Student Success ISSN: 2205-0795 Volume 10, Issue 1, p. 1-15 March 2019

Feature Practice Report Rebuilding the first year experience, one block at a time

Trish McCluskey, John Weldon and Andrew Smallridge Victoria University, Melbourne, Australia

Abstract For many years, universities around the world have been developing and enhancing the First Year Experience (FYE), with a view to improving retention, performance and student satisfaction. This feature practice report outlines a strategic initiative, launched in 2018 at Victoria University in Melbourne, Australia that aims to transform the experience of Victoria University’s first-year students on an unprecedented scale. This unique model reconceptualises the design, structure and delivery of first year units of study in order to deliver a program that deliberately focuses on students’ pedagogical, transition and work/life balance needs. This initiative required the disruption and redevelopment of all university systems to ensure students experience a supportive and seamless transition into, and journey through, their first year of study at university.

Please cite this article as:

McCluskey, T., Weldon, J., & Smallridge, A. (2019). Rebuilding the first year experience, one block at a time. A Practice Report. Student Success, 10(1), 1-15. doi: 10.5204/ssj.v10i1.1048

This practice report has been accepted for publication in Student Success. Please see the Editorial Policies under the ‘About’ section of the Journal website for further information.

Student Success: A journal exploring the experiences of students in tertiary education

This work is licensed under a Creative Commons Attribution 4.0 International Licence. As an open access journal, articles are free to use, with proper attribution. ISSN: 2205-0795

Student Success, 10(1) March 2019 | 1 Rebuilding the first year experience, one block at a time. A Practice Report

Background traditional broadcast model of higher education (Tapscott, 2016) employed by universities Victoria University (VU) is a multi-campus worldwide, including VU, has remained institution with its main campus located in the fundamentally unchanged for more than a western suburbs of Melbourne, Australia, the century. Under this regime, universities govern state capital of Victoria. A key aim of VU is to students’ access to the educational environment ensure the highest levels of student satisfaction, via timetables of lectures, tutorials, seminars as measured by the Australian Quality and semesters which suit the institutions’ Indicators of Teaching and Learning (QILT) operational needs rather than those of students. Student Experience Survey (SES), among first- The authors contend that while there have been year students of any university in Victoria by numerous developments in the application of 2020. This is a lofty aspiration and in seeking to technology-enhanced learning, and undoubted achieve this, VU undertook a comprehensive progress has been made in terms of teaching review of how it engaged first-year students. In practice, reforms have tended to stop at the response to this feedback, as well as classroom door, leaving the university institutional and sector drivers, VU introduced a unchanged and unchallenged. Other industries radical Australia-first learning and teaching which traditionally operated under broadcast model in 2018. This paper details the redesign models, such as the entertainment, news media of the first year at VU, including the reasons and retail sectors, have been forced to necessitating a change of this scale, the complex restructure in order to cater for customers no and multifaceted change process required to longer willing to follow what they see as bring about this change in an established dual- arbitrary restrictive timetables, hence the rise sector university, and the principles and of user-demand driven business models such characteristics of the model. The desired as: streaming entertainment, the 24-hour news outcome of this change was to improve student cycle, and online retail. VU’s Block Model satisfaction, enable students to better transition recognises and embraces this radical disruption into higher education and, succeed in their first via an intentional, whole of institution change year of study leading to an increased rate of that replaces the broadcast model with one that progression into second year. embeds students’ educational and operational needs at the centre of not only the classroom but The changing role of the university the entire university.

There have been considerable and constant Higher education has dabbled with user- forces impacting the definition and role of the demand models via MOOCs and online courses university in contemporary society (see for however such dabbling has tended to be limited example discussions in Barnett & Peters, 2018 in scope and applicability and has not really and for an Australian perspective see Coaldrake changed the underlying business model. The & Stedman, 2013 and Marginson, 2016) These vast majority of undergraduate students are include the emergence of digital and mobile still required to adhere to an on-campus technologies which have enabled access, timetable and teaching model which takes no sharing and production of knowledge at any account of what satisfies them as students, time and any place. The nature and workers, carers and/or consumers. characteristics of the student body are also evolving with people needing to study across VU has endeavoured to disrupt the traditional their working life to maintain career currency approach and generate a higher level of and consequently demanding flexible study satisfaction by introducing a new hybrid model options suitable for their life circumstances. The of course design and student engagement

