KIFT ALTC SENIOR FELLOWSHIP: ARTICULATING A TRANSITION...

KIFT ALTC SENIOR FELLOWSHIP: ARTICULATING A TRANSITION PEDAGOGY

December 2008

Amanda Pearce

Commentary on first year curriculum case studies:

Multiple entry points perspective

Author: Dr Amanda Pearce, Associate Director, Language and

Learning, Victoria University, Australia: The seven case studies represent seven thought-provoking,

discipline-specific approaches to intentional design of high quality first year curriculum.

Commentary on first year curriculum case studies: Multiple entry points perspective

2 Kift ALTC Senior Fellowship: Articulating a Transition Pedagogy

Author01.Dr Amanda Pearce, Associate

Director, Language and Learning, Victoria University,

Australia.

02. I oversee a cross-sectoral portfolio at Victoria University (VU) encompassing English language programs for on- and off-shore international students and for domestic Culturally and Linguistically Diverse (CALD) students; preparatory Further Education (FE) programs in the Technical and Further Education (TAFE) sector from Certificate IV to Diploma level; academic transition; Academic Language and Learning (ALL) support in the Vocational and Higher Education (VE and HE) sectors, including collaborative projects with staff; and student academic peer mentoring and Student Rovers.

03. Originally an English language teacher, I have collaborated with HE discipline staff in First Year (FY) curriculum design projects since the early 1990s.

04. I coordinated the introduction across VU HE of five Core Graduate Attributes (CGAs) in 2003–4 and am currently revising the VU CGA policy to harmonise CGAs with Employability Skills across VU’s three sectors. My publications focus on Non-English Speaking Background (NESB) immigrant workers and student diversity, and my PhD thesis explores contending discourses about work, education and training, ethnicity and language. I am a co-author of Valuing diversity: Experiences and achievements of non-English speaking background students at Victoria University (2000), and of Smoother pathways from TAFE to higher education (2000).

The first year curriculum perspective05.The seven case studies represent

seven thought-provoking, discipline-specific approaches

to intentional design of high quality FY curriculum. The perspective represented by this commentary is that of a university with multiple entry points to FY curriculum. VU students may enter FY from school in Australia or another country; from employment or unemployment; or from

TAFE programs within or outside VU. They may be international or domestic CALD students, and may be studying in VU programs on- or off-shore. VU’s emphasis on articulation pathways means that students may undertake the equivalent of FY in HE in a way that is fundamentally different from the unitary, potentially bonding experience of being part of a commencing cohort that begins the same program of study

in the same place and at the same time. Articulating students gain credit based on their TAFE studies for many or all of the subjects of study normally taken in FY, and proceed directly to the second semester, the second year or even, in some cases, the third year of a degree. Students who undertake their FY off-shore in VU’s China programs take their FY in the form of a TAFE Diploma off-shore and then articulate on-shore, or to one of the Degree programs offered off-shore.

06. I have used the Fellowship’s six first year curriculum design principles — or rather, four of them — to organise this commentary. As acknowledged by implication in all the case studies, the six principles underpinning this project overlap significantly. My comments will

It is recognised across the case studies

that transition is a major element in FY

curriculum. Importantly, the Fellowship principle

situates transition in the context of the discipline

and defines it as ‘a process that occurs

over time ...

Pearce Commentary: Multiple entry points perspective

3Kift ALTC Senior Fellowship: Articulating a Transition Pedagogy

focus on transition, diversity, design and engagement but, in doing so, will encompass assessment.

The case studies

Transition07. It is recognised across the case studies that transition is a major element in FY curriculum. Importantly, the Fellowship principle situates transition in the context of the discipline and defines it as ‘a process that occurs over time’; the duration of the transition period is considered in some detail in the Information Technology (IT) Case Study (Nelson, Queensland University of Technology (QUT)). The approaches described in the case studies are laudable in their careful situation within discipline-specific contexts. However, a proliferation of discipline-specific transition programs across a university can result in a ‘mish-mash’ of fundamentally different approaches. The Fellowship principles represent an excellent way of addressing the need to rationalise this proliferation without losing the discipline-specificity that makes programs relevant to students. VU is currently developing a university-wide approach to transition and these principles will be of great use in this endeavour.

