Year: 2025
Type: article
Abstract: This practice report examines how an implementation of Kift’s (2009) Transition Pedagogy evolved over 15 years in a First and Further Year Experience (FFYE) program at an Australian university. Designed to enhance student success, particularly for students from low socio-economic status (LSES) backgrounds, the program applies Transition Pedagogy principles through a framework focused on student identity and belonging, curriculum, academic and professional staff, and supportive infrastructures. Forums and grants have promoted engagement with inclusive, student-centred practices, collaborative design, student agency, and personalised learning. Transition Pedagogy’s curriculum principles have proven adaptable to changing institutional strategies and higher education contexts. The program’s shift from teacher-driven to partnership-driven models, emphasising student voices and mattering, illustrates how Transition Pedagogy can evolve and provide a transformative framework for enhancing student engagement and success.
Source: Student Success
DOI: 10.63608/ssj.3808
Authors: Kathy Egea, Jo McKenzie
Institution: University of Technology Sydney
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
Funder: Strong
OpenAlex ID: W4416589863
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