2 | Student Success, 10(1) March 2019 McCluskey, Weldon & Smallridge known as The VU First Year Model, or 2018). According to the Department of alternatively the VU Block Model. This Education and Training (2017), VU has the innovative approach is flexible, immersive, highest proportion of students from a non- inclusive and is designed specifically to provide english speaking background and the second- excellent educational outcomes such as highest proportion of low socioeconomic employability, retention and completion for the students of all universities in Victoria. 21st century student. The model simplifies and streamlines the student experience by allowing In Australia, VU is known as a dual-sector them to focus on one unit of study at a time. institution, meaning it offers both vocational Units are run consecutively over four, four- education and training as well as higher week blocks across a 16-week semester rather education programs, which span all 10 levels of than concurrently across a 12-week semester the Australian Qualifications Framework and four-week exam period. Students cover all (AQF)1. This breadth means that VU students learning activities and assessment in that four- are able to articulate from an AQF level 1 week block before moving onto the next unit, certificate, to a level 10 doctoral level degree knowing their results from the previous one. while remaining in the same institution. This model avoids the need for students who Institutional retention is therefore critical for may be juggling the multiplicity of competing VU where internal pathways are an integral part demands, deadlines, availabilities and of its education operations. relationships that currently complicate the traditional four units at once semester. Further, In 2017, VU was placed within the top 2% of a simple timetable consolidates all classes into universities globally (Victoria University, three regular periods of three to five hours, on 2018), with its position in the Times Higher three days each week, allowing students to Education league table improving from the 351- manage their study, with work and other 400 band ranked universities to the 301-350 responsibilities. band. The context of VU The drivers of change

The present initiative positions VU as offering a A complex array of factors, which have included uniquely different higher education experience student enrolments at VU not keeping pace with in the context of 40 Australian universities. the expanding Victorian higher education Tracing its roots to the Footscray Technical sector, a reduction in state funding for Training School which began in 1916, VU has been and Further Education (TAFE), high attrition described as the university of Melbourne’s rates and low quality educational ratings, have western suburbs, and VU’s vision statement all been factors contributing to the introduction describes the institution as, “the university of of the new model at VU. opportunity and success” (Victoria University, 2017a). Financial sustainability

These previous institutional titles reflect the In 2012, in response to the Australian Review of history and purpose of VU, and the make-up of Higher Education (Bradley, Noonan, Nugent & the student body. In 2017, VU had nearly Scales, 2008) the Australian Government lifted 27,000 students, or just over 19,000 equivalent the caps on funding for most undergraduate full-time enrolments (Victoria University, university places and the resulting demand-

1 Australian Qualifications Framework (AQF) https://www.aqf.edu.au/ Student Success, 10(1) March 2019 | 3 Rebuilding the first year experience, one block at a time. A Practice Report driven system allowed institutions to determine surrounding the issue from institutions and how many students they would enrol, with government, and extensive scholarly work on government funding being linked to enrolment the topic, including the development of numbers. In Victoria, demand-driven frameworks such as Sally Kift’s Transition enrolments resulted in an expansion of some of Pedagogy (2009), and the role of non-cognitive the largest and more highly ranked universities, factors including student engagement (Trowler, and little or no growth for others. For example, 2010), the national attrition rate of around 15% Figure 1 details the growth in the Victorian has changed very little since 2005 (Department higher education sector, which shows that of Education and Training, 2016). Arguably, this despite sector growth in the state, certain may indicate some degree of improvement, universities did not grow in student numbers, given the ‘massification’ of the sector, i.e. the including VU. Subsequently, in 2018 the increased participation from larger numbers, Victorian Auditor-General’s analysis of including non-traditional students, since 2012, university financial sustainability, including which has not resulted in increased national higher education and TAFE, concluded that attrition rates. some universities, including VU, would have a challenge remaining financially viable (Victoria Nonetheless, attrition remains a serious and Auditor-General’s Office, 2018). persistent problem. Successive government reviews identified major drivers of attrition as High attrition the learning environment, teaching capability, lack of student engagement, high student/staff Overall rates of student attrition have remained ratios, lack of student support and student stable in Australian higher education. Despite personal factors such as “financial, emotional, growing recognition of the complexity

Figure 1. Victorian Auditor-General analysis of financial performance of universities in Victoria

