APPENDIX 2
Plan for First Year Academic Orientation and Transition
Faculty of Veterinary Science
The four Objectives set out in the Plan below are based on the First Year Experience Principles endorsed by the Academic Board at the University of
Sydney. This template is a modified version of a framework first devised by the Academic Development Unit at La Trobe University.
OBJECTIVE 1: TO FAMILIARISE STUDENTS WITH THE UNIVERSITY’S PHYSICAL ENVIRONMENT,
ACADEMIC CULTURE AND SUPPORT SERVICES
Strategy
Initiative
Responsibility
Outcome
1.1 Introduce students to physical
environment.
ALL STUDENTS
Thursday,Orientation Week
 Faculty welcome. 45 minutes
 Tours of the veterinary campus and
barbecue
INTERNATIONAL STUDENTS
Monday, Orientation Week
 Tour of the veterinary campus and
important university landmarks
Tuesday, Orientation Week
 Tour of Sydney including two
veterinary practices and lunch in a
National Park
1.2 Explain academic culture.
Institute for Teaching and Learning
May 2005
ALL STUDENTS
Thursday, Orientation Week
 Faculty Welcome (20 min). Short talks
by the Dean, Associate Deans and
President of the Veterinary Students
Sub Dean for Students, Sub Dean Agriculture
Teaching
4th Year students
Familiarity with main lecture theatre, other
veterinary buildings and locations and
student facilities
Sub Dean for Students
Knowledge of veterinary buildings and
University locations
Sub Dean for Students
Orientation to Sydney, and Australian
veterinary practices
Sub Dean for Students, Sub Dean Agriculture
Teaching
Familiarity with nature of the relationship
between staff and students and the emphasis
on welfare and respect for students in the
Association (VetSoc)
Friday, Orientation Week
 Camden visit (all day). Icebreaker
activities. Brief talks on Faculty
structure, Academic titles and roles,
BVSc and BAnVetBioSc. curriculum,
Professional Practice program
INTERNATIONAL STUDENTS
Monday, Orientation Week
 Half-day program of information on the
faculty and aspects of the BVSc and
BAnVetBioSc course, Lunch with
members of staff
Faculty
Coordinator, Professional Practice program and
Sub Dean for Students, Sub Dean Agriculture
Teaching
Sub Dean for Students, Sub Dean Agriculture
Teaching
Familiarity with the structure of the Faculty,
role of committees, faculty offices, academic
titles.
Orientation to the features of the Professional
Practice program
Australian students meet internationals
Familiarity with the structure and content of
the BVSc and BAnVetBioSc course and
Australian approaches to teaching and
learning
Familiarity with nature of the good
relationship between staff and students
1.3 Promote the wider student
support services of the University
including Learning Centre,
library, health service and
counselling, equity & access,
financial services, computer
access.
Institute for Teaching and Learning
May 2005
INTERNATIONAL STUDENTS
Monday, Orientation Week
 Half day program includes introduction
to University services
ALL STUDENTS
Friday, Orientation Week
 Camden visit. Information on
University services – health,
counselling, Learning Centre, etc

Professional Practice 1A (Semester 1)
Sub Dean for Students, Sub Dean Agriculture
Teaching
Coordinator, Professional Practice program and
Sub Dean for Students
Orientation to the range of services available
to students in the University
Orientation to the locations of University
Student services
Orientation to the range of services available
to students in the University and the Faculty
Coordinator, Professional Practice program

Small group tuition on library services
and information management
Veterinary Science Library Liaison Officer

2 sessions on Study skills
Learning Centre
Knowledge of how to use the library and
databases to identify resources, retrieve and
store information.
Awareness of the University culture of study,
of individual learning style, of deficiencies in
approaches to learning and University
resources available to correct them
Describes range of services available in the
University

