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Sharp, S., O’Rourke, J.A., Lane, J.M. and Hays, A. (2014) Cohesion, Coherence and Connectedness: The 3C Model for Enabling-Course Design to Support Student Transition to University. Proceedings of International Conference of the Australian Association for Research in Education. Brisbane, 30 November-4 December 2014, 14-28.

has been cited by the following article:

• TITLE: The Integration of Subject Specific Skills and Small Group Teaching into Year 1 of Degree Programmes: A Study Skills Programme, a School-Wide Learning and Teaching Initiative

  AUTHORS: Violetta Naughton, Patrick J. Naughton

  KEYWORDS: Student-Centred Learning, Student Engagement, First Year Undergraduate, Transition

  JOURNAL NAME: Open Journal of Social Sciences, Vol.5 No.7, July 21, 2017

  ABSTRACT: This paper presents and discusses a student-focussed, small group learning and teaching, and school-wide initiative designed for first year undergraduate students in support of their transition into higher education. The details of the underlying pedagogic strategy, as well as the organisation (small group teaching environment), the content of applied learning and teaching approaches (including assignment and assessment), and the outcomes of the initiative evaluation (including required human resources) based on data collected from five consecutive academic years are presented. This paper aims to serve as an example of a pedagogic approach that facilitates student transition into Higher Education aimed at practitioners, especially those involved in delivery and/or those who are engaged or responsible for undergraduate curricula development. The findings are discussed in terms of implications for curricular changes to support students’ engagement at this early stage of their university career.