Introduction to the project by Dr. Anita Brady
Implications of NCEA for First-year University Students
In these videos, Mike summarises and explains the key differences between NCEA and University, and the impact these differences can have on students' approach to learning at University. Among the topics discussed are
- NCEA grading structures
- the role of teachers in NCEA
- the flexibility of the curriculum and what kind of assumptions we can make about our students' shared knowledge base
- specific things students often do at University as a consequence of NCEA that cause them problems
NCEA vs. University: Training vs. Education
In this video Mike answers two key questions:
- Why is it important to focus on transition to university for first year students?
- What are the key differences between the NCEA learning environment and the university learning environment?
Approaches to Learning in NCEA
In this video, Mike discusses the kinds of learners NCEA often produces. Among the issues covered are: NCEA grading structures, approaches and motivations to coursework, the role of teachers in the classroom, and modes of assessment work to shape the type of learners we get in our lecture theatres and tutorials.Being aware of these differences can help to ease the transition of students into the university setting.
Course Content: What Students Learn in NCEA
Videos 3 and 4 respond to the key questions staff often ask about NCEA. The questions addressed in part 3 are:
- Given the flexibility of NCEA, are there any assumptions we can make about what students know in particular subjects?
- How is course content decided in NCEA and who chooses what topics will be taught?
- Is there a core curriculum/base of knowledge from which all NCEA graduates learn?
Possible Consequences of NCEA on First Year Learning
In this video, Mike answers these common questions:
- Are there specific things students do in their first year that might be a consequence of the way NCEA works?
- How does this manifest in how students approach testing, assessment, and their expectations of academic staff?
Students from Different Backgrounds
In this video Mike addresses the question of whether socioeconomic and/or cultural contexts have an impact on University preparedness in relation to NCEA.
How We Can Help Ease the Transition
Mike outlines his 5 key pieces of advice on what first year coordinators can do to help ease the transition to university from the NZ secondary school context:
1. Be prepared to compromise the amount of subject content in your 100-level courses
2. Think about what makes a good tutor, and get your tutors involved
3. More differentiation of teaching approaches
4. Engage with and employ technological strategies , balanced with face-to-face methods
5. Talk to your colleagues!
1. Be prepared to compromise the amount of subject content in your 100-level courses
2. Think about what makes a good tutor, and get your tutors involved
3. More differentiation of teaching approaches
4. Engage with and employ technological strategies , balanced with face-to-face methods
5. Talk to your colleagues!
Transition Assessment by Dr Claire Timperley
In this video Claire Timperley discusses changes she made to POLS111 in order to explicitly support firtst-year transition.
Claire has been the recipient of a VUW Teaching excellence award, and gave a presentation on First Year Transition in POLS111 at an Ako Victoria conference. Professor Sally Kift (one of the leading researchers on transition to University) described it as an exemplar of how to support transition.
Claire has been the recipient of a VUW Teaching excellence award, and gave a presentation on First Year Transition in POLS111 at an Ako Victoria conference. Professor Sally Kift (one of the leading researchers on transition to University) described it as an exemplar of how to support transition.
Student worksheets (linked).