The first year of university is a daunting experience for many students. The first year of university is different to the experience that students have at other stages of university. For many students it is a period of great transition from high school students or mature workers to professionals in training.
Our students at Griffith are often the first in their family to attend university. This means that a proportion of the students coming to Griffith in any year are also not as prepared for university as they could be.
The first year experience is therefore important for establishing the habits and capabilities students need to develop in order to be successful in their studies. Research consistently shows that if less prepared students are provided with adequate support through their transition to the university, they can perform at a level on par with that of their peers who came to university better prepared.
Griffith University has been a national leader in enhancing the first year experience for many years. First Year Advisors have been in place to assist first year students during their transition since 2006. Our institutional data collected over this period using instruments such as the Starting@Griffith survey suggests that a number of factors consistently predict whether students will successfully make the transition to higher education. These include –
- Attending orientation
- Having a sense of purpose
- Spending ‘time on task’ – devoting time to their studies
- Feeling as though they belong at university
- Making at least one friend at university
Role of sessional staff
Sessional tutors and lecturers play a pivotal role in the first year experience. For many students, their tutor in particular is the main university staff member they have contact with. This is particularly so as students spend less time on campus and more time online and working for income than previous generations have. Sessional staff are therefore the face of the university to many first year students.
There is a tendency for some students to keep to themselves when on campus so it is important that sessional staff and people working with students directly ensure that our students are coping. Although it is recognised that sessional staff are not in a position to provide counselling services or help out in a crisis, tutors in particular are in the best position to know whether their students are struggling for any reason. There are lots of resources and guides to help sessional staff to identify and assist students who are struggling academically or otherwise and some links are provided below.
From our students’ perspective, it is often the small things that can make a big difference. Having one member of academic staff show an interest in their progress and know their name can make the difference between persisting and giving up.
Tips for first year teaching at Griffith
- Find out who the First Year Advisor/Program Director for your program is
- Get to know your students
- Find out what support services are available for first year students
- Keep in mind that it is not students’ past that matters
Resources and further information
- Good Practice Guide: Enhancing student engagement in the first year (PDF 277kb)
- Griffith Institute for Higher Education
- About First Year Advisors
- Mornitoring academic achievement and progress - early detection and early intervention
- Student support at Griffith