08. At VU, generic transition initiatives are provided in the faculties (for example, faculty transition and retention officers, a transition helpdesk and a Faculty Facebook). University-wide transition assistance is provided within traditional orientation programs and through such new initiatives as ‘Student Rovers’. Rovers are paid later year students, carefully selected, trained and supervised by Academic Language and Learning (ALL), Information Technology (IT) and Library staff, who work in the Learning Commons to provide assistance to students in accessing resources relating to these three areas. These initiatives provide an essential ‘safety net’ for students, including articulating students, who miss out on discipline-specific, FY curriculum-based support.

09. VU discipline-specific approaches are exemplified by Professional Development 1

(PD1), a new compulsory subject of study for all commencing students in the Faculty of Business and Law (FoBL) (around 1250 in semester 1 2008). PD1 involves the provision of a student-centred approach to learning through innovative teaching spaces, resources and methodology. Students take 3-hour seminars in groups of 40, a shift from the large lecture group and tutorial format; they work in teams in purpose-built teaching spaces with the provision of hands-on technology. There is a strong focus on personal, professional and academic development of students, especially in the CGA areas of communication skills, team work and problem solving. Assessment is ongoing, designed to develop referencing and critical thinking skills, and an awareness of academic ‘meta-commentary’. It includes a series of small formative pieces that provide students with the chance to incrementally improve their work, based on feedback. Interactive classes are aligned to the summative assessment tasks.

10. Team assessment includes a focus on the theory and practice of working in a team and encourages reflection on the process of team work. This subject is also about personal orientation to university: the smaller group, the interactive approach in classes and the online community ensure that most students are known by not only lecturers but other students. One of the challenges to PD1, introduced on-shore only in 2008, is how to provide comparable programs off-shore in a context of shared delivery by visiting Australian and local off-shore partner academics — and even the extent to which such programs are appropriate.

Diversity11. Students’ English language and academic skills are a touchstone of diversity, with students from native English and Non English Speaking Backgrounds, school leavers, those with experience in employment, and those who are the first in their families to access HE all experiencing different, although related, challenges. I will comment here on these aspects of the case studies.



12. For both international and domestic CALD students, this area is of fundamental importance. Approximately one in four VU students are now international, with most from non English speaking countries. However, the VU cohort also includes significant proportions of students who are first in their families to undertake tertiary study and also those from CALD families who have been resident in Australia for very short to relatively extended periods but still speak a Language Other Than English (LOTE) at home. There is evidence that these students may have more difficulty adjusting to the requirements of HE study than their international counterparts (Borland & Pearce, 1999). The issue of English language entry levels and support is central for both groups.

13. Several case studies describe student selection and support from an English language and academic skills perspective. Three refer explicitly to entry requirements in English language for domestic students. The Science (Biology) Case Study (Gleeson, University of Melbourne) requires ‘at least 25 in English/English Language/Literature or at least 30 in ESL’. The IT Case Study (Nelson, QUT) refers to selection criteria in secondary study: ‘4 semesters of satisfactory achievement in English’. In the Writing and Communication (Bilby) Case Study (Radbourne and LeRossignol, Deakin University) states that ‘satisfactory English levels of achievement’ are required at entry.

14. For international students, Australian government regulations require a score of 6 on the International English Language Testing System (IELTS) test in order to gain a visa for study in HE. According to the IELTS Handbook (2006, p. 7), further post-entry English study is required for students with IELTS 6 entry levels in all academic, as opposed to training, programs. VU’s recent English language entry levels report (Borland, Pearce & England, 2007) recommended the adoption of program structures that are sufficiently flexible to enable students to have access to credit-bearing English language and ALL subject/s; the introduction of systematic learning needs analysis in relation to English language and communication

skills; and the capacity to mandate specific additional skill development. The Science (Biology) Case Study (Gleeson, University of Melbourne) appears to be the only case study where diagnostic testing occurs for both international and domestic students and also where further English language subjects are systematically offered and mandated for some students.

15. The Writing and Communication (Bilby) Case Study (Radbourne and LeRossignol, Deakin University) describes Writing for Professional Practice as a credit-bearing subject of study relevant to ‘all undergraduate university students’, but rather than being linked to entry testing is ‘a core [subject] in some majors and may also be taken as an elective’. It is not clear to what extent this Deakin subject is able to be customised for students from particular disciplines; at VU, this often depends on whether students from a variety of disciplines are mixed in one class or whether a homogeneous group takes the program.

16. One of the difficulties in making credit-bearing English language and academic skills programs available to students is a lack of curricular flexibility. The new model at The University of Melbourne provides an interesting approach to providing such flexibility; as described in the case study, the Melbourne concept of ‘breadth’ enables any students requiring English language and Academic Language and Learning (ALL) study to undertake it for credit within their program. The purpose of the QUT IT Case Study’s ‘complementary studies’ component is not clear; it is referred to as a ‘discipline’ component, but could perhaps also enable English language and ALL study.

