Evaluation of an Embedded Transition Support Module: Bringing Academic Skills and Peers into First-Year Classrooms

Abstract

The transition to university can be challenging, and while universities provide orientation support, many students still struggle. Extending orientation through embedded supports and skill building in first-year curricula provides students opportunities to develop the academic skills required for university while growing confidence. This study evaluated the My First Year Skills – Getting Started Module; a support embedded in a first-year psychology undergraduate course at the University of South Australia. In-class activities were delivered by tutors and peer mentors, supplemented by asynchronous online materials. Students completed questionnaires, in Week 1 (N=155) and Week 8 (N=69), before and after the module. Student’s self-reported confidence for nine out of 11 academic skills significantly increased, and the module was well received. These findings suggest embedded transition supports in the first-year curriculum, particularly with the involvement of peer leaders, can play an important role in building students’ self-reported confidence with academic skills and support their transition.