4 | Student Success, 10(1) March 2019 McCluskey, Weldon & Smallridge health or other life events” (Department of Low educational quality ratings Education and Training, 2018, p. 5). Another challenge at VU are relatively poor The latest findings from the longest-running outcomes in measures of educational quality, and most comprehensive study of the first-year with VU performing poorly on national surveys university student experience in Australia were relative to other institutions. In the 2017 QILT published in 2015 (Baik, Naylor & Arkoudis, SES VU has the lowest overall score for student 2015). This report provided unique insight into satisfaction in Australia at 72.6%, considerably the changing experiences of university entrants. lower than the national average of 78.5% (QILT, Some positive trends were present, with 2017). VU performed significantly below the increases in clarity of purpose for going to national average on teaching quality, student university, reduction in intention to leave, support and learning resources, but equal to the clearer continuity from school to university, and national average (with overlapping 90% increases in perceptions of some aspects of confidence intervals), in skills development and teaching quality and overall course satisfaction. learner engagement, Together, these indicators Yet, other markers, such as social interaction at support a need to strive for higher quality, and university declined, as did classroom while VU has an extensive range of processes engagement. These declines are concerning designed to support continual quality when considered alongside the increasing improvement, a radical change was determined importance of 21st century skills, which have a as necessary. very strong emphasis on social engagement, including in collaborative work (Griffin & Care, Exploration of a new first year 2014). A subsequent study utilising a subset of model items from the longitudinal panel study revealed that students at-risk of attrition had As a result of these challenges, VU leadership significantly lower perceptions of belonging, determined a radical change was needed. In being supported, and intellectually engaged at early 2017, VU held a series of meetings with its university, and that this group had significantly staff to canvas ideas on how to enhance the first higher study-related stress (Naylor, Baik & year experience of VU students in order to Arkoudis, 2018). reduce attrition and increase student satisfaction. Much of the discussion and The Australian Department of Education and feedback echoed the numerous initiatives and Training (2017) most recently reported principles implemented across the Australian attrition for 2016, which indicates VU had a rate higher education sector over recent years (Kift, of 21.41%, compared to the national total of 2009; Krause, 2005; Nelson, Creagh, Kift & 14.32%. As the university of ‘opportunity and Clarke, 2014) rather than seeking to find new, success’, VU has an institutional strategy to and perhaps more VU-relevant, solutions. combat attrition, investing in monitoring and early intervention, as do other Australian Specifically, Kift’s Transition Pedagogy (2009) universities. However, VU wanted to do more to put forward six curriculum design principles to address this issue and to ensure student help institutions explicate initiatives to support success, so they developed a design-based student transition into university. These curriculum model that targets known transition principles, and corresponding institutional challenges. initiatives, focus on the many transitional changes occurring during early university study. This focus includes diversity of student cohorts, the importance of student engagement,

Student Success, 10(1) March 2019 | 5 Rebuilding the first year experience, one block at a time. A Practice Report and institutional processes that can play a part Victoria University’s First Year Model, an in smoothing the transition, such as educational Australian first, will be introduced in 2018 design, strategy and policy, and quality by the new First Year College. Instead of assurance. The findings of the recent review of insisting students engage with four units of study concurrently, the First Year College attrition in Australian higher education will offer students the ability to study their mirrored much of the Transition Pedagogy chosen degree course in sequential blocks; literature stating, “as a result of the new completing one unit and its assessment at a economy, digitalisation and complex factors time, over three to four weeks, before leading to attrition, institutions should be moving to the next. Students will be able to continually adjusting curriculum, pedagogy and focus on a single subject in depth rather than academic policy design to meet student needs juggling multiple units with competing and expectations” (Department of Education demands and deadlines; immerse and Training, 2018, p. 6). These themselves in each unit, learning through discussion and group interaction; form recommendations included institutions strong and lasting peer connections formed forming and evaluating a comprehensive through close contact with one group at a retention strategy which should, among other time; get to know and be known by their activities, take account of support services. educators; receive timely and targeted support; and, crucially, they can achieve However, many of the recommendations in first success early to build confidence and year Transition Pedagogy were already in place motivation. The block model is ideally suited at VU and many of the principles and initiatives to ensuring a sense of belonging, learner were already embedded in its organisational sophistication and the other known practices and ways of operating. A predictors of learning gain. (p.7) comprehensive retention policy was also in Fung (2017a) suggests that the higher place in 2017, which included procedures for education sector should take a step back and triaging at-risk students, promoting use of “ask some fundamental, values-based questions support services, and supporting decisions about what a university is, and about what kinds about enrolment. of educational developments they want to Internal discussions within VU called for a prioritise, within and across disciplines, in the solution that moved beyond, or arguably, more years ahead” (p. 144). Such questions were wholeheartedly adopted, the frameworks and considered by VU in unpacking the need for principles of first year transitions. What was change in how we engage our students in their required was an approach that, while courses of study. Key to this discussion was the incorporating these initiatives, would also idea that genuine reform could not be limited to position the university as legitimately agile, classroom delivery nor academic practice, but innovative, open and ready to deliver an rather had to involve all the institutional educational experience suited to the 21st systems that support the student experience. century student. VU developed an internal But how? The mode of delivery was identified as White Paper (2017a), which explored how VU a central feature that could motivate change could radically change first year student across many aspects of the VU’s educational outcomes. As indicated by the excerpt below, policy and practice. the document reflected the expectations around the implementation of the Block Model and also Alternative delivery modes importantly gave insight into the key outcomes Contemporary universities have been desired by VU: increasingly trialling and implementing alternative delivery modes to the traditional

