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Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.3/149537
- Guaranteed entry, transition and academic literacy
- Speight-Burton, Elaine; Schneider, Meg
- Recent changes within Swinburne have seen a closer collaboration develop between the VET and HEd sectors. Under the proposed Guaranteed Entry Scheme (GES), increasing numbers of TAFE Diploma students will articulate into 2nd year Undergraduate Degree courses. Existing orientation programs aim to support the transition of students entering university, however, anecdotal evidence and recent research findings (see, for example, Tinto, 2008; 2009) suggest that gaining access to 'new' academic discourse communities is one thing; negotiating membership and participation is quite another. This presentation gives our reflections on the development of a pilot program for transitioning pathways students at Lilydale in August 2010. The program aimed to introduce students to the academic literacy demands of university, and to the culture of academic learning. We also discuss implications for future such programs. Given that the first intake of students will commence in semester 1, 2012, issues of providing transition support will become increasingly important.
- Publication type
- Seminar, speech or other presentation
- Research centre
- Swinburne University of Technology. TAFE
- Paper presented at 'Language in the disciplines: disciplinary discourses and the embedding of academic literacy skills within programs', an Academic Literacy Teaching and Research Network (ALTAR) Symposium, Swinburne University of Technology, Hawthorn, Victoria, Australia, 24 November 2010
- Publication year
- Academic literacy; Dual sector universities; Guaranteed Entry Scheme; Higher education; Orientation programs; Pathways students; Swinburne University of Technology; TAFE Diploma students; Vocational education
- Swinburne University of Technology
- Publisher URL
- Copyright © 2010.