First and foremost-Enhancing the transition to university

A student’s first year at university is a crucial and sometimes difficult transition, be it from school, work, home or overseas. It is crucial in that it plays an important role in determining academic performance, self-esteem and future employment prospects (Tinto, 1987). It is difficult in that students may face problems in establishing new friendships, adjusting to increased autonomy, developing a self-directed approach to learning and finding their way around an intimidating large campus. School leavers face particular problems, being less certain of roles, less diligent in study and less academically oriented than older students (McInnes & James, 1995).

The difficulty of the transition is highlighted in a benchmark Australian study by McInnes and James (1995) where, of 4028 first year students surveyed across seven universities

• at least one third of students did not feel academically or socially connected to the university


• almost one third of students were demoralised enough to seriously consider deferring


• barely half found their subjects interesting
  
• only 53% thought that academic staff were interested in the subject they were teaching

What are some ways of easing this crucial transition? Peat, Dalziel and Grant (2000) describe an intervention undertaken by the Faculty of Science in the University of Sydney. A one-day pre-university transition workshop was held with the aim of helping students begin to establish supportive social and study-related networks. This was found to reduce anxiety and loneliness and to enhance study, self-motivation and general enjoyment of university life. Compared to attendees, those students who did not attend were significantly more likely to feel isolated or depressed and had greater difficulty adjusting to university life.

Other studies underline the importance of well-established teaching principles, including the need for early and clear communication of expected learning outcomes and provision of timely and effective feedback (McInnes & James, 1995).

• Tinto, V. (1987). Leaving college: Rethinking the causes and cures of student attrition. South Ellis: University of Chicago Press.
• McInnis, C., & James, R. (1995). First year on campus: Diversity in the initial experiences of Australian undergraduates. Melbourne, Australia: University of Melbourne.
• Peat, M., Dalziel, J., & Grant, A. M. (2000). Enhancing the transition to university by facilitating social and study networks: Results of a one-day workshop. Innovations in Education and Training International, 37, 293-303.