Routledge 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. About the Author 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.