Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 61-74 |
| Number of pages | 14 |
| Journal | Student Success |
| Volume | 3 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 2012 |
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A Participative evaluation model to refine academic support for first year Indigenous higher education students. / Rossingh, Bronwyn; Dunbar, Terry.
In: Student Success, Vol. 3, No. 1, 2012, p. 61-74.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - A Participative evaluation model to refine academic support for first year Indigenous higher education students
AU - Rossingh, Bronwyn
AU - Dunbar, Terry
PY - 2012
Y1 - 2012
N2 - This paper presents an evaluative approach designed to provide a cycle of continuous improvement to retain Indigenous students during their first year of higher education. The evaluation model operates in conjunction with a student academic enrichment program that is premised on valuing and respecting each student's background and life experience whilst building capability for learning success. Data collected will be used for continual improvement of a newly developed innovative academic enrichment program that caters to the needs of Indigenous students. The defining mechanisms of the model for measuring the first year experience are particularly meaningful for the Australian Centre For Indigenous Knowledges and Education as it moves into its inaugural year of operation in 2012. This preeminent time requires a flexible model to receive timely feedback in a reflexive environment where students guide the process as they continue their journey of accumulating knowledge and leave behind their contribution in shaping the landscape for future first year Indigenous students.
AB - This paper presents an evaluative approach designed to provide a cycle of continuous improvement to retain Indigenous students during their first year of higher education. The evaluation model operates in conjunction with a student academic enrichment program that is premised on valuing and respecting each student's background and life experience whilst building capability for learning success. Data collected will be used for continual improvement of a newly developed innovative academic enrichment program that caters to the needs of Indigenous students. The defining mechanisms of the model for measuring the first year experience are particularly meaningful for the Australian Centre For Indigenous Knowledges and Education as it moves into its inaugural year of operation in 2012. This preeminent time requires a flexible model to receive timely feedback in a reflexive environment where students guide the process as they continue their journey of accumulating knowledge and leave behind their contribution in shaping the landscape for future first year Indigenous students.
U2 - 10.5204/intjfyhe.v3i1.113
DO - 10.5204/intjfyhe.v3i1.113
M3 - Article
VL - 3
SP - 61
EP - 74
JO - Student Success
JF - Student Success
SN - 1838-2959
IS - 1
ER -