6 | Student Success, 10(1) March 2019 McCluskey, Weldon & Smallridge multi-unit semester. Dating back to at least the Scholarly literature on intensives includes 1960s, there is a small but informative body of several comparative studies of particular units literature exploring intensive higher education with a focus on using matched samples to test units. Researchers have noted the expansion of educational aspects, satisfaction or outcomes of what are variously termed intensives, summer intensive versus traditional delivery model (see, or winter schools, time shortened, compressed, for example, Eames & Luttman, 2018; Kucsera & accelerated or block modes in the delivery of Zimmano, 2010; Smith et al., 2016). These higher education (see Davies 2006 for a review studies generally aim to establish the rigor or of earlier literature). The delivery mode has efficacy of intensive mode units, in order to partly increased to provide greater student address concerns about possible impacts on flexibility, allowing students to complete their quality (see Daniels, 2000 for a review). There course faster by foregoing what would are also some rarer examples of very large-scale otherwise be a semester break, and also attend comparative studies, generally in single classes on weekends or nights, outside of disciplines or institutions (Austin & Gustafson professional commitments. 2006; Lutes & Davies, 2013, 2018). Lutes and Davies (2013; 2018), in particular, comprise A recent survey gives some insight into the analyses of very large datasets, described in prevalence and characteristics of intensive more detail below. In addition to comparative delivery models in Australian higher education. studies, there are also studies exploring Male et al. (2016) surveyed 105 course co- teachers’ perspectives (Kuiper, Solomonides & ordinators across 26 Australian institutions and Hardy, 2015), students’ perspectives (Scott, found that 52% of intensive units were taught at 2003), and pedagogical and design elements both undergraduate and postgraduate levels. (Male et al., 2017; Marques, 2012; Wlodkowski, The most common reasons for their 2003) including very recently developed best- introduction were to allow students to practice guides for intensive education in accommodate study with outside activities Australia (Male et al., 2016). (30%), to promote engagement with interactive learning (25%), to allow students to focus on Nevertheless, delivery mode does not, by itself, one unit at a time (10%), and to mitigate appear to be a predictor of improved student geographic distance challenges for staff and satisfaction or enhanced learning outcomes. students (9%). Although the number or Both traditional and intensive delivery modes prevalence of the cases for each model was not can provide excellent or poor educational reported, the study reported that intensive outcomes, depending on other factors such as models included: instructor characteristics, teaching approach, classroom environment, and curriculum and  two full days of classes following online learning design. preparation  one full-time week of classes Davies (2006) found that across 17 comparative studies from 1960 onwards, 12 reported no  two, three or four moderately intensive significant difference between traditional and weeks of classes intensive mode delivery on student learning  a full day of classes once a week for seven outcomes; one study reported poorer and four weeks studies reported superior results for the intensives. However, study design was lacking  five half days over a full semester in many, with no attempt to control for differing baseline characteristics of students choosing, or not choosing, to undertake intensives. Some

Student Success, 10(1) March 2019 | 7 Rebuilding the first year experience, one block at a time. A Practice Report later comparative studies did control for track record of delivering intensives reported baseline student characteristics and found the units worked best when they were flexibly intensives to be associated with significantly structured to meet student needs, fitted with higher satisfaction and grades (Kucsera & the students life context, encouraged Zimmaro, 2010). commitment and engagement early, made expectations clear, scaffolded and sequenced A very large-scale study of student workload in assessment, were blended and made use of intensives, including institutional data from interactive online tools, and where teachers 29,000 students at Brigham Young University were available to students almost all of the time (Lutes & Davies, 2013; 2018) concluded that (Kuiper, Solomonides & Hardy, 2015). out-of-class workload was significantly lower in intensive courses, and that higher teacher In the Male et al. (2016) study which produced autonomy in designing assessments had an a good practice guide, the benefits of the effect on both out-of-class work and how much intensive model included a strong learning value students assigned to their work in community, increased immersion and intensive units (Wlodkowski, 2003). interaction, continuity of learning, ‘real-world’ Importantly, the authors’ coding of the syllabi learning, and increased teacher-student across traditional and intensive units showed communication. Students reported they very little difference, suggesting similar content enjoyed the bonding and learning with peers, breadth. In the same study, teachers (n=39) the focus on a single unit, interactivity, reported advantages of memory recall in continuity between learning, application and intensives, but that deep learning suffered and practice, and authenticity and hands-on that effectiveness varied across disciplines, with activities. Risks were identified as exhaustion, longer content disciplines generally not being as failure of students to adequately prepare, and well suited to intensives. lack of timely feedback.

