Plan for First Year Academic Orientation and Transition
Faculty of Health Sciences
• The Faculty of Health Sciences’ initial plan was produced in October 2001. This plan presented here has developed from it. Some of the
activities described in the first plan have been completed, some are on-going, and some were found not to be feasible following pilot
implementation.
• Graduates of the Faculty of Health Sciences make up the bulk of the Allied Health workforce in New South Wales, and a significant
proportion nationally. The College of Health Sciences Strategic Plan lists the following goals relating to excellence in teaching and
learning
o Be Australia's leading provider of undergraduate, postgraduate and advanced education in the health sciences.
o Provide a high level of inter-professional teaching and learning across the health sciences.
In developing the current plan, the First Year Coordinators Group has been cognisant of these goals, and the ongoing need for welltrained graduates to enter the workforce, particularly given the recognised shortage of practitioners in many of the professions
represented in the Faculty.
• In producing this plan, due consideration has been paid to particular issues relevant to the Faculty, including the specific requirements of
the various professional bodies that are responsible for the accreditation of graduates of the Faculty. The Plan addresses the goals stated
in the University Strategic Plan of recognizing the roles of the profession and employers in education, and the development of generic
and faculty-specific attributes of graduates.
OBJECTIVE 1: TO FAMILIARISE STUDENTS WITH THE UNIVERSITY’S PHYSICAL ENVIRONMENT,
ACADEMIC CULTURE AND SUPPORT SERVICES
Strategy
1.1 Introduce students to
physical environment.
Initiative
At Orientation all students are given tours of the
campus by their School, a tour of Guild facilities by
the Student Guild, and a library tour.
All first year students have two timetabled sessions
to familiarise them with the library and IT facilities.
Responsibility
Professional Schools and
Student Guild.
Outcome
Students experience fewer difficulties finding their
way around the campus during the first weeks of the
semester.
1.2 Explain academic culture.
There is a comprehensive introduction to the
academic culture at Orientation. This involves
general talks covering an introduction to the Faculty
and its role in the University, and the relationship
between research, the professions and undergraduate
teaching. Each School provides program specific
details to their students, including an introduction to
teaching by the Service Schools. All schools to
produce a first year orientation book.
Orientation Planning
Committee and Heads of
Schools/First Year
Coordinators.
These sessions form a foundation for the
development of an understanding of how the Faculty
fits with the University, and what the Shools expect
from students in terms of their academic
responsibilities, and their preparation for entering
their chosen profession. The role of service teaching
in the development of skills necessary for
participation in cross-disciplinary health care teams is
explained.
Pre-clinical information sessions are scheduled by
each School in the Faculty that uses clinical
placements.
All students receive information about the guide to
the presentation of assignments
All new international students need to attend the
Study Preparation Program at FHS for 4 weeks at the
beginning of the year. It usually runs from the midJanuary until the mid-February.
Professional Schools
International students are introduced to the culture of
teaching and learning in the Faculty.
Orientation Planning
Committee, professional
Schools, Student Welfare
Services.
Student Welfare Services
1.3 Promote the wider student
support services of the
University including Learning
Centre, library, health service
and counselling, equity &
access, financial services,
computer services
The Student Guild provides comprehensive printed
information at Orientation and has stalls during the
first week of semester that give students the
opportunity to discuss these issues with Guild
personnel.
Student Guild
Students are familiar with the facilities available to
them.
All students receive talks on welfare services, the
library and IT services at Orientation
Also see 1.1
Orientation Planning
Committee
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.
Initiative
Mapping of first year units with curriculum in
order to show how they relate to overall degree
programme, and the requirements of successful
professional practice.
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
Adoption of a
common unit of
study outline
Responsibility
Outcome
Professional Schools
Students are able to identify the skills required to
be a successful member of a profession, and
understand how the units studied are contributing
to their portfolio of skills.
