References
- Bates, S. (2008) Online learning materials to accommodate the heterogeneity in student abilities, aptitudes and aspirations at the University of Edinburgh. In Quality enhancement themes: the first year experience – personalisation of the first year (eds. H. Knox J. Wyper), pp74–79. Mansfield, The Quality Assurance Agency for Higher Education, available at http://www2.glos.ac.uk/offload/tli/lets/lathe/issue2/articles/mckain.pdf.
- Beer, C. Clark, K. Jones, D. (2010) Indicators of engagement. Proceedings ascilite Sydney, p86, available at http://ascilite.org.au/conferences/sydney10/procs/Beer-full.pdf.
- Black, L.W. (2005) Dialogue in the lecture hall: teacher–student communication and students’ perceptions of their learning. Qualitative Research Reports in Communication 6 (1), 31–40 [doi: 10.1080/17459430500262125].
- Bonanno, H. Jones, J. English, L. (1998) Improving group satisfaction: making groups work in a first-year undergraduate course. Teaching in Higher Education 3 (3), 365−382 [doi:10.1080/1356215980030306].
- Bovill, C. Bulley, C. J. Moss, K. (2011) Engaging and empowering first-year students through curriculum design: perspectives from the literature. Teaching in Higher Education 16 (2), 197–209 available at http://eprints.gla.ac.uk/43904/1/43904.pdf.
- Brew, A. (2010) Teaching and research: new relationships and their implications for inquiry-based teaching and learning in higher education. Higher Education Research & Development 22 (1), 3−18 [doi:10.1080/0729436032000056571].
- Busato, V.V. Prins, F.J Elshout, J.J. Hamaker, C. (2000) Intellectual ability, learning style, personality and academic success of psychology students in higher education. Personality and Individual Differences 29 (6), 1057–1068 available at http://www.sciencedirect.com/science/article/pii/S0191886999002536.
- Carroll, S. Feltham, M. (2007) Knowledge and skills –the way to a meaningful degree? An investigation into the importance of key skills within an undergraduate degree and the effect this has on student success. Bioscience Education 10 (7) available at http://www.bioscience.heacademy.ac.uk/journal/vol10/beej-10-7.aspx.
- Chanock, K. (2010) The right to reticence. Teaching in Higher Education 15 (5), 543–552 [doi:10.1080/13562517.2010.491907].
- Creswell, J.W. Miller, D.L. (2000) Determining validity in qualitative inquiry. Theory into Practice 39 (3), 124−130 available at http://moodle.ncku.edu.tw/file.php/39997/Determining_validity_in_qualitative_Creswell.pdf.
- Dawkins, R. (2002) Evolution in biology tutoring? In OxCHEPS Occasional Paper No. 1 (ed. D. Plafreyman), pp32–36. Oxford, Oxford Centre for Higher Education Policy Studies, New College, available at http://ebookbrowse.com/oxcheps-op1-doc-pdf-d14083554.
- Exley, K. Dennick, R. (2004) Small group teaching –tutorials, seminars and beyond, pp211. London Routledge Falmer.
- Gartland, K.M.A. Wood, E.J. (2008) Research-teaching linkages: enhancing graduate attributes − life sciences, pp59. Mansfield, The Quality Assurance Agency for Higher Education, available at http://www.bioscience.heacademy.ac.uk/ftp/events/gcal280208/gartland.pdf.
- Goldfinch, J. Hughes, M. (2009) Skills, learning styles and success of first-year undergraduates. Active Learning in Higher Education 8 (3), 259–273 available at http://ganymedes.lib.unideb.hu:8080/udpeer/bitstream/2437.2/11819/1/PEER_stage2_10.1177%252F1469787407081881.pdf.
- Jones, H. (2011) Are our students prepared for university? Bioscience Education 18, 18-4SE available at http://www.bioscience.heacademy.ac.uk/journal/vol18/beej-18-4SE.aspx.
- Jones, P. Galloway, K. (2011) Curriculum scholars: embedding learning and teaching scholarship in first year identities. A practice report. The International Journal of the First Year in Higher Education 2 (2), 77−82 available at https://fyhejournal.com/article/view/86/95.
- Luzeckyj, A. King, S. Scutter, S. Brinkworth, R. (2011) The significance of being first: a consideration of cultural capital in relation to ‘first in family’ student’s choices of university and program. A practice report. The International Journal of the First Year in Higher Education 2 (2), 91–96 available at https://fyhejournal.com/article/view/89/97.
- McMillan, W.J. (2010) ‘Your thrust is to understand’ – how academically successful students learn. Teaching in Higher Education 15 (1), 1–13 [doi:10.1080/13562510903488105].
- Moir, J. (2010a) First things first: the first year in Scottish higher education. Mansfield, The Quality Assurance Agency for Higher Education, available at http://www.enhancementthemes.ac.uk/docs/publications/first-things-first-the-first-year-in-scottish-higher-education.pdf.
- Moir, J. (2010b) The first year: Back to the Future. Mansfield, The Quality Assurance Agency for Higher Education, available at http://www.enhancementthemes.ac.uk/docs/publications/the-first-year-back-to-the-future.pdf.
- Neumann, R. (2001) Disciplinary differences and university teaching. Studies in Higher Education 26 (2), 135−146 [doi:10.1080/03075070120052071].
- Palfreyman, D. (2002) The Oxford tutorial: sacred cow or pedagogical gem? In OxCHEPS Occasional Paper No. 1 (ed. D. Plafreyman), pp1−16. Oxford, Oxford Centre for Higher Education Policy Studies, New College, available at http://ebookbrowse.com/oxcheps-op1-doc-pdf-d14083554.
- Powell, J.P. (1974) Small group teaching methods in higher education. Education Research 16 (3), 163−171.
- Sander, S. Stevenson, K. King, M. Coates, D. (2000) University students’ expectations of teaching. Studies in Higher Education 25 (3), 309−323 [doi:/10.1080/03075070050193433].
- Thayer, P.B. (2000) Retention of students from first generation and low income backgrounds. Opportunity Outlook, May, 2–9.
- Thomas, L. (2002) Student retention in higher education: the role of institutional habitus. Journal of Educational Policy 17 (4), 423–442 available at http://www.ulster.ac.uk/star/resources/stu%20retention.pdf.
- Torenbeek, M. Jansen, E.P.W.A. Hofman, W.H.A. (2011) Predicting first-year achievement by pedagogy and skill development in the first weeks at university. Teaching in Higher Education 16 (6), 655−668.
- von Stumm, S. Hell, B. Chamorro-Premuzic, T. (2011) The hungry mind: intellectual curiosity is the third pillar of academic performance. Perspective on Psychological Science 6 (6), 574–588 available at http://pps.sagepub.com/content/6/6/574.
- Whittaker, R. (2008) Quality enhancement themes: the first year experience (transition to and during the first year), p113. Mansfield, The Quality Assurance Agency for Higher Education, available at http://www.enhancementthemes.ac.uk/docs/publications/transition-to-and-during-the-first-year.pdf.
- Yorke, M. Longden, B. (2008) The first-year experience of higher education in the UK. York, The Higher Education Academy, available at http://www.heacademy.ac.uk/assets/documents/resources/publications/FYEFinalReport.pdf.