Released Dec 10, 2019
FFYE grants are central to the FFYE strategy directly targeting student transition within and across subjects within undergraduate degree programs and first year of post graduate programs. The curriculum practice is guided by Transition Pedagogy and the six curriculum principles (Kift, 2009), the effective teaching strategies for LSES cohorts (Devlin et al, 2012) and integrated curriculum and co-curricular practices to best suit student diversity (Devlin and O’Shea 2011).
We are pleased to announce another round of FFYE grants for 2020. The focus for 2020 is Transition (in, through and out) as part of the LX.Transformation whole course approach.
Students experience a degree, not a subject
FFYE grants are available for:
- Subject coordinators (and teams) teaching core transition subjects (degree and majors) - Transition in, through and out (UG) and Transition in (PG)
- Amounts of up to $4,000 for projects aimed at implementing transition pedagogies in the curriculum
- Part of whole of course approach to transition
Applications due 10am, 29th January 2020
Help and support
Information sessions (repeated)
When: December 2019
Friday 13th December, 10am
Tuesday 17th December, 2pm
Where: LX Lab (CB06:04:020)
When: Friday 17th January 2020, 10am
If you missed the session you can download slides
- Transition Pedagogy - First Year Curriculum Principles (Kift 2009);
- Transition Checklist for First Year Teachers
- Successful Student Transition Guidelines (PDF - UTS publication).
- http://lowses.edu.au has easy-to-use and adaptable set of resources to assist institutions to effectively implement policies, programs and practices to facilitate the success of students from LSES backgrounds enrolled in higher education institutions in Australia, in particular practical teaching strategies
Effective teaching and support of students from low socioeconomic status: Practical advice for teaching staff. (PDF)
- Past FFYE and FYE grant applications (transition in, through and out)
Amanda White (Business - transition in)
Application: Building a growth mindset: Enhancing students’ ability to accept and build upon assessment feedback
Samantha Donnelly (DAB - transition in)
Application: Supporting Architecture sessional staff in first year assessment reviews: Empowering the learning experience of design “crits” through feedback modes
Sarah Attfield (FASS - transition in)
Application: Managing Time in Creative Project-Based Classes
Maurizio Labbate (Science - transition through)
Application: One small step, one giant leap: progressing scientific writing practices and critical analysis for students from a range of transitional pathways
Susan Oguro (FASS - transition out)
Application: Supporting students in reflecting and articulating education abroad learning outcomes for employability
David Van Reyk (Science - transition out)
Application: Using a lab-based experiment, involving taking physiological measurements of “patients” or “volunteers”, to support the transition of medical science students into the workplace
Support for writing your applications or discussing your ideas
Faculty FFYE Coordinators
Note: most of the above coordinators that have been involved in previous grants.
IML academics, including those from the Academic Language and Learning Group, are keen to support you in this process.
Kathy Egea, FYE coordinator – Kathy.Egea@uts.edu.au, (02) 9524 1720