These findings highlight that delivery mode is In describing the dynamics of intensive only one factor, and it is necessary to consider learning, Marques (2012) stresses the paradigm other features of the curriculum. To highlight shift that is necessary by teachers and this point, Smith et al (2016), provide reasons administrators of intensive courses. This why intensive learning may be superior in requires an intentional preparation and engineering, including incorporating service consideration in the design of intensives, learning, visiting speakers and site visits; while including supporting high levels of pre-class other studies describe them as enabling more preparation by students, encouraging and ‘real-world’ learning (Kucsera & Zimmaro, supporting student self-regulation, and timely 2010). Some features are clearly enabled by feedback cycles and monitoring to help those intensive delivery mode, such as flexible class students in need to extra assistance. scheduling, which potentially increases staff- student interactions, peer-to-peer interaction, The Block Model and time spent undertaking interactive learning. While intensive units (subjects) are generally only available at certain points of a course, or to Research investigating teacher and student certain sub-cohorts, usually postgraduate, a perceptions, as well as pedagogical and design more radical course delivery model is ‘the principles, highlight features that are important block’. The block does away with units being in an intensive-mode curriculum. A small taught in parallel, and instead delivers courses sample of Australian teachers with a successful in sequential units. During VU’s extensive and

8 | Student Success, 10(1) March 2019 McCluskey, Weldon & Smallridge heuristic exploration into contemporary striking was the way many academic and university reform, we were continually drawn professional staff understood that radical shifts to a TedX Vancouver talk by Professor David and changes to the traditional idea of university Helfand (2013) on Designing a University for the operations had to be made and embraced in New Millennium. Helfand spoke to the heart of order to make such a student-focused approach what we were seeking to achieve. Helfand work. The study group returned to Melbourne suggested that the traditional approach to knowing that if VU were to adopt the Block higher education was ineffective and that a Model then a similar, institution wide, change in radical, student focused, whole of institution mindset would be required. reform, in this case in the shape of the Block Model, was necessary to rectify this situation. We wrangled with the decision on whether to We tested the idea with a number of current VU undertake it as a small pilot program or roll it students and the response was overwhelmingly out to all of the first year cohort. The latter, positive. whilst risky, was simpler and meant that we could maintain just two systems (first year and This prompted us to explore the Block Model others) rather than three systems (first year further. A study trip was organised to Colorado block, first year traditional, and all others). VU College in the United States and Quest made a strategic decision to invest in the two- University in Canada, as both institutions offer system approach. Fung (2017a) argues that we the Block Model. The study group was can only ascertain what good education looks impressed by the positive way students at both like by analysing all elements of the educational institutions reflected on their learning ecosystem. experience in the Block Model. What was also

Figure 2. Traditional 12-week versus block mode in assessment and feedback

Student Success, 10(1) March 2019 | 9 Rebuilding the first year experience, one block at a time. A Practice Report

We enlisted the support of operational leaders  Design assessment to be completed within from all university systems to do this and so the the unit schedule and all feedback returned journey began. before commencement of next block The VU Block Model a. Include clear assessment rubrics b. Provide opportunities for early The VU Block Model, compared with the student success traditional semester-based predecessor, are graphically presented in Figure 2 on the  Focus on knowledge exploration and previous page. These figures demonstrate the application rather than content changed temporal patterns in learning transmission progression and assessment.  Include opportunities for peer feedback and collaboration Although a block model is new to mainstream Australian higher education, similar models of  Use explicit and differentiated learning teaching and learning exist elsewhere, and have opportunities (more than one way to proven to be successful, producing increased achieve the same learning outcome) levels of student satisfaction in educational  Optimise opportunities to learn in new institutes in Canada, the United States and ways within the parameters of four-week Scandinavia. President and Vice Chancellor of block Quest University in Canada Dr George Iwama, a pioneer of the block teaching format who Delivery principles recently helped launch this innovative model at VU, claims that, “The Block Model opens student The design and development principles will be minds and honours learning passion … students realised in delivery as each unit will: learn to construct knowledge rather than have it transferred to them” (Victoria University, 1 Be student-centered, active and engaging 2017b, para. 5). (you are the university, 'be fabulous’) The principles underpinning the VU Block  Outline the relevance of unit to course Model are described below. and career Design principles  Provide early and ongoing feedback  Evaluate students’ interests and Every block unit will be designed for a blended individual needs/expectations learning environment. In addition to exceeding VU’s minimum online standards every block  Include opportunities for self- will: assessment that leads to personalised and adaptive learning 1 Have clear beginning and endings  Incorporate the use of digital technology (immersive & self-contained)  Integrate active and authentic learning  Ensure learning outcomes are achievable practices in all units in the four-week timeframe  Employ a variety of assessment tasks to demonstrate learning outcomes