Teaching and Learning Committee through Unit of
Study coordinators in Professional Schools (within
limitations imposed by accrediting bodies from
professions)
Eliminating variation in the
information provided ensures
consistent quality and improves
satisfaction.
OBJECTIVE 3: TO PROMOTE AND SUPPORT STUDENTS’ ENGAGEMENT WITH THE UNIVERSITY,
INCLUDING WITH THEIR PEERS.
Strategy
Initiative
Responsibility
3.1 Promote students’
involvement in university life including
engagement with their peers in and out of class.
Student Guild has a comprehensive program of activities
organized throughout the academic year. Student
Associations with Schools also organize activities
throughout year.
Student Guild and Student
Associations.
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
Monitoring of assessment information by first year
coordinators
First year coordinators
Outcome
Allows potentially at risk
students to be identified.
Use of self evaluation document by students
First year coordinators
Some schools are trialling formalised activities to assess
skills in key areas.
First year coordinators
Allows students to self-identify
any problems they are having
and seek assistance.
Identifies students for referral to
Student Welfare services for
specialized help
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
4.1 Develop basic skills and knowledge in the field
of study.
Initiative
All first year programs include professional units of
study (which develop profession-specific skills) and
common units of study that develop crossdisciplinary skills required of health professionals.
Responsibility
Outcome
Professional Schools, unit of
study coordinators.
Students will be well prepared
before undertaking clinical
placements at the end of first
year.
4.2 Develop generic skills such as group work, oral
and written communication skills, research and
referencing, and information literacy
Introduction to library tours include compulsory
sessions on use of IT facilities and database
searching.
Professional Schools, First
Year Coordinators
All students are directed to the Guide to the
presentation of Assignments that details referencing
requirements.
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
Bridging courses in chemistry, physics, academic
skills and grammatical analysis are offered before
semester 1 begins. Self evaluation tests are available
for students to assess whether they need to attend
bridging courses.
School of Biomedical
Sciences, Student Welfare
Services
Students have the opportunity
to assess skills before
commencing study, and to
enhance skills if required.
Appendix: Other Initiatives
As this Plan is the second in the Faculty of Health Sciences’ First Year initiative, a number of activities in the above areas have now been
completed and formally integrated into first year programs. As a result of its analysis of the outcomes of the first plan, the First Year
Coordinators Group has identified a number of areas requiring action which do not fit specifically into those listed above. Further, the insights
gained from the program of first year focus groups have been incorporated in the planning process. The straegiess to address these needs are
described below.
Identified Need
Strategy
Outcome
Ensuring that students have a full
understanding of the nature of the program
they are enrolling in, and the profession
they will eventually enter.
Each School provides a comprehensive assessment of the courses on
offer. This is on the Faculty website in the ‘Information for
Prospective Students’ area. This includes details of workloads, areas
of study and the professional development across the course.
st
Improvement in student retention rates from 1 to 2
year.
nd
Linking First Year Plan with Faculty Marketing Plan. Briefings for all
staff attending careers events
Ensure that all prospective students receive a
common, complete overview of the Faculty and its
programs.
Ensuring Faculty benefits from University
learning in relation to First Year
experience.
First year coordinators meet regularly to report on progress.
First year coordinators review plans from other Faculties, and
implement pilot studies to test new ideas acquired from them.
Generation of new ideas to facilitate continuous
improvement of First year experience plan.
Utilising SCEQ information
First Year coordinators review SCEQ results annually to identify key
areas for performance improvement.
Ensure that First Year experience activities are
directed towards key issues.
Generate student understanding of the
specific First Year experience program, to
allow them to participate in it, and to
identify results.
Meeting at least once a semester between first year representatives and
senior Faculty members (Dean, Associate Dean (Students)) to discuss
any emerging issues and review plans.
Ensure that plans have student support; and that
students are aware of the planning process and can
contribute to it. Give students the opportunity to raise
issues with senior Faculty members.