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A Transition Pedagogy framework acknowledges students’ transition into university from diverse backgrounds, with varied preparedness for studying at university. It puts the onus on the university to provide a seamless experience, and specifies that initiatives should be curriculum-centred, promote diversity and include a whole-of-institution approach. The aim of this project was to increase commencing student success by embedding principles of transition pedagogy throughout the first-year curriculum. This article outlines the components of a university-wide Transition Framework that was developed at a large Australian regional university, based on our interpretation of transition pedagogy, to unify academics and professional staff in supporting first-year students. Since the project commenced in 2017, both internal and online commencing success rates have increased. A key finding is the importance of a coordinated approach to identifying disengaged students and providing targeted support at multiple time points early in the semester to reduce the number of fail grades.

The transition from student to registered nurse is a vulnerable period characterised by emotional strain, role ambiguity, and transition shock. Although Graduate Nurse Transition Programs (GNTPs) aim to strengthen early practice readiness, few evaluations use longitudinal, theory-informed approaches or validated tools. To examine the professional role development of new graduate nurses (NGNs) across three transition stages within a major Australian health service. A longitudinal quantitative study guided by Duchscher's Stages of Transition Theory and the Transition Shock Model. A customised 75-item questionnaire-adapted from the Professional Role Transition Risk Assessment Instrument and the Professional and Graduate Capability Framework-was administered at three transition points (March 2020-March 2021). Four domains were assessed: Responsibilities, Role Orientation, Relationships, and Knowledge and Confidence. Descriptive statistics, Principal Component Analysis (PCA), chi-square tests, and multinomial logistic regression identified developmental patterns and predictors of transition stage. PCA supported a four-factor structure consistent with the theoretical domains, explaining 62% of variance. Significant stage-based improvements were found in clinical decision-making (RS6, = 0.005), managing pressure (RS11, = 0.003), leadership perception (RO5, = 0.001), and emotional regulation (RL20, < 0.001). Regression analysis identified role confusion (RS7, χ = 18.112, = 0.001), leadership potential (RL1, χ = 25.590, < 0.001), workplace support (RL16, χ = 12.760, = 0.013), and critical thinking confidence (KN13, χ = 10.858, = 0.028) as strong predictors of transition stage. By Stage 3, most NGNs demonstrated increased autonomy, confidence, and professional integration. A coordinator-to-graduate ratio of 1:12 facilitated personalised mentorship. Findings provide robust evidence for theoretically grounded GNTPs. Tailored interventions-such as early mentorship, mid-stage stress support, and late-stage leadership development-can enhance role clarity, confidence, and workforce sustainability.

Against the backdrop of today's increasingly multicultural society, are America's elite colleges admitting and successfully educating a diverse student body? No Longer Separate, Not Yet Equal pulls back the curtain on the selective college experience and takes a rigorous and comprehensive look at how race and social class impact each stage--from application and admission, to enrollment and student life on campus. Arguing that elite higher education contributes to both social mobility and inequality, the authors investigate such areas as admission advantages for minorities, academic achievement gaps tied to race and class, unequal burdens in paying for tuition, and satisfaction with college experiences. The book's analysis is based on data provided by the National Survey of College Experience, collected from more than nine thousand students who applied to one of ten selective colleges between the early 1980s and late 1990s. The authors explore the composition of applicant pools, factoring in background and \"selective admission enhancement strategies\"--including AP classes, test-prep courses, and extracurriculars--to assess how these strengthen applications. On campus, the authors examine roommate choices, friendship circles, and degrees of social interaction, and discover that while students from different racial and class circumstances are not separate in college, they do not mix as much as one might expect. The book encourages greater interaction among student groups and calls on educational institutions to improve access for students of lower socioeconomic status.

National large-scale soil and water conservation controls on the Gangjiang River basin have been documented, but the effect of governance on regional watershed hydrology and how the main driving factors act have not been systematically studied yet. To do this, this study evaluated changing trends and detected transition years for both streamflow and sediment discharge using long-term historical records at seven hydrological stations in the Ganjiang River basin over the past 50 years. The double mass curve (DMC) method was used to quantify the effects of both climate change and human activities on hydrological regime shifts. The results showed that the distributions of precipitation, streamflow, and sediment discharge within a year are extremely uneven and mainly concentrated in the flood season of Jiangxi Province. None of the stations showed significant trends over time for either annual precipitation or streamflow, while the annual sediment discharge at most stations decreased significantly over time. The estimation of sediment discharge via DMC indicated that after the transition years, there were rapid reductions in sediment discharge at all hydrological stations, and the average decline degree of midstream and downstream were much larger than that of upstream. Human activities, especially the increase of vegetation cover and construction of large and medium-sized reservoirs, provided a significantly greater contribution to the reduction of sediment discharge than did precipitation changes. As a case study of river evolution under global change environment, this study could provide scientific basis for the control of soil erosion and the management of water resources in Ganjiang River, as well as for the related research of Poyang Lake and the Yangtze River basin of China.

The amount of ultimately recoverable resources and/or timing of peak production have been the central purpose of numerous studies. One broadly applied method is Hubbert modeling, subsequently extended as multicyclic Hubbert modeling. This paper explores a modification to conventional multicyclic Hubbert modeling that we term “cycle‐jumping” wherein the overlap of multiple curves is limited and explicitly accounted for. The model is designed in a way that each curve is described by the same three parameters as a multicyclic Hubbert model, and every two curves are connected through an explicit transition. The transition width indicates the time of the shift from one curve to the next and is controlled by a weighting parameter for the respective curves. Cycle‐jumping provides a superior data fit compared to the conventional cycle‐addition model and, more important, reflects historical production data more realistically as socioeconomic and political factors important to resource production vary in time. Recommendations for Resource Managers Conventional multicyclic Hubbert modeling poorly reflects transitions in production trends. Cycle‐jumping with a finite transition period practically and mathematically provides a superior model for historical resource production by limiting the overlap of multiple curves. Cycle‐jumping with a finite transition period reflects more realistically the production profile affected by external factors including capturing inherent asymmetry in different cycles.

