbeing.<\/span><\/p>\n

Central to a successful transition is the development of belonging. Belonging is a fundamental human need, fulfilling the desire to connect with others and contribute to society. According to<\/span> Walton and Wilson<\/span><\/a> (2018, p.624), individuals have an innate drive “to be accepted and included, to be valued members of social groups, and to contribute positively to the lives of others”. This concept has significant implications in education, where a sense of belonging can greatly influence student success across different contexts and demographics. A growing body of research demonstrates the importance of belonging in academic settings (<\/span>Allen et al., 2018<\/span><\/a>;<\/span> Korpershoek et al., 2020<\/span><\/a>;<\/span> Edwards et al., 2022<\/span><\/a>), with students who feel a sense of belonging\u00a0<\/span>more likely to achieve positive educational outcomes<\/span><\/a>. The qualities that make the University of Sydney attractive to students – such as its imposing architecture, size, comprehensive curriculum and entry standards – also make it imposing for our students who come from a\u00a0<\/span>wide range of backgrounds<\/span><\/a>. Arriving at Sydney without an already established network of friends or strong family support, it is easy for students to feel that they do not matter and do fit in –\u00a0<\/span>that they are imposters<\/span><\/a>.<\/span><\/p>\n

Our students need to know that they matter and fit in. Our own analyses have demonstrated that our students historically report a low sense of belonging to the University and that this deteriorated further during the pandemic. They also show that belonging is strongly correlated with academic success and overall satisfaction and that these links existed before and after the pandemic. In addition, they show that belonging is associated with what happens in the classroom and the central role of the <\/span>student-educator relationship<\/span><\/a>.<\/span><\/p>\n

Transition at Sydney<\/h2>\n

In 2020, as part of the<\/span> Student Experience Strategy<\/span><\/a> the University of Sydney embarked on a project to integrate<\/span> intentionally designed activities<\/span><\/a> based on \u201cwise interventions\u201d (<\/span>Walton and Wilson, 2018<\/span><\/a>) into first-year undergraduate units. This was primarily to ensure that commencing students had opportunities to form relationships with their peers and teachers and to counter <\/span>imposter syndrome<\/span>. Funds were provided to pay for tutors to be trained in running the activities. Thanks to feedback from coordinators, tutors, and students over the past three years the activities have been iteratively improved, and we now offer a suite of activities<\/a> that can be selectively chosen and adapted to the needs of units and their context.<\/span><\/p>\n

The<\/span> 2032 Strategy<\/span><\/a> further highlights the importance of a considered approach to transition, in our goal to build our students\u2019 confidence in their abilities, support them in developing clear personal goals, and feel a sense of belonging to the University community. Central to the 2023 Strategy is enhancing the diversity and success of all students. A <\/span>transformational education<\/span><\/a> is built on a strong beginning, particularly for those from traditionally underrepresented groups.<\/span><\/p>\n

Given the \u201c<\/span>stunning level of disconnection<\/span><\/a>\u201d with studies experienced by staff and students in 2022 at <\/span>Sydney<\/span><\/a> and worldwide, the ongoing effects of lockdowns and the pandemic on our student\u2019s ability to connect socially, the sudden return of all students to campus, the rapid rise in the cost of living and the impact of generative AI, 2023 is proving to be a pivotal year for higher education and our students. Starting well with a renewed focus on transition was essential.<\/span><\/p>\n

Embedding transition activities into first-year units<\/h3>\n

Leading into semester 1 2023, faculty and school education leaders, in partnership with Educational Innovation, identified 33 first-year units in which to embed transition activities, with the aim of covering as close to 100% of commencing undergraduate students as possible. Educational Innovation worked with unit coordinators to scope how to customise and adapt the activities to fit their students, individual disciplines and teaching contexts<\/strong>. Across these units, both large and small, 156 tutors, demonstrators, and unit coordinators attended training sessions on implementing our four core transition activities:<\/span><\/p>\n