PP1A manual

Test of written English (Provides 10%
of final mark), evaluated but not
assessed
Coordinator, Professional Practice program and
the Learning Centre
Evaluation and comments by the Learning Centre
Awareness of level of ability in written
English and how to correct deficiencies
OBJECTIVE 2: TO DEVELOP STUDENTS’ SENSE OF PURPOSE AND DIRECTION BY PROMOTING THEIR
UNDERSTANDING OF WHAT THEIR COURSES INVOLVE; WHERE THEIR COURSES WILL LEAD THEM; AND
WHAT THEIR LEARNING IN THOSE COURSES WILL INVOLVE.
Strategy
2.1 Promote a clear
understanding of why they are
doing their units of study and
courses, and where the units of
study and courses are directed.
Institute for Teaching and Learning
May 2005
Initiative
BVSc & BAnVetBioSc curriculum
 The Basic Attributes of Veterinary
Graduates defines the knowledge,
skills and attitudes expected in Sydney
graduates
 All units of study have an Overall Aim
that explains the function of the unit of
study, how it relates to other units, and
how it contributes to the Graduate
Attributes
 All units of study have concise
Learning Outcomes
 Graduate Attributes and Learning
Outcomes can be accessed through the
Faculty web site
Professional Practice 1A
 The manual contains the Basic
Attribute of Veterinary Graduates
 Workshop on ‘Junior colleagues and
professional students’
Responsibility
Teaching and Learning Committee
Outcome
The Graduate Attributes and the Learning
Outcomes provide clear goals for students in
their studies.
The Learning Outcomes provide a rationale
for learning in each of the units of study and
explain how the unit relates to previous and
concurrent units of study, and to attainment
of the Graduate Attributes
Coordinator, Professional Practice program
Continual awareness of the goals of the
BVSc course
Awareness of Veterinary Science as a
professional course. Students devise a code
of professional conduct
2.2 Promote a clear
understanding of the aims and
objectives; learning outcomes;
learning processes; assessment
methods; and teaching and
learning methods of units of study
and courses.




See BVSc & BAnVetBioSc curriculum
above
Students informed at the start of each
unit about learning resources and
methods of assessment
Timetabling and distribution of
assessment tasks for units of study
organised to prevent assignment
overload
Philosophy of Professional Practice
program. Timetable includes ‘What are
the problems?’ workshop sessions
Unit of study coordinators
Year 1 Coordinator
Coordinator, Professional Practice program
Students fully informed about the aims of
their studies, the educational resources
available and how and when they will be
assessed
Open and honest dialogue between students
and staff. Problems identified, discussed, and
solved while units are being studied
OBJECTIVE 3: TO PROMOTE AND SUPPORT STUDENTS’ ENGAGEMENT WITH THE UNIVERSITY,
INCLUDING WITH THEIR PEERS.
Strategy
Initiative
Responsibility
Outcome
3.1 Promote students’
involvement in university life
including engagement with their
peers in and out of class.
Thursday, Orientation Week
 Introduction to Vet Soc, barbecue
Friday, Orientation Week
 Camden visit. Coach trip. Icebreaker
games to ensure all students are
introduced to at least 3 others.
Identification of students with special
skills and experience
Mentors for new students
 New students allocated mentors during
first week
Professional Practice 1A
 Promotes appointment of 1st Year and
International representatives.
Encourages collaboration between
students and dialogue with staff. Group
exercises.
Institute for Teaching and Learning
May 2005
President and Committee of Vet Soc
Coordinator, Professional Practice program and
Sub Dean for Students
The Veterinary Society provides many
opportunities for socialising and playing
sport with other veterinary students and,
through joint events, with students in other
faculties
Opportunity to make friends and identify
peers with similar interests early in the
course
2nd Year students
Opportunity to learn from the experiences of
students who were recently in Year 1
Coordinator, Professional Practice program
Dialogue opened between students and staff.
Students encouraged to provide
contemporary feedback on their educational
experiences
3.2 Support students to stay on in
their units of study and courses,
by identifying ‘at risk’ students
early and providing support
where appropriate.
Institute for Teaching and Learning
May 2005
Development of Learning Community
 Explanation of the concept of a
learning community.
 Online discussion board to promote
peer interaction.
Vet Week
 Annual event (August) in which all
students may take part. Performances
of music, acting. Exhibitions of Art,
Poetry, Cartooning, etc
Student societies
 Various events: social and educational
INTERNATIONAL STUDENTS
 Special orientation program, lunches,
academic monitoring, etc
ALL STUDENTS
 Review of academic progress
following the completion of 2 written
assignments up to week 5 of semester
1.
 Students with academic or personal
problems are referred to Sub Dean for
Students.
 Provision of optional tutorials for
remediation in selected subjects
Professional Practice 1A.
 English Test (worth 10% for
participation), in Week 6, in class
Year and UoS Coordinators
Focus on the culture of the Learning
community and potential benefits.
Decrease competitive pressures between
students.
Director, Veterinary Science Foundation
Opportunity for students to participate and
show their abilities in cultural activities that
are not traditionally part of veterinary
education
Opportunity for students to contribute in
areas of personal interest
Vet Soc, Wildlife Society, Animal Welfare
Society, International Veterinary Students Society
Sub Dean for Students
Awareness of the Faculty resources for the
support of students with problems
Yr Coordinator, Sub Dean for Students
Identify students át risk’ and provide support
where appropriate.
All staff
Identification and rapid response to students
in need of support
Sub Dean for Students
Provide additional support for át risk’
students in Chemistry and Animal Anatomy
Learning Centre evaluates and comments on the
standard of English. If necessary, support
programs are recommended
Early identification of students who have
difficulty in writing English appropriate for
a professional career
OBJECTIVE 4: TO ENHANCE STUDENTS’ LEARNING BY DEVELOPING THEIR KNOWLEDGE AND SKILLS,
INCLUDING GENERIC SKILLS, AND BY TAKING INTO ACCOUNT STUDENTS’ DIVERSE BACKGROUNDS AND
ABILITIES.
Strategy
Initiative
Responsibility
Outcome
4.1 Develop basic skills and
knowledge in the field of study.
4.2 Develop generic skills such as
group work, oral and written
communication skills, research
and referencing, and information
literacy.
Institute for Teaching and Learning
May 2005
All units of study
Professional Practice 1A
 Students complete self-evaluation
questionnaire on basic veterinary
skills. Copy included in portfolio with
an explanation of how they plan to
correct any deficiencies
 Lexicon of common veterinary terms
included in manual
Professional Practice 1A
 Students examine scenarios in groups
of 20. Groups appoint facilitator, two
scribes, and a presenter who reports to
the plenary
 2 exercises for the portfolio have to be
completed in pairs
 English test – see above
 Library skills and information
management – see above
 One introductory session on basic
communication
 Three pieces of reflective writing in
portfolio 1A
 Grading of portfolio exercises is based
on criteria that reward exploration of
the current literature
 Criteria for assignments include
correct citation and referencing.
Manual contains a guide to citations
and referencing
Professional Practice 1B
 3 Communication workshops
Year 1 Coordinator
Coordinator, Professional Practice program
Awareness of level of ability in a wide range
of skills including communication and
information management. Reflection on
ways to improve competency
Knowledge and use of veterinary language
Coordinator, Professional Practice program
Opportunity to practice group and
facilitation skills
Experience in working in pairs and
negotiating responsibilities
Awareness of ability in written English
Ability to use libraries and databases to find
information
Awareness of importance of clear
communication in professional activities
Opportunity to reflect on personal
experiences
Encouragement to explore current literature
and incorporate it into assignments
Ability to cite and reference information
correctly
Awareness of importance of communication
in practice and development of skills in