17. The Melbourne Science (Biology) Case Study links diagnostic testing clearly with ongoing ALL support. The QUT IT Case Study refers to English as a Second Language (ESL) as a ‘trigger’ leading to ‘proactive contact’ with students to offer support and advice; it is unclear from the case study what indicator of ESL is used, but it appears to be demographic rather than test based. This represents a superficially attractive approach to dealing with linguistic diversity.



18. However, experience at VU suggests that great care needs to be taken when institutionalising assumptions about students’ need for support based on their demographic characteristics, particularly without confirmation of individuals’ actual linguistic needs through a diagnostic test. Certain individuals or groups of students may be alienated and become resistant due to deficit models underlying these assumptions, particularly when they are conspicuously differentiated from the rest of their cohort as a result (Borland & Pearce, 1999).

19. Entry levels of English language for international students may be complicated by alternative entry pathways which enable international students to bypass formal IELTS testing. Such pathways may involve English language or VE programs that are deemed to assure a certain language gain, but quality assurance of such pathways requires careful monitoring.

20. VU’s recent English Language Entry Levels Report (Borland, Pearce, & England, 2007) also recommended an audit of pathways from English Language Intensive Courses for Overseas Students (ELICOS)/Intensive English into VU’s VE or HE programs and from VE to VU HE programs that do not involve independently validated testing, and ‘the development of a set of criteria to ensure that the program that has an assumption of English language gain has adequate expectations and quality assurance in relation to English language and communication, possibly based on those developed at UniSA’ (Leask et al., 2003, in Borland, Pearce, & England, 2007).

21. ALL support at VU is provided for all students, based on the significant CALD domestic cohort in the university and on the belief that explicating the target behaviour (that is, appropriate academic discourse in the various disciplines) is most effective for all students. This is based on the principle that support is most useful to students when it is provided in the context of the discourse of the chosen discipline and of the English language and ALL requirements of the assessment tasks students must complete — ‘assessment

drives learning’ (see discussion in Law Case Study (Westcott, James Cook University (JCU)).

22. These principles underpin several of the case studies. The Education Case Study (Healy, QUT) encourages students with English as a Second Language to ‘engage with assessment in acknowledgment of their diversity’, specifically including activities around academic literacies (reflection, analysis, critique and summary) that also focus on understanding and responding to assessment (marking criteria). The Science

... the VU Management and Organisation Behaviour (M&OB) team has created learning materials that

scaffold the skills needed for assessment tasks

into steps of increasing complexity. These have

been incorporated into the lecture and

tutorial structure as a self-paced, CD-ROM of

contemporary learning experiences, integrating

video, audio, text and hyperlinks that can be controlled by the students to match

their personal pace and level of comprehension,

ensuring equity of access for all students.

Students regard this as a highly effective

support in engaging with assessment tasks.



(Biology) Case Study’s Academic interactive Portal (AirPort), developed with staff from the Language and Learning Skills Unit, includes discipline-specific writing activities that assist students to see their essays from a marker’s point of view. The JCU Law Case Study uses ‘criteria-based’ assessment grids, discussed with students beforehand. Other techniques relating to the staging and explication of assessment tasks include ‘workshopping essays’, the use of models and templates (Writing and Communication (Bilby) Case Study), and the provision of annotated examples of poor and exemplar assignments (Education Case Study), all of which are considered good practice in supporting international and CALD students as well as native English language speakers.

23. The Writing and Communication (Bilby) Case Study highlights the importance of staging and scaffolding of writing tasks within subjects of study ‘with progression from essay writing (known skill and within student comfort zone) through analysis of readings to development of appropriate voice in persuasive writing for stipulated audience’. As illustrated in the Science (Biology) Case Study, the staging and scaffolding of assessment offers an excellent focus for collaboration between ALL staff and faculty teaching staff. For example, the VU Management and Organisation Behaviour (M&OB) team has created learning materials that scaffold the skills needed for assessment tasks into steps of increasing complexity. These have been incorporated into the lecture and tutorial structure as a self-paced, CD-ROM of contemporary learning experiences, integrating video, audio, text and hyperlinks that can be controlled by the students to match their personal pace and level of comprehension, ensuring equity of access for all students. Students regard this as a highly effective support in engaging with assessment tasks.