10 | Student Success, 10(1) March 2019 McCluskey, Weldon & Smallridge

Applicability to VU model industry engagement, and regulatory issues. The organisational change framework at VU In designing the principles and design processes broadly acknowledges that education is the that underpin the development and rollout of product of a complex interplay of systems, the VU Block Model, the institution took an similar to the complexity in ecological evidence-based approach, drawing on the definitions of the university (Barnett & Peters, research findings that had potential relevance. 2018). However, caution was exercised in generalising most to the VU Block Model. Strictly speaking, The traditional institutional processes of there were very few examples of models like sending out offers, enrolment periods, VU’s in the literature. timetabling, reporting etc. have had to be recast. To facilitate this, staff across the university have Organisational change needed to had to collaborate, share intelligence and introduce the new model synchronise their activity and planning. All project activity has been tracked, curated and VU embraced the institutional systemic reported using a SharePoint platform with strict challenges necessary to implement the Block deliverables and risk framework Model. Two 12-week semesters plus a four- considerations. Figure 3 graphically presents week exam period have now transformed into the complex interplay of university eight four-week semesters. To-date this has departments and functions that were central to required significant changes to established the change required in introducing the Block procedures and systems. A change of this scale Model. and complexity, delivered in such a short timeframe, is unprecedented in Australian Staffing and structure higher education. The next section details some of the change that was necessary, and how it The vision could not be achieved within the was achieved. confines of the existing college and organisational structures so a new entity called Organisational change project the First Year College (FYC) was established with a brief to recruit ‘teaching-passionate’ An internal project steering group was formed academic staff, interested in supporting the and each system/service head including development and implementation of a new First enrolments, student support, marketing, quality Year Student Experience at VU. This was and planning, people and culture, IT and anticipated to be a daunting challenge, however, connected learning was represented on the the response was phenomenal and extremely group. The project adopted an agile project competitive. The FYC was intentionally management methodology which focussed on designed to promote connection, collaboration collaborative, iterative design and development and creativity across disciplinary boundaries. with rigorous communication protocols. This Staff were co-located on one floor and office group met twice weekly to report, seek support, space was randomly allocated with no celebrate successes and highlight challenges. disciplinary groupings. This has enabled Each system/service operational area also positive interdisciplinary interactions and implemented a similar program of work to sharing of ideas. ensure project recommendations were tested and implemented in a timely way. A connected externally-focused project group worked on issues relating to professional accreditation,

Student Success, 10(1) March 2019 | 11 Rebuilding the first year experience, one block at a time. A Practice Report

Figure 3. An ecological approach to organisational change at VU

Curriculum design teams Design process

Between the decision to proceed and the Redesigning traditional 12-week semesters into formation of the FYC, VU’s Teaching and four-week blocks required VU to Learning Connected Learning team was pivotal reconceptualise how curriculum was created. in coordinating an innovative curriculum design Design teams employed a ‘Design Inquiry framework and cross-institutional teams Learning’ (DIL) approach which “combines an worked on unit design and development that inquiry-based learning approach with a design- enshrined the student experience firmly and based scientific paradigm” (Mor & Mogilevsky, positively as its central focus. An organisational 2013. p.2). This approach resulted in rich construct of six cross-organisational and cross- integration of techno-pedagogical approaches disciplinary clusters was formed with each to optimise student learning opportunities. A cluster consisting of staff from the Library, blended learning infrastructure incorporating Educational Development, Academic Skills adaptive and interactive resources supported a Development, Technology Enhanced Learning flipped and action-based learning paradigm. Design and a range of academic content experts. Space was made available to accommodate Academic staff signed up to cluster groups to these activities but generally most teams met at develop subjects where they had discipline ‘The HIVE’, VU’s learning and teaching centre, expertise and teaching experience. The which is an intentionally designed space to expertise of their non-academic, cluster promote connection and collaboration. The colleagues became part of the fabric of the unit details of this process will be described in as it was developed. A rigorous peer review of another publication. the unit was completed prior to formal completion of the redesign activities. The classroom has also been recast. Studying one unit at a time means that there are no competing timetable requirements. There is no

12 | Student Success, 10(1) March 2019 McCluskey, Weldon & Smallridge need to be bound to classroom or the timetable and students was critical, and would be of other units. Teachers are able to base their evidenced, in part, by increased participation in classes where they see fit: in an art gallery, a professional development and collegial events. court room, in a workplace, or in the bush. Organisationally, the capability for dynamic change, that is, the ability to plan, undertake and Desired outcomes successfully execute rapid change, was a key outcome. The desired outcomes of the Block Model at VU are systemic and involve different stakeholders. The ultimate result of the Block Model was to These include students, academic and increase student learning, especially for those professional staff, as well as VU as an students at-risk of attrition. Preliminary organisation, and the wider community. evidence of the success of the project is Consistent with the VU White Paper (2017a), promising and includes increases in pass rates the Block Model aims to increase first year and average grades (see Figure 4), which has student satisfaction, engagement, retention and also been detailed in news media (Dawkins & success. In terms of the institution’s teaching Solomonides, 2018). Further evidence about and learning staff, the Block Model aims to the efficacy of the Block Model is still emerging introduce a different and student-focussed and is not the focus of this paper. Future teaching approach, increased staff engagement, publications will explore the evidence of and to harness more effective learning design. success of the block in more depth. Specifically, a sense of belonging from both staff

Figure 4. Average grade distribution in the block showing an increase in proportion of students achieving higher assessment results.

