Konjarski, Loretta ORCID: 0000-0003-2624-7493, Oraison, Humberto ORCID: 0000-0002-5997-6265, Weldon, John ORCID: 0000-0002-8103-0636 and McWilliams, Alan (2022) Everybody’s Business: A whole of Institution Approach to Transitions Pedagogy. In: HERDSA 2022, 27 Jun 2022 - 30 Jun 2022, MCEC, Melbourne, Australia.

Abstract

Background/context. Victoria University’s decision to adopt The Block Model of teaching in 2018, was driven by a need to deliver a better first-year experience in order to address declining retention and student satisfaction. This new experience was based on research by (Bass, 2012; Chickering and Gamson, 1987; Kift, 2008; Kuh, 2018; Tinto, 2003) that called for a concerted and whole of institution focus on transition and curriculum reform. Although this radical move took place in 2018, the intention to involve the whole university in transition continues. The initiative/practice. This showcase will outline the targeted approach to transition pedagogies as a whole institution approach at Victoria University. The review and improvement of Orientation sessions, learning Hub support, the Kick start program, Block 1 units, Block 8 capstone units and transition to discipline colleges and second year will be examined. The First Year College and its commitment to transition as an ongoing process will be explored and the role of the VU Block model as a vehicle for continual change is discussed. Methods of evaluative data collection and analysis. Institutional and external data that details student engagement in a range of student-centered transition programs (both qualitative and quantitative) will be analysed. Transition pedagogies within first Block units and capstone units will be evaluated. The transition to second year program will be further explored using both qualitative and quantitative methods. Multiple vantage points will offer a holistic reflection of the student experience. Evidence of outcomes and effectiveness. The whole of institution approach to transitions pedagogy is a continuing successful at Victoria University as attested by the data (both qualitative and quantitative) evidenced by institutional and independent indicators. This data will clearly demonstrate the ongoing effectiveness of the whole of institution approach to transition and the transformational pedagogical principles to support it.

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