24. Neither of the Canadian case studies — Applied Sciences (TechOne) Case Study (Fee and McCracken, Simon Fraser University) nor Arts and Social Sciences (Explorations) Case Study (Marchbank and Fee, Simon Fraser University) — mentions English or language. However, TechOne

has a writing-intensive subject entitled TECH101: Communication, Teamwork and Collaborative Process and the case study refers to core university requirements, including writing graduation requirements, which the TECH subjects are designed to help students to complete. Students requiring additional writing support are referred to the Student Learning Commons, where they can work more intensely with a Writing Coordinator or Peer Educator. In the Explorations Case Study it is stated that:

The potential for entering diversity in literacy and numeracy achievement (and the possibility that students might have to take developmental subjects in academic literacy and numeracy) was explicitly addressed. Students entering SFU who do not have high enough grades in high school English or Mathematics (75% or 60%, respectively) must take the subjects Foundations of Academic Literacy or Foundations of Academic Numeracy within their first two years in order to be able to register in a subject specifically designed as being writing-intensive (W) or quantitative (Q). Up to 30% of Explorations students do not have a high enough grade to immediately be able to register in a W subject, so it made sense not to develop Explorations subjects as writing-intensive. All Explorations subjects do, however, introduce students to academic writing ...

25. A number of case studies mention student reflection, and the use of reflective writing in assessment (see, for example, Law Case Study (Westcott, James Cook University)). However, there is little discussion of reflective writing as a genre (but note Roebuck, Westcott, & Thiriet (2007) referenced in the JCU Law Case Study). At VU we have found that international or CALD students may have particular difficulty with this concept, which may be unfamiliar to them in an educational context. The concept itself, and the consequent expectations placed on students, may be unclear to some discipline staff as well as to students. The boundary between conventional academic writing and reflective writing, particularly when academic referencing is expected in both (as in the JCU Law Case Study), needs to be well defined in terms of the purpose and characteristics of the writing, the expected formality of language, and the acceptability of referring to self in personal terms, when explicating the genre for students.



26. The description of the JCU Law program does not mention international or CALD students, nor does it explicitly refer to English language; this is probably because these students do not form part of the JCU Law cohort. However, from our experience at VU, the importance of preparatory material relating to specific content areas, in addition to academic writing etc. is particularly crucial in disciplines such as law. International or local CALD students may be completely unfamiliar with many basic aspects of the legal system in Australia or other Western countries that we take for granted: for example, the role of lawyers; the adversarial system; and the use of precedent may need to be explained in a different way to international or CALD students. Law is a major (although certainly not the only) discipline where assumed knowledge can be a significant barrier for international or CALD students. VU ALL staff have collaborated for many years with law staff in the FoBL to develop introductory content materials for these students on the Australian legal system, as well as on legal reasoning, research and writing.

27. International and CALD students are likely to have particular difficulties in participating orally in tutorials, arising from a lack of conviction that this is actually desirable behaviour, due to previous educational experience; from lack of skill in effective ‘turn-taking’; and from English language difficulties that impede them in processing what is being said and preparing an answer quickly enough to respond. Assessment of oral participation (see, for example, JCU Law Case Study) needs to be carefully explained and scaffolded, with structured opportunities for practice, if it is not to disadvantage these groups.

Design28. As a multi-sectoral institution with HE, VE and FE programs, VU places increasing emphasis on articulation; that is, systemic arrangements enabling students to gain credit within HE programs for elements of their VE or FE study. Traditionally, credit has been awarded for HE subjects forming part, or all, of the first year curriculum.

This practice throws up a fundamental complication in FY curriculum design for VU, and for the many other universities that offer credit for VE and FE study. Most VE programs that provide credit do not offer a smooth pathway into HE in terms of the ‘depth and detail of subject knowledge, pedagogical approach and assessment, and the level, genre and independent nature of academic research and writing’ (Pearce, Murphy, & Conroy 2000, p. 1). At VU, the problem is exacerbated by the fact that a large proportion of international students enter HE through articulation pathways, including pathways involving VU VE programs conducted off-shore. Thus, these students may arrive in Australia for the first time and enter HE without the benefit of FY programs.

29. Solutions to this problem might involve:1. Alternative approaches to credit,

whereby exemption is offered only for FY subjects of study that do not carry FY transition support.