Student Success, 10(1) March 2019 | 13 Rebuilding the first year experience, one block at a time. A Practice Report

Conclusion DEEWR, Canberra. Retrieved from APO website https://apo.org.au/node/15776 The VU First Year Model appears to have had a Coaldrake, P., & Stedman, L. (2013) Raising the stakes: Gambling with the future of universities. St Lucia, positive impact on student engagement, Queensland: University of Queensland Press. learning and outcomes as evidenced by the Daniel, E. L. (2000). A review of time-shortened courses 2018 semester one results and student progress across disciplines. College Student Journal, 34(2), 298- into the second semester. The Block Model 308. recognises, respects and accommodates the Davies, W.M. (2006). Intensive teaching formats: A review. complexity of student lives and facilitates a Issues in Educational Research, 16(1), 1-20. Retrieved predictable, manageable and connected first from http://iier.org.au/iier.html year experience. We hope the VU Block Model Dawkins, P., & Solomonides, I. (2018, May 30) Victoria Uni’s will achieve Fung’s (2017b) expectation of big reform bet pays off. The Australian. engaging students “not as passive recipients but Department of Education and Training (2018). uCube – as agents; not as predominantly inward-looking Higher Education Data Cube. Retrieved from Department of Education and Training website participants but as outward-looking critical https://www.education.gov.au/ucube-higher- investigators” (para. 9). By skilfully scaffolding education-data-cube Transition Pedagogy into the first year of Department of Education and Training (2016). 2016 university study, the VU Block Model is Appendix 2 - Equity Groups. Retrieved from designed to provide students with the Department of Education and Training website connections, cultural capital, capabilities and https://docs.education.gov.au/node/45206 knowledge they require to become confident Department of Education and Training (2017). 2016 Appendix 4 – Attrition, success and retention. and independent learners and to work with, Retrieved from Department of Education and rather than ignore, the complexity of their lives. Training website It is also hoped that the establishment of a more https://docs.education.gov.au/documents/2016- positive, connected and collaborative FYC staff appendix-4-attrition-success-and-retention culture and environment will enhance the Department of Education and Training. Higher Education appetite for sustainable techno-pedagogical Standards Panel (2018). Final report: Improving retention, completion and success in higher education. innovation that will ultimately enhance student Retrieved from Department of Education and success. Perhaps Davies (2006) prediction that Training website “intensive modes of teaching seem to be an idea https://docs.education.gov.au/system/files/doc/oth whose time has come” will eventuate, albeit 12 er/final_report_for_publishing.pdf years later (para. 6). Eames, M., S. Luttman & S. Parker. 92018). Accelerated vs. traditional accounting education and CPA exam performance. Journal of Accounting Education 44(C). References 1-13. https://doi.org/10.1016/j.jaccedu.2018.04.004 Austin, A.M., & Gustafson, L. (2006). Impact of course length Fung, D. (2017a). A connected curriculum for higher on student learning. Journal of Economics and Finance education. London: UCL Press London Education 5(1). 26-37. Retrieved from https://www.economics-finance.org/jefe/jefe.html Fung, D. (2017b). Teaching excellence? Let’s hear it for good education. [Blog post]. Retrieved from Baik, C., Naylor, R., & Arkoudis, S. (2015). The First Year https://www.heacademy.ac.uk/blog-entry/teaching- Experience in Australian universities: Findings from excellence-lets-hear-it-good-education two decades 1994-2014. Retrieved from https://melbourne- Griffin, P., & Care, E. (2014). Assessment and teaching of 21st cshe.unimelb.edu.au/__data/assets/pdf_file/0016/1 century skills: Methods and approach. Springer. 513123/FYE-2014-FULL-report-FINAL-web.pdf. Helfand, D. (2013, June). Designing a university for the new Barnett, R., & Peters, M. A. (2018). The idea of the university. millennium: David Helfand at TEDxWestVancouverED Contemporary perspectives. New York: Peter Lang Inc. [Video file]. Retrieved from https://www.youtube.com/watch?v=DZQe73IXZtU Bradley, D., Noonan, P., Nugent, H., & Scales, B. (2008). Review of Australian higher education: final report Kift, S. (2009). Articulating a transition pedagogy to scaffold and to enhance the first year student learning

