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.
1.1 Introduce students to physical environment.
1.2 Explain academic culture.
1.3 Promote the wider student support
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Year 12 Shadowing/Mentoring scheme: HSC students invited to visit Faculty, assigned to current students whom they ‘shadow’ for a day/week.
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‘Orienteering’ (Treasure Hunt) for groups of students in
Chem Eng - may be extended to other depts, may have Eng. content.
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At Faculty Induction, Dean addresses students, guest
Kruszelnicki.
Idle lab and tut time in week one use explain to students about academic expectations eg academic honesty, assessment.
Expectations spelt out in Handbooks and talk groups (tuts, labs).
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Would-be students gain first-hand experience of campus early.
‘Shadowed’ students develop ‘people skills’ during process.
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New students meet others, become more familiar with environment.
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Less pressure in week one gives students time to familiarise themselves with faculty and campus.
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Students get ‘big picture” about what Engineers can achieve.
Engineers can achieve. Students are clearer about what is expected. A dialogue is begun between teachers and students.

services of the University including Learning
Centre, library, health service and counselling, equity & access, financial services, computer access.
Idle lab and tut time in week one used to explain to students about facilities, libraries, support services, who to go to for help in the Faculty. SWOT to be involved in this. See also 3.2 on Re-Orientation
1 st Year committee Students are clearer about services, know where to go, feel that staff care.
2.1 Promote a clear understanding of why
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Careers Day provides students with information about what
1 st Year committee they are doing their units of study and courses, and where the units of study and courses are directed. each stream involves and what the entry points are; the
‘Shadowing’ scheme (see 1.1); etc. A template/check list will be developed to enhance coordination between depts.
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To focus students’ vague ideas about Engineering
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Commencing undergraduates are better informed about the course structure, and more consistent information is provided across depts.
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Students are less likely to make the
‘wrong’ choice of discipline.
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Students’ vague ideas and misconceptions are given a specific focus and a sense of how their study
(practical, technological, cutting edge, helpful) into a more specific sense of direction re what an engineer does in each discipline:
- Integrate visits from IEAST people or former graduates into course eg lectures.
- Brief practising engineers to give guest lectures about each discipline and career path.
- Lecturers deconstruct a complex system eg space shuttle, chemical plant, to show where all the disciplines fit in. Set assignment on this and get students to research it.
- In addition to the disciplines involved, get students to research other aspects like management, technology, physical/chemical/ biological principles and connect these to students’ Science units. links to the real world.
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Students understand how the discrelate to one another, rather than studying inside a box.
Students can see the relevance of their Science units to their overall learning.
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
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Early lecture on course structure, followed up by informal session where students can
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Students’ understanding of where they

courses. ask questions.
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Get selected senior students to describe their experiences.
Set up mentor groups led by senior students; give seniors credit for doing this and consider credit for first years if the are actual activities they carry out.
Disseminate take home booklet with full UoS descriptions; ensure linkages are clear between different UoS; re-write booklet to make it more student-friendly are going is enhanced.
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Students develop confidence from interacting with senior students.
3.1 Promote students’ involvement in university life including engagement with their peers in and out of class.
3.2 Support students to stay on itheir units of study and courses, by identifying ‘at risk’ students early and
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BBQ and other activities at Faculty Induction followed by
School/Dept activities in week 2, 3 (with senior students).
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Consider idea of a camp and investigate student interest (also how to deal with problem of alcohol). Camp could be discipline-specific, with classes cancelled for a day.
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Classes to be divided into groups of 4-5, with group work integrated into unit from week one.
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Plan to convert a workshop to a Common room/Meeting Place.
Timetable common lunch break across Faculty (and University?), encourage sport and other activities in that time.
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Re-Orientation mid semester one when some students are starting to be at risk, directing them to sources of support. The
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Students develop a sense of belonging to a community and learn teamwork and cooperation.
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Students interact with people from other disciplines and other faculties to broaden their awareness of what
University life can offer.
Students are given advice at a more relevant time than at the start of

providing support where appropriate. plan is to obtain information from all first year units of study to identify students at risk and provide them with support. semester. Students at risk are supported earlier and thus more effectively.
4.1 Develop basic skills and knowledge in the field of study.
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Have a Transition Workshop linked to work in later classes (like Science). Ask Jim Ward to help plan how
Transition groups can be timetabled into class groups.
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Reduce first year workload to allow time for understanding to be developed.
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Connections begun in Transition are further cemented in class groups to help students feel part of a community of learning.
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A deeper approach to learning is enhanced by reducing the workload and giving students ‘time to think’.
4.2 Develop generic skills such as group work, oral and written communication skills, research and referencing, and information literacy.
4.3 Take account of variation in skills and experience of students and, where necessary,
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Further develop plans for a Common First Year, with academic skills, professional writing, presentation skills made integral.
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Increase use of role plays, linked to curreissues in class.
Students prepare in timeparallel to regular classes.
Assessment planned to maximise participation wadding to student pressure eg make attendance compulsory but give nfor activity itself. Change composition each time.
All lecturers/tutors plan “fun” activities early in semester.
Increase flexibility and choice in first year (currently no
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Students develop a broader range of generic and professional skills and thus become more employable as graduates
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Learning is experienced as enjoyable not just a burden.
Students feel less pressured as a re of a reduced assessable workload.
Better relations develop between staff and students.
Students individual needs are met and

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.
4.5 Improve the skills of tutors choice) by offering morelectives, ie plan core units plus electives.
Benchmark assessment against other similar institutions.
Set realistic project and group work to develop generic skills as engineers (not just as students) each individual experiences the course as more relevant for her/him.
Students and staff are made aware that
1 st Year committee their faculty matches the best in the world in terms of excellence.
Students become more satisfied and more employable.
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All tutors to take part in induction program
Unit of Study coordinators to improve tutor knowledge/training
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Improved quality of tutors resulting in more effective tutorials.