2. Intentional curriculum design in the VE/FE ‘feeder’ program that provides elements of FY curriculum.

3. Intentional curriculum design in later year HE subjects of study that provides elements of FY curriculum.

4. Intentional joint curriculum design involving both 2 and 3.

5. Various ‘bridging’ programs that provide elements of the transition support offered within FY curriculum subjects.

30. This issue is not a major consideration in the case studies, with the exception of the QUT IT Case Study, which indicates that credit is not given for the core subjects but for a ‘complementary studies’ component, an example of Approach 1 (above). At VU, the following approaches are being used in different areas:

1. Alternative approaches to credit

31. With the introduction of PD1 in the Faculty of Business and Law, a new approach to credit was introduced whereby articulating students are now required to



undertake PD1. Discussions are under way regarding the further use of Approach 1 across the university.

2. Elements of FY curriculum within VE/FE program

32. This approach is exemplified within a major pathway into the HE Faculty of Arts, Education and Human Development, involving the FE Diploma of Liberal Arts. This Diploma is specifically designed to prepare students for HE study, and includes support subjects focusing on Academic Discourse and Learning to Learn as well as certain FY HE subjects, thereby providing significant support for students in a small-group, high contact-hours context. Students who have entered the Diploma with low or no tertiary entrance scores are highly successful when they articulate into HE.

33. Another new use of Approach 2 at VU is the development of a new Diploma of Business and Enterprise for international students. An oft-cited impediment to Approach 2 is the fact that many domestic students undertake VE programs for the sole purpose of gaining an immediate vocational outcome; that is, they have no intention of articulating into HE, and activities designed to prepare them for HE are inappropriate for them. The needs of the students in the group who do intend to articulate are therefore difficult to accommodate within the same program. In the case of international students in the VU International Business pathway, however, this duality of purpose does not exist, because all students articulate; further, all students need to develop their English language levels sufficiently to enable them to reach an IELTS 6 equivalent and to cope with the demands of study in second year HE subjects.

34. The new curriculum is being developed to focus on the acquisition of the key concepts and understandings of the FY HE subjects for which credit is granted, while simultaneously developing students’ English language and academic skills in the discipline context. An approach involving ‘a reduction in the amount of content to be

covered, and a lesser emphasis on actual content, coupled with an increased focus on skill development’ (JCU Law Case Study) is being adopted.

35. While the TAFE accreditation system can be a constraint, it also offers some useful approaches to curriculum design. Another pilot project uses TAFE Concurrent Study modules to enrol students undertaking an Advanced Diploma in the discipline of Law in additional hours that enable them to develop the skills of legal writing and research; this program assists students both intending to articulate and those exiting to employment.

3. Elements of FY curriculum within later year HE subjects of study

36. In a number of VU pathways programs, transition subjects are embedded in the HE program at the appropriate stage: for example, the Bachelor’s Degree in Dermal Therapies is a 2.5-year program designed for students who have completed a TAFE Diploma in Beauty Therapy; thus, the Diploma forms the equivalent of the first semester in a 3-year degree program. The first HE semester includes a HE introductory subject entitled Health Research Study Perspectives, which introduces and develops HE academic skills.

4. Intentional joint curriculum design

37. Another entry point into FY HE programs at VU is from a VE program that has been developed together with a HE program and effectively forms a part of that program. A number of VU degrees feature intentional curriculum design by a group that includes HE and VE staff, although the extent to which formal curriculum may be modified in the VE program is limited by nationally accredited Training Packages. An example is the Diploma and Degree in Music, where integration of the VE and HE programs is facilitated through co-location of programs; a purpose-designed orientation program for all articulating students; staff who teach



across both sectors; VE staff awareness of HE curriculum so they can include required skills within the Training Package framework requirements; combined VE/HE Team Meetings; and provision of additional academic support to VE students who have articulated to HE programs, such as academic workshops, literacy and research skills tutorials. The three year (seven semester) vocational degree in Youth Work also begins as a Diploma; it is advertised as one program; its curriculum has an intentionally designed sequential theory and practice stream; staff work together to support students and advise on pathways; a workplace learning coordinator is shared between the two sectors; and students on placement are referred to as first, second or third year.

5. ‘Bridging’ programs38. Various attempts have been made at VU to provide bridging programs between TAFE and HE programs for the benefit of articulating students; for example, a program in Nursing focuses on Division 2 nurses articulating from the Certificate IV in Health (Nursing). The bridging program focuses on lateral thinking and problem solving, and consists of two study days using a rapid problem based learning (PBL) learning cycle in order to prepare them for the PBL approach in HE.

