Kift, S. (2009). Articulating a transition curriculum to scaffold and to enhance the first year student experience in Australian higher education. Final Report for ALTC Senior Fellowship Program.
Kift argued for the adoption of a curriculum approach to first year experience (FYE) and having this centrally placed as the academic and social organizing device. This included developing curriculum that responded to increasing first year student diversity and which enabled academic and professional partnerships. Guiding principles that were identified included:
- Transition: from prior learning to the higher education experience, through first year, to later years
- Diversity: accessible and inclusive of all students, responsive to special learning needs
- Design: learner focused, explicit and relevant, assists student development and engagement
- Engagement: engaging and involving curriculum pedagogy enabling active and collaborative learning
- Assessment: supportive of a successful transition and formative feedback to aid learning
- Evaluation: regular to aid curriculum development and renewal designed to aid student learning
(see Appendix 1, p. 40).
A major outcome of the project was the articulation of a ‘transition pedagogy’ (Kift & Nelson, 2005), which scaffolds and mediates the first year experience to cater for diversity.