Abstract
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When students start their tertiary studies they move into a new world which
differs in many ways from their prior experiences, including the way they were
taught, access to faculty, learning environments, class sizes, expectations of independence
and time management (Torenbeek, 2011). The first year experience
(FYE) has become a pivotal focus for institutional programs that recognize
that many students struggle in this transition. Such programs aim to improve
student retention in tertiary studies through provision of orientation and mentaring
activities. These initiatives have become widespread and are typically informed
by key research in the field in terms of transition pedagogies (Kift, 2009;
Kift, 2010; Lawrence, 2005) and student engagement and retention.