Engagement39. The use of later year students in a variety of roles is a recurring theme in the case studies. At Simon Fraser University in the Applied Sciences (TechOne) Case Study, student ambassadors are used in orientation activities and student moderators host an online forum for new students. Non-academic peer mentoring is used in Education at QUT. Students are also used in academic contexts: new students may access writing support provided by student Peer Educators as well as staff Writing Coordinators in the Simon Fraser University Learning Commons; JCU also uses continuing law students as peer mentors to assist first year students with transition.

40. In common with a number of other Australian universities, VU has a rapidly expanding student peer mentoring program providing assistance to FY students. In order to assist students to build their social and academic networks, the VU School of Accounting and Finance runs an academic peer mentoring program for one of the largest FY core subjects, Accounting for Decision Making (ADM) with over 700 students in any given year. The discipline was selected for the program due to students’ perception of it as difficult. Mentors are second, and sometimes third year, students who previously achieved High Distinction (HD) grades in ADM, and who assist with any accounting-related academic issues new students may have. Working closely with the Unit of Study Coordinator, the mentors run weekly group mentoring classes for FY students. Many mentees go on to become mentors in later years.

41. The involvement of international students in student academic peer mentoring programs is a very successful strategy for facilitating engagement between CALD and native English-speaking students. The inclusion of international students as mentors, with the training and support that they receive in the role, can overcome the sense that local students may have of these students as socially and culturally lacking, by enabling them to demonstrate their academic strengths. In recognition of the articulation challenges described above, pilot cross-sectoral mentoring programs have recently been introduced at VU, whereby HE students mentor VE students intending to articulate, in some cases VE Diploma students who are still off-shore but intend to come on-shore for their second and third year HE study.

Implications for implementation42.This section signals the importance

of the teaching team in FY programs. One aspect of the

teaching team is ongoing professional development, particularly with the staff turnover that unfortunately still



characterises FY teaching teams. With regard to international and CALD students, VU has recently recommended systematic professional development focusing on English language skills development and assessment strategies for teaching staff, to enhance their capacity to incorporate these in their teaching.

43. The development of the teaching team is a central aspect of improving FY curriculum design that is somewhat underplayed in the case studies with the exception of the JCU Law Case Study.

44. This is a particular challenge when programs are taught off-shore. The compulsory VU FY undergraduate Bachelor of Business subject M&OB is taught at VU in Melbourne with high proportions of NESB, first-in-family and alternative entry students, and at partner institutions in Malaysia, Hong Kong and Beijing.

45. Over the last six years, a large and geographically dispersed collaborative teaching team has evolved, including sessional staff, partner institutions’ teaching staff, and VU ALL staff. The team has developed scaffolded assessment approaches and new approaches to internationalised pedagogy based on active and reflective inquiry into the scholarship of teaching. Informal mentoring of new staff teaching the subject fosters communication between all involved, and crystallises shared values about practice. A practice of

informal voluntary peer review of teaching has evolved amongst the team. Responses from students indicate far greater subject clarity, relevance and sense of achievement. The team won a Carrick (now Australian Learning and Teaching Council) Citation for their outstanding contribution to student learning in 2007, in recognition of a teaching partnership that is innovative in its calling on the skills of discipline and ALL staff on-shore, and of off-shore discipline staff, in a way rarely seen in Australian tertiary institutions.

ReferencesBorland, H., & Pearce, A. (1999). Valuing

diversity: Experiences and achievements of NESB students at Victoria University. Melbourne: Victoria University, Centre for Educational Development and Support.

Borland, H., Pearce, A., & England, R. (2007). Review of VU English language entry levels for international students. Melbourne: Victoria University.

Pearce, A., Murphy, H., & Conroy, P. (2000). ‘Smoother pathways from TAFE to higher education. In Flexible learning for a flexible society: Proceedings of the ASET/HERDSA 2000 Joint International Conference. Toowoomba, Qld: University of Southern Queensland.

SupportforthispublicationhasbeenprovidedbytheAustralianLearningandTeachingCouncilLtd,aninitiativeoftheAustralianGovernmentDepartmentofEducation,EmploymentandWorkplaceRelations.TheviewsexpressedinthispublicationdonotnecessarilyreflecttheviewsoftheAustralianLearningandTeachingCouncil.

FurtherresourcesdevelopedunderthisALTCSeniorFellowship,Articulating a TransitionPedagogy,areavailableathttp://www.altcexchange.edu.au/first-year-experience-and-curriculum-design

http://www.altcexchange.edu.au/first-year-experience-and-curriculum-design

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