Transitioning Students into Higher Education
Philosophy, Pedagogy and Practice
Transitioning Students in Higher Education focuses on the relationship between philosophy, pedagogy and practice when designing programs, units or courses for transitioning students to new educational spaces in the university environment. The term ‘transition’ is used to describe the academic as well as social movement and acculturation of students into new higher educational spaces.
This book offers both theoretical perspectives and real-world practical examples that reveal the successes and challenges of implementing philosophically driven pedagogies with diverse transitioning cohorts. Drawing on examples from Australia, New Zealand, US and Canada, it writes through the relationship between philosophy, pedagogy and how it can effectively shape the practice of transition and develop the flourishing student. This book is split into three main sub-themes: Flourishing in Transition, Engaging Diverse Cohorts and Challenges for Educators, and sits at the intersections between philosophy and pedagogy in the practice of effectively engaging and transitioning different enabling groups.
This book will be of great interest to postgraduate students, researchers and educators working in the areas of enabling or bridging education, higher/tertiary education, distance learning, and indigenous as well as culturally diverse cohorts.
Table of Contents
List of Figures and Tables
List of Contributors
Chapter 1: Philosophy Pedagogy and Practice: An Introduction Dr Joanne G. Lisciandro, Anita Olds and Dr Angela Jones
Part 1: Flourishing in Transition
Introduction Anita Olds
Chapter 2: Learning Better Together Vincent Tinto
Chapter 3: The Social Justice League: Philosophies of Flourishing and Emancipation in Enabling Education Anita Olds, Angela Jones, Joanne G. Lisciandro
Chapter 4: Transitioning to their Future: Creating an Environment of Possibilities for Enabling Students Julie Willans
Chapter 5: Liberation and Connection: Fostering Critical Students as Active Agents of Their Own Learning Sarah Hattam and Jennifer Stokes
The Educators' Tips for Flourishing Students
Part 2: Engaging Diverse Cohorts
Introduction Angela Jones
Chapter 6: Bridging Cultures Over Under: A Unique Collaboration Between Two Indigenous Academic Enabling Programs in Australia and Canada Joanne Forrest and Michelle M. Hogue
Chapter 7: Big Ideas: Conquering Stereotype Threat in an Indigenous Enabling Course Sian Bennett and Rebecca Bennett
Chapter 8: Finding the Space for Connection: Embedding a Pasifika Philosophy Into Pedagogical Practice Fiona Beals and Arden Perrot
Chapter 9: Pulled by Motivation, Pushed by Inspiration: Approaches to Transitioning Students from School to University via an Alternative Pathway Debra Monteith and Peter Geerlings
Chapter 10: Uncomfortable Spaces: Philosophy, Pedagogy and Practice in Online Enabling Education Evonne Irwin and Emma Hamilton
Chapter 11: Manifestos, Mutants and Mash-ups: Punk and Pedagogy in Online Enabling Education Angela Jones and Anita Olds
The Educators' Tips for Transitioning Diverse Cohorts
Part 3: Challenges for Educators
Introduction Joanne G. Lisciandro
Chapter 12: The Tensions Between Philosophies of Education and Critical Pedagogies in Neoliberal Higher Education: Implications for Learning and Teaching Practices Thomas Wanner and Sarah Wanner
Chapter 13: Onboarding Discipline Experts to Adopt the Academic Literacies Framework Kathie Ardzejewska and Michelle Gorzanelli
Chapter 14: "We Need to Help Students Discover Themselves and See into the Life of Things": Advice from Open Foundation Lecturers Rosalie Bunn
Chapter 15: Supporting Student Mental Wellbeing in Enabling Education: Practices, Pedagogies and a Philosophy of Care Nicole Crawford, Sally Kift and Lynn Jarvis
The Educators' Tips for Rising to the Challenges of the Space
Chapter 16: Final Musings for the Future of Transitional Spaces Angela Jones, Joanne G. Lisciandro and Anita Olds
Dr Angela Jones is a lecturer in Access Pathways at Murdoch University, Western Australia. She is the chief curriculum designer and Unit Coordinator of the FlexiTrack pre-university enabling program. Her current research projects focus on enabling education, learning communities and popular culture. She is a self-confessed EduPunk.
Anita Olds is a lecturer and coordinator of the FlexiTrack High pre-university enabling program at Murdoch University, Western Australia. She brings to the enabling space 17 years of diverse teaching experience. Her research focus is on authentic and engaging enabling programs, holistic curriculum design and the emotional labour demands on enabling educators.
Dr Joanne G. Lisciandro is a lecturer and coordinator of the OnTrack pre-university enabling program at Murdoch University, Western Australia. Her current research interests focus on best practice in enabling education, and understanding the mechanisms that support retention, success and achievement of non-traditional students in their transition to university.