Communication exercises (joint)
carried out in Education Support
Practices and reported in portfolio
 Three pieces of reflective writing in
portfolio
Animal Husbandry 1A & Cell Biology 1A
 Extensive feedback on first 2 written
assessments in relation to style,
referencing, standard of work required.
 Group Learning activities in weeks 1,2
and 3.
Cell Biology 1B
 2 group learning tasks to develop
critical analytical skills, group
cooperation and presentation skills
4.3 Take account of variation in
skills and experience of students
and, where necessary, raise their
skills and knowledge to a basic
level by providing additional
support and by enhancing skills
already present.
4.4 Where appropriate, provide
students with opportunities for
flexible learning and choice to
accommodate and value their
diverse backgrounds.
Institute for Teaching and Learning
May 2005
Professional Practice 1A
 Learning skills session – see above
 Library skills and information
management sessions – see above
 Self-evaluation questionnaire – see
above
Animal Husbandry 1B
 Practical classes in animal handling
 Obligatory extra-mural experience in
various animal enterprises during
vacations
 Animal Handling support on-line
Chemistry
 Tutorials available for students who
have little or no previous knowledge
Computer laboratories available on veterinary
campus
Several unit coordinators use Web CT to supply
information, quizzes, etc
Manuals or sets of notes are available for most
units of study
dealing with difficult communication
situations
UoS Coordinator
UoS Coordinator
Opportunity to reflect on personal
experiences
Awareness of requirements for written
communication and writing in a scientific
context.
Group work and use of WebCT discussion
board.
Introduction into critical evaluation of
scientific literature and development of
group learning and presentation skills.
Coordinator, Professional Practice program
See above
See above
See above
Coordinator, Animal Husbandry
Opportunities to learn and practice skills in
handling the common species of large and
small animals
Students with no or little knowledge of
Chemistry have the opportunity to attend
tutorials
IT Officer, Veterinary Science
Access to computers and opportunities for
study through WebCT.
Sub Dean ICT in Teaching & Learning
Publications Unit, Veterinary Science
Manuals or notes available at minimum cost