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"Network Teach": How a student led organisation supports the transition to university
Open accessAbstract
It is well documented that the first-year experience is crucial to student success at university. The transition to university provides many challenges for students from a personal, social and academic perspective. Over several decades, universities across Australia have implemented strategies to improve the attrition rate of first year students. This paper discusses a program designed to meet the specific needs of students in the School of Education, at a university in a metropolitan suburb of Perth, Western Australia. The Network Teach program is unique in that it is a student-run organisation. It offers social networking and academic support systems to all year levels of enrolled Education students. The research investigates factors that may affect students in their first year of university studies. The research also looks at the types of events the organisation offers, mentoring programs and the overall benefits of Network Teach. The significance of this research revolves around the support initiated by the students and the emergence of new cultural capital within the cohort. The relationships developed throughout this process provide for reinvention of new identities as university students.
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A sense of community and belonging is dependent on time spent on campus.
“It has been previously demonstrated that a sense of community and belonging is dependent on time spent on campus (Astin, 1999; Callcott et al., 2014; Jacoby & Garland, 2004; O'Shea, 2014; Tinto, 2012).”
From Building a sense of belonging among tertiary commuter students: The Monash Non-Residential Colleges program (2017) · cites this paper as Callcott et al., 2014
A sense of community and belonging can be fostered by increased student interaction with peers and teaching staff.
“Previous research has shown that a sense of community and belonging can be fostered by increased student interaction with peers and teaching staff (Callcott et al., 2014; Gieg et al., 2016; Jacoby, 2000; Tinto, 2012).”
From Building a sense of belonging among tertiary commuter students: The Monash Non-Residential Colleges program (2017) · cites this paper as Callcott et al., 2014
Previous research has demonstrated that a sense of belonging is fostered when students spend time together at both formal and informal events.
“Previous research has demonstrated that a sense of belonging is fostered when students spend time together at both formal and informal events (Callcott et al., 2014; Gieg et al., 2016; Tinto, 2012).”
From Building a sense of belonging among tertiary commuter students: The Monash Non-Residential Colleges program (2017) · cites this paper as Callcott et al., 2014
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Research works printed but not linked: 22
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Cited by
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Fernandes, A., Ford, A., Rayner, G., & Pretorius, L. (2017) · Student Success · doi:10.5204/ssj.v8i2.380 · Cited by 21
Metadata
- Authors
- Callcott, D., Knaus, M., Warren, J., & Wenban, A.
- Affiliations
- Edith Cowan University (AU)
- Curtin University (AU)
- ORCID
- Knaus, Marianne
- Venue
- Australian Journal of Teacher Education
- Publisher
- Edith Cowan University
- Published
- 2014-08-01
- Volume
- 39
- Issue
- 8
- ISSN
- 0313-5373 (ISSN-L)
- 1835-517X
- OpenAlex
- W2113019803
- Cited by
- 6
- References
- 0
- Citations by year
- 2024: 1 · 2022: 1 · 2018: 1 · 2016: 2 · 2015: 1
- FWCI
- 5.14
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- The Australian journal of teacher education (publishedVersion)
- Australasian Journal of Paramedicine (submittedVersion)
- Topics
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Education › Higher Education Practises and Engagement
- Social Sciences › Education › Higher Education and Employability
- Keywords
- transition to college, first-year experience, student attrition, mentoring programs, social networking, academic support, pedagogy students, cultural capital, student identity, student support services
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