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Volume 12 2006 - Issues of Teaching & LearningVolume 12 2006 - Issues of Teaching & Learning Volume 12 2006 - Issues of Teaching & Learning 12
Volume 11 2005 - Issues of Teaching & LearningVolume 11 2005 - Issues of Teaching & Learning Volume 11 2005 - Issues of Teaching & Learning 11
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Volume 10 2004 - Issues of Teaching & LearningVolume 10 2004 - Issues of Teaching & Learning Volume 10 2004 - Issues of Teaching & Learning 10
Volume 9 2003 - Issues of Teaching & LearningVolume 9 2003 - Issues of Teaching & Learning Volume 9 2003 - Issues of Teaching & Learning 9
Volume 8 2002 - Issues of Teaching & LearningVolume 8 2002 - Issues of Teaching & Learning Volume 8 2002 - Issues of Teaching & Learning 8
Volume 7 2001 - Issues of Teaching & LearningVolume 7 2001 - Issues of Teaching & Learning Volume 7 2001 - Issues of Teaching & Learning 7
Volume 6 2000 - Issues of Teaching & LearningVolume 6 2000 - Issues of Teaching & Learning Volume 6 2000 - Issues of Teaching & Learning 6
Volume 5 1999 - Issues of Teaching & LearningVolume 5 1999 - Issues of Teaching & Learning Volume 5 1999 - Issues of Teaching & Learning 5
Volume 4 1998 - Issues of Teaching & LearningVolume 4 1998 - Issues of Teaching & Learning Volume 4 1998 - Issues of Teaching & Learning 4
Volume 3 1997 - Issues of Teaching & LearningVolume 3 1997 - Issues of Teaching & Learning Volume 3 1997 - Issues of Teaching & Learning 3
Volume 2 1996 - Issues of Teaching & LearningVolume 2 1996 - Issues of Teaching & Learning Volume 2 1996 - Issues of Teaching & Learning 2
Volume 1 1995 - Issues of Teaching & LearningVolume 1 1995 - Issues of Teaching & Learning Volume 1 1995 - Issues of Teaching & Learning 1
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Transition and the First Year Experience

Commencing an undergraduate degree is a major transition for many first year students. Whether they are enrolling straight from school or returning to study after a break, they face a range of challenges adapting to a new environment. Students’ ability to learn can be affected negatively by problems that they are experiencing. If we recognise the complex issues that first year students face, we can be better prepared to help them make a problem-free transition.

The elements of successful transition can be broken down into three broad categories:

  • student engagement
  • adjustment to independent learning
  • adjustment to independent living

As the majority of our first year population enters UWA straight from the structured environment of secondary school, they must adjust to taking responsibility for their own learning and managing any administrative tasks associated with their degree. Some students find this challenging, especially if they are also living away from home for the first time. Of course, within our diverse student cohort, a full range of potential problems present themselves. Student Services staff have the expertise to assist with all aspects of transition and have developed a Transition Website as a convenient first point of access for both students and staff (www.transition.uwa.edu.au). If staff suspect that first year students need some help or could benefit from any of these services, students can be encouraged to call by Student Services in the Guild Village and have a chat.

Both academic and professional staff play a pivotal role in helping students make a smooth transition. Many staff have useful tips or ideas to make settling into a new routine of study simpler for students. Last year Transition staff in Student Services invited all staff to respond to an online survey to indicate ways in which they helped first year students adjust. Many innovative and easy-to-implement responses were received and collated as the First Year Initiatives Projects, and presented on the Transition Website.

Staff looking for a more in-depth discussion of transition or some new ideas on how first year students can be supported, can visit the Transition Website or contact transition@uwa.edu.au.

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