Draft Plan for First Year Academic Orientation and Transition
Sydney College of the Arts
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.
OBJECTIVE 1: TO FAMILIARISE STUDENTS WITH THE UNIVERSITY’S PHYSICAL ENVIRONMENT,
ACADEMIC CULTURE AND SUPPORT SERVICES
Strategy
Initiative
Responsibility
1.1 Introduce students to physical
environment.
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1.2 Explain academic culture.
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Orientation is the subject of all courses
offered in first week of classes; tours
are conducted to all areas of the
college.
“Mapping project” in first week of
Classes familiarises students to the
physical and organisational layout of
the school and end with a group
exhibition and “Opening” of results.
A map of the college is provided in
the handbook and plain English
descriptions are given in the timetable
of course location.
Our O week activities introduce the
academic culture by talks to students
by the Director, Foundation
Coordinator and all studio areas,
student service providers and facility
managers represented.
Foundation team, academic and general staff.
Foundation team, academic and general staff.
Outcome
Students become familiar with their
surroundings and find their way to their first
classes with ease.
Students begin to appreciate the culture of
learning at SCA and draw links between areas
and staff that may assist their learning.
1.3 Promote the wider student
support services of the University
including Learning Centre,
library, health service and
counselling, equity & access,
financial services, computer
access.
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All of these areas are represented in the
talks given at the SCA orientation in
the first week of classes.
Students are made aware of the
services on main campus and how to
access them at the O week talks by the
Librarian , Student Union
representatives and Welfare Officers
and student Councillor .
A webct site will be set up in 2004 to
aid in the retention of at risk students,
it’s a Q and A type discussion board
open to all students and staff,
monitored by the foundation
coordinator.
All relevant general and academic staff
Students will be aware of the services that
will be available to support their learning and
their life as an artist in training.
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.
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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.
Initiative
The foundation handbook outlines all
units of study and how they relate to
each other.
The O week activities in week one
further explains these programs of
study.
The students meet their Academic
Advisor in week one who orients them
to their studio program, career paths
and the beneficial reasons for electing
these units of study.
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Foundation handbook.
To outline the foundation programs of
study and how they relate to the rest of
the program in later years and how
each unit interrelates and supports the
other in terms of student learning and
orientation to the academic life of
artists, especially the group work
engaged in with the Foundation
Concepts program.
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Each foundation course uses the Unit of study
template provided for online units of study and
students are encouraged to review its contents
with their lecturer during the course.
The SCA handbook also has all of this material
outlined for student reference
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Responsibility
Outcome
Academic staff at SCA orientation and foundation
coordinator
Students should have a clear grounding of
their course structure and units of study and
how they are relevant and interrelate. This
will be linked to the Graduate Attributes of
SCA so that students become aware that
they are developing such attributes.
Foundation coordinator and academics
All students should have a clear idea of their
program of learning so that they can
perceive relevance to their future profession
and some direction to their learning
activities.
OBJECTIVE 3: TO PROMOTE AND SUPPORT STUDENTS’ ENGAGEMENT WITH THE UNIVERSITY, INCLUDING WITH THEIR
PEERS.
Strategy
3.1 Promote students’
involvement in university life
including engagement with their
peers in and out of class.
Initiative
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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.
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There is a foundation-focused College
BBQ in O week by the student
organization SASCA.
The “Studio concepts” Unit and
“Drawing” Unit mix students
randomly from all studios and are
designed to build a strong and united
cohort across all of the studios. These
units are unique to foundation and
complement the studio specific
programs of later years. All students do
meet randomly also in theory classes
over their entire degree.
Refer 1..3 Web Ct project
Refer 2.2 Group Concepts projects
A SCA Retention scheme is being
developed in 2004 with particular
focus on international students.
A senior academic has been identified
for this role and will conduct online,
social and academic support to at risk
students.
An exit survey will be used to identify
any issues related to at risk students.
Responsibility
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Sasca and Foundation Academic teams.
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A senior academic in conjunction with the
Teaching and learning committee, foundation
coordinator and senior students as peer mentors.
Outcome
Broad and strong links for social
development of students in an
academic culture.
The development of cross studio
links for multidisciplinary practice
to develop across studios.
To minimize the numbers of at risk students
by providing support and encouragement to
those who may be identified as facing extra
challenges within the program.
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
Initiative
Responsibility
Outcome
Studio Coordinators and academic advisors
4.1 Develop basic skills and
knowledge in the field of study.
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4.2 Develop generic skills such as
group work, oral and written
communication skills, research
and referencing, and information
literacy.
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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
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To develop a coherent understanding of
contemporary practice at an basic level that
is then clearly developed in more complex
ways as the course develops in 2nd and 3rd
Year.
Studio based programs in foundation
give a full grounding in basic skills in
the students chosen studio field.
There is a new technics program for
foundation students to further enhance
their hands on skills and confidence
Library team and Foundation Team
SCA students should be able to effectively
and ethically source information and images
to support their making.
Students should begin to understand the
mechanisms for the effective verbal critical
evaluation of art works.
Generic skills combined with specialised art
skills support graduates who are then able
to become skilled and responsible
professionals in the visual arts.
See also 2.1
Studio coordinators and academic advisors
Students are encouraged to progress and
improve their performance through engaging
in self assessment of their learning activities
and are able to recognise and use strategies
for enhancement of their learning.
Through the foundation research
program students will develop skills in
research and referencing for the visual
arts over a 2-semester program.
Group work, oral and written
communication skills are encouraged
in the studio theory and core theory
programs and in the new studio
concepts program which is a theme
based program that focuses on
discussion and idea development in
group situations.
See also 3.1
SCA encourages students to attend the
Learning centre when necessary after
initial learning assessments are
conducted in the Core theory program.
At review time in week 7 of both
support and by enhancing skills
already present.
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4.3 Where appropriate, provide
students with opportunities for
flexible learning and choice to
accommodate and value their
diverse backgrounds.
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foundation semesters skills and
progress are discussed individually
with each student and strategies for
enhancement are developed between
staff and students.
See also 3.2
In foundation students are encouraged
to explore and familiarise themselves
with other studios so that they can
move into the elective program of
flexible units of study in other studios
in year 2. Lecturers and introductions
to studios are given twice a year to
inform these choices.
Curriculum in theory and studio
practice includes international artists
and their diverse practice from
different cultures.
In particular the visiting artist program
contributes to the SCA values of
diverse backgrounds, which are a
benefit and stimulant to SCA culture.
Some programs are exploring the use
of online learning for students,
especially in theory based programs.
Visiting Artists program
Theories of Art practice and Studio Theory
Web CT team
SCA students should have a developed
capacity for appreciating diversity and for
tolerance and understanding of differing
cultural perspectives.
Students of visual art are able develop a
voice for critical feedback in online sessions
which are focused on peer learning and
discussion and support a greater
involvement with NESB students.