Transition and retention

Why ‘Transition’ in curricula and other university activities?

You will be teaching students with very different cultural, life and education experiences. From diverse starting points, these students will make transitions when entering and exiting their studies. For many learners, these transitions can be overwhelming, particularly in the initial stages; making them vulnerable to attrition.
There are things that educators and the university can do to support these transitions, such as:

making students aware of extracurricular supports and activities,
providing responsive systems and services
providing clear and accessible information.

There are also things that you can do to support students through these transitions with a curriculum and pedagogy that is engaging, transparent, supportive and relevant.

Transition and retention in curriculum

The curriculum, particularly in the first year, can be designed to support transition as a process that occurs over time. Investment in this design can support students in their initial entry, through first year, into later years and ultimately out into the world of work, professional practice and their careers.
Some practices to help your curriculum design:

Student-focussed - curriculum has clear and explicit expectations; is relevant and connects to students' life-worlds and encourages them to collaborate together in their learning
Attuned to student diversity - its content and process is accessible by, and inclusive of, all students.
Engaged - enables active and collaborative learning to maximise student engagement.
Sequenced - knowledge, skills, and attitudes are sequenced to enhance learning.
Aligned - assessments and learning and teaching strategies are aligned to the Learning Outcomes.
Evaluated - curriculum design is evidence-based and enhanced by regular evaluation that leads to curriculum development and renewal designed to improve student learning.

Assessment that supports students in transition

It helps students when:

Assessments, content and learning activities are closely aligned with clear and well-formulated Learning Outcomes (Biggs, 2005) . This keeps expectations clear and helps students learn and prepare for their final assessments.
Learning activities, content and formative assessments are intentionally designed to prepare students for summative assessments tasks. This is not ‘spoon-feeding’, but providing opportunities for students to problem-solve, think through concepts and apply knowledge that is new to them.
You collaborate with your colleagues to consider assessments in the light of the whole course so assessments can be staggered and co-ordinated with other units and can avoid duplication.
Assessments are moderated with colleagues to ensure that they are consistent and reliable (Kift, 2009)

Frequently asked questions

Where can I access support to ensure that curriculum I use supports student transitions?

The Curriculum Innovation Unit has Educational Advisors whom you can contact.
Victoria University College has a Co-ordinator of Academic Transition who oversees and supports transition activity across the University:
Kanchana Jayasuriya; Phone: +61 3 9919 4966;
Email: Kanchana.Jayasuriya@vu.edu.au
VU College has a website with further information

What professional development is available to assist me in ensuring good practice in supporting student transition?

Research and resources

Retention Kit for HE Staff

Retention Kit for VE/FE Staff

'A University-wide Approach to Educational Transition': a paper by Dr Kanchana Jayasuriya and Prof Greg Baxter with the Victoria University Educational Transition Reference Committee, November 2009

'Success in First Year', a paper by Prof Keitha Wilson from Griffith University

'Articulating a Transition Pedagogy', an in-depth paper on curriculum principles by Jennifer Radbourne and Karen LeRossignol, stemming from the Kift ALTC Senior Fellowship, November 2009

'Six Principles for Curriculum: Articulating a Transition Pedagogy', from the paper above

'Towards a Southern Theory of Higher Education', a paper on social inclusion and impacts on transition and retention, by Trevor Gale, National Centre for Student Equity in Higher Education, June 2009

Additional resources

Kift, S, Nelson, K & Clarke, J 2010, 'Transition Pedagogy: A third generation approach to FYE - A case study of policy and practice for the higher education sector', The International Journal of the First Year in Higher Education, vol. 1 no.1, pp. 1-20.
Tinto, V 2009, Taking Student Retention Seriously: Rethinking the First Year of University Study, First Year Curriculum Design Symposium, Queensland University of Technology, Brisbane, Australia http://www.fyecd2009.qut.edu.au/resources
Wilson, K 2009, The impact of institutional, programmatic and personal interventions on an effective and sustainable first-year student experience. Keynote address presented at the 12th Pacific Rim First Year in Higher Education Conference, - Preparing for Tomorrow Today: The First Year Experience as Foundation, Townsville, Australia.
Wilson, K 2011, Managing the Assessment Lifecycle: principles and practices in the first year, Presentation at the second LLN Forum July 2011, Victoria University, Melbourne.