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experience in Australian higher education: Final report Quality Indicators of Teaching and Learning [QILT] (2017). for ALTC senior fellowship program: Australian 2017 Student Experience Survey National Report. Learning and Teaching Council Sydney, Australia. Retrieved from the QILT website Retrieved from http://transitionpedagogy.com/wp- https://www.qilt.edu.au/about-this-site/student- content/uploads/2014/05/Kift-Sally-ALTC-Senior- experience. Fellowship-Report-Sep-09.pdf Scott, P. (2003). Attributes of high-quality accelerated Krause, K-L. (2005 November). New perspectives on courses. New Directions for Adult and Continuing engaging first year students in learning. Keynote Education, 97, 29–38. presentation at the Victoria University Annual https://doi.org/10.1002/ace.86 Learning Matters Symposium. Victoria University Smith, J., Compston, P., Male, S, Baillie, C., & Turner, J. (2016). Kucsera, J. V., & Zimmaro, D. M. (2010). Comparing the Intensive mode teaching of a humanitarian effectiveness of intensive and traditional engineering course to enhance service-learning. courses. College Teaching, 58(2), 62-68. International Journal for Service Learning in Kuiper, A., Solomonides, I., & Hardy, L. (2015). Time on task Engineering, Humanitarian Engineering and Social Entrepreneurship. 11(2), 38-54. in intensive modes of delivery. Distance Education, 36(2). 231-245. Tapscott, D. (2016, May 10). Universities must enter the https://doi.org/10.1080/01587919.2015.1055058 digital age or risk facing irrelevance. The Star Lutes, L., & Davies, R. (2013) Comparing the rigor of Retrieved from https://www.thestar.com/news/canada/2016/05/1 compressed format courses to their regular semester 0/universities-must-enter-the-digital-age-or-risk- counterparts. Innovative Higher Education 38(1), 19– 29. Retrieved from facing-irrelevance.html https://link.springer.com/journal/10755 Tatum, B. C. (2010). Accelerated education: Learning on the Lutes, L., & Davies, R. (2018). Comparison of workload for fast track. Journal of Research in Innovative Teaching, 3(1), 35-51. university core courses taught in regular semester and time-compressed term formats. Education Trowler, V. (2010). Student engagement literature review. Sciences 8(1), 34. The Higher Education Academy Retrieved from https://doi.org/10.3390/educsci8010034 https://www.heacademy.ac.uk/system/files/studen Male, S., Baillie, C., Hancock, P., Leggoe, J., MacNish, C., & tengagementliteraturereview_1.pdf Crispin, S., Alam, F. (2016). Intensive mode teaching Victoria University (2016). Victoria University: The guide. Office for Learning and Teaching. Retrieved University of Opportunity and Success. Strategic Plan from 2016-2020. Retrieved from: http://www.ecm.uwa.edu.au/__data/assets/pdf_file https://www.vu.edu.au/sites/default/files/about- /0005/2886008/Intensive-Mode-Teaching-Guide- us/pdfs/vu-strategic-plan-2016-2020.pdf Dec_21_2016.pdf Victoria University (2017a). Victoria University’s Marginson, S. (2016). Higher education and the common Transformational Agenda: A White Paper on the good. Carlton, Victoria: Melbourne University Future of Victoria University. Retrieved from Publishing. https://www.vu.edu.au/sites/default/files/white- Marques, J. (2012). The dynamics of accelerated learning. paper-vu.pdf Business Education & Accreditation, 4(1), 101-112 Victoria University (2017b). News. VU leaders & education Mor, Y., & Mogilevsky, O. (2013) The learning design studio: experts launch the First Year Model. Retrieved from https://www.vu.edu.au/about-vu/news- Collaborative design inquiry as teachers' professional development, Research in Learning Technology, 21. events/news/vu-leaders-education-experts-launch- https://doi.org/10.3402/rlt.v21i0.22054 the-first-year-model Naylor, R., Baik, C., & Arkoudis, S. (2018). Identifying Victoria University (2018). 2017 Annual Report. Retrieved from https://www.vu.edu.au/sites/default/files/vu- attrition risk based on the first year experience. Higher Education Research and Development 37(2). 2017-annual-report.pdf 328-342. Victoria Auditor-General’s Office (2018). Results of 2017 https://doi.org/10.1080/07294360.2017.1370438. Audits: Universities. Retrieved from Nelson, K., Creagh, T., Kift, S., & Clarke, J. (2014). Transition https://www.audit.vic.gov.au/sites/default/files/20 Pedagogy handbook: A good practice guide for policy 18-05/20180523-Universities-Audits.pdf and practice in the first year experience at QUT (2nd Wlodkowski, R. J. (2003). Accelerated learning in colleges ed.). Retrieved from http://fyhe.com.au/wp- and universities. New Directions for Adult and content/uploads/2012/11/Transition-Pedagogy- Continuing Education, 97. 5-15. Handbook-2014.pdf https://doi.org/10.1002/ace.84

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