Core mathematics courses are fundamental to the academic success of engineering students in higher education. These courses equip students with skills and knowledge applicable to their specialized fields. However, first-year engineering students often face significant challenges in mathematics due to a range of factors, including insufficient preparation, mathematics anxiety, and difficulty connecting theoretical concepts to real-life applications. The transition from secondary to tertiary mathematics remains a key area of educational research, with ongoing discussions about effective pedagogical approaches for teaching engineering mathematics. This study utilized a belief survey to gain general insights into the attitudes of first-year mathematics students towards the subject. In addition, it employed the activity theory framework to conduct a deeper exploration of the experiences of first-year engineering students, aiming to identify contradictions, or “tensions,” encountered within a flipped-classroom learning environment. Quantitative data were collected using surveys that assessed students’ self-reported confidence, competence, and knowledge development. Results from Friedman’s and Wilcoxon’s Signed-Rank Tests, conducted with a sample of 20 participants in 10 flipped-classroom sessions, statistically showed significant improvements in all three areas. All of Friedman’s test statistics were above 50, with p-values below 0.05, indicating meaningful progress. Similarly, Wilcoxon’s Signed-Rank Test results supported these findings, with p values under 0.05, leading to the rejection of the null hypothesis. The qualitative data, derived from student questionnaire comments and one-to-one interviews, elucidated critical aspects of flipped-classroom delivery. The analysis revealed emerging contradictions (“tensions”) that trigger “expansive learning”. These tensions encompassed the following: student expectation–curriculum structure; traditional versus novel delivery systems; self-regulation and accountability; group learning pace versus interactive learning; and the interplay between motivation and anxiety. These tensions are vital for academic staff and stakeholders to consider when designing and delivering a first-year mathematics course. Understanding these dynamics can lead to more effective, responsive teaching practices and support student success during this crucial transition phase.

The transition into Higher Education (HE) is a problematic situation for students and academic institutions worldwide. This scenario is even more apparent in the South African environment as a majority of the student body resides in low-income, rural environments and are first-generation university students. Such a context presents unique challenges such as separation from family, cultural differences and family obligations, together with academic and social integration pressures, thus placing students in an unfamiliar environment within HE. If successful integration into HE is not achieved at this initial stage of entry, students face the risk of academic failure. The purpose of the study was to explore the challenges faced by South African first-year students as they transition into HE and the impact of peer mentorship on the successful progression of university students. Findings reveal that engaging in high- impact practices inherent in first-year student experiences ultimately leads to the promotion of student success in areas such as increased academic performance, participation in activities with educational goals, student contentment and persistence in completion of their studies. This paper proposes an intervention that supports a smooth transition of students into higher education as it draws from the strategies of High-Impact Practices (HIPs) applicable to undergraduate courses.

The transition into Higher Education (HE) is a problematic situation for students and academic institutions worldwide. This scenario is even more apparent in the South African environment as a majority of the student body resides in low-income, rural environments and are first-generation university students. Such a context presents unique challenges such as separation from family, cultural differences and family obligations, together with academic and social integration pressures, thus placing students in an unfamiliar environment within HE. If successful integration into HE is not achieved at this initial stage of entry, students face the risk of academic failure. The purpose of the study was to explore the challenges faced by South African first-year students as they transition into HE and the impact of peer mentorship on the successful progression of university students. Findings reveal that engaging in high- impact practices inherent in first-year student experiences ultimately leads to the promotion of student success in areas such as increased academic performance, participation in activities with educational goals, student contentment and persistence in completion of their studies. This paper proposes an intervention that supports a smooth transition of students into higher education as it draws from the strategies of High-Impact Practices (HIPs) applicable to undergraduate courses.

The transition into Higher Education (HE) is a problematic situation for students and academic institutions worldwide. This scenario is even more apparent in the South African environment as a majority of the student body resides in low-income, rural environments and are first-generation university students. Such a context presents unique challenges such as separation from family, cultural differences and family obligations, together with academic and social integration pressures, thus placing students in an unfamiliar environment within HE. If successful integration into HE is not achieved at this initial stage of entry, students face the risk of academic failure. The purpose of the study was to explore the challenges faced by South African first-year students as they transition into HE and the impact of peer mentorship on the successful progression of university students. Findings reveal that engaging in high- impact practices inherent in first-year student experiences ultimately leads to the promotion of student success in areas such as increased academic performance, participation in activities with educational goals, student contentment and persistence in completion of their studies. This paper proposes an intervention that supports a smooth transition of students into higher education as it draws from the strategies of High-Impact Practices (HIPs) applicable to undergraduate courses.

The transition of students into tertiary study at Unitec has often been seen as the responsibility of learning centres and student services, the domain of ex-language teachers and concerned counsellors, covered by social activities in orientation week and unmentioned for the remainder of the semester. This report describes an initiative to move transition into content areas by widening the horizons of vocational lecturers' view of what transition involves and indeed of what their discipline encompasses. It introduces a framework summarising some of the 'first year experience' literature and discusses the implications it has for lecturers. The framework is four words - from, with, of, to - which cover the transition into tertiary study and on to graduation. Designed to be used by academic advisors with vocational lecturers at an Institute of Technology, the framework aims to spread responsibility for transition from support services onto the agendas of departments, programs and teachers. It requires teachers to expand their horizons of tertiary education and transition. [Author abstract]