Academic transition
How many units of study (subjects) are studied in first-year?
Full-time students are expected to undertake four units of study each semester in first-year, i.e., eight units of study for the year. For part-time students, the number of units of study will be pro-rata per semester.
How many hours of face-to-face teaching are there in first-year?
This varies significantly between faculties. It depends very much on the nature of the discipline and the method of teaching, for example, faculties that require students to undertake laboratory work, studio work, practicum, field work, etc., have more contact hours than other faculties that require their students undertake more independent research. Some faculties also have a portion of their teaching delivered on-line - this may be in addition to face-to-face classes or instead of face-to-face classes. Although in some instances you may not be required to be present physically to undertake these courses, you will still be expected to keep up-to-date. Do not succumb to the temptation of 'mañana' (tomorrow) - only to find that 'tomorrow' never comes!
Irrespective of whether the majority of time is spent in class or on independent study outside class, the number of hours students need to commit to their studies will be the same for all courses.
How many hours should be spent on private study?
This will depend very much not only on the individual student but also on the course being studied (see above). Some courses have extensive reading to be undertaken in preparation for class as well as for the completion of assigned assessment tasks, other courses focus on practical application of the discipline content.
Full-time students are expected to commit to a total of 40 hours of study per week, per semester during teaching and examination periods. Although this may sound like a significant commitment of time, it is equivalent to the time commitment of a typical Year 12 student (undertaking five subjects with about 3-4 contact hours per week, 3 hours per night and 6-7 hours on weekends of study - this too amounts to 40 hours of study per week). For part-time students, the number of hours of study will be pro-rata per unit.
For part-time students, the number of hours of study will be pro-rata per unit.
What is the nature of learning at university?
Students at university are expected to be "independent learners". For this reason, learning at university generally has the following characteristics:
- responsibility rests with the student (lecturers present, and tutors discuss, course content with students; however, it is students themselves who are responsible for reaching an understanding of the course content);
- course content is covered at a rapid rate, generally without repetition for reinforcement;
- unless sought specifically, contact with, and support from, teaching staff may appear to be limited (compared with students' former school experience); students are advised to meet informally with their peers in small study groups to enhance their understanding of what they are learning;
- guidance for assessment tasks may be limited also, e.g., detailed criteria for assessment tasks are not always provided; and,
- draft work is not accepted for review by staff prior to final submission of assessable work.
When do students find out the assessment set for each unit of study?
Most students will be provided with assessment information by the end of the first week of semester. Early notification of assessment requirements and due dates is provided to students to enable them to manage their time effectively by prioritizing tasks and other commitments through forward planning.
Many assessment tasks tend to fall due at about the same time in the latter part of the semester, so time management is crucial - using a notice-board to plan ahead is often helpful.
Who is the most appropriate person to consult if experiencing difficulty with a unit of study?
It is important for all students to take action quickly if they are experiencing difficulty with units of study because the university semester is only thirteen weeks - it can fly past very quickly and unless help is sought immediately it may be too late for any prospect of remediation.
The most appropriate person to consult in the first instance is the tutor/demonstrator of the respective unit of study. This person will discuss the issue (and options) with you; you will then be in a position to make an informed decision on the most appropriate course of action.
Who is the most appropriate person to consult if experiencing difficulty with a unit of study as an off-campus student?
It is important for all students to take action quickly if they are experiencing difficulty with units of study because the university semester is only thirteen weeks - it can fly past very quickly and unless help is sought immediately it may be too late for any prospect of remediation.
The most appropriate person to consult in the first instance is the tutor/demonstrator of the respective unit of study. This person will discuss the issue (and options) with you; you will then be in a position to make an informed decision on the most appropriate course of action. Off campus students may also wish to contact support staff of the "Off Campus Learning Centre" or visit Language and Learning online.
Who is the most appropriate person to consult if experiencing difficulty with my course?
The most appropriate person is your faculty's 'academic adviser' and/or 'first-year coordinator'. These individuals are best able to provide detailed guidance on the options available - dependent upon the specific course being undertaken, and time of year.
Again, it is important to remember that time is of the essence. Use the first few weeks to gauge your interest in, and suitability for, your chosen course. Students should always consult the faculty academic adviser and/or first-year coordinator before taking any action regarding course change - especially change regarding withdrawal from units of study.
Can I make changes to my course?
In courses that do not have 'core' (compulsory) units of study, it may be possible to change units of study. This decision should be made as early as possible in the semester to facilitate 'picking up' another unit of study, i.e., making this a viable proposition. It is not advisable to take this course of action after the first two weeks.
Students who decide to 'drop' a unit of study must withdraw officially by the Semester 1 census date, i.e., before March 31 to avoid payment of the Student Contribution Amount (SCA; formerly known as HECS fee), and having the unit recorded on their academic transcript as either 'withdrawn' or 'fail' (dependent on the time of the withdrawal). Details of the census dates.
What should I do if I am ill or will be absent from the university?
It is important to contact all tutors/demonstrators to alert them to any absence (beforehand for a planned absence, for example, surgery, or as soon as possible otherwise). If the period of absence is likely to be extended, it is advisable to also contact the faculty's academic adviser/first-year coordinator who may recommend applying for 'Leave of Absence'.
If due dates for assessment tasks will be missed as a consequence of your absence it is crucial for you to have made either prior arrangements for late submission of work or to have been advised of alternate arrangements so that your final grade will not be affected adversely.
If your academic performance has been affected by unforeseen circumstances, for example, ill health (short or long term), bereavement, trauma, etc., it is advisable to contact tutors/demonstrators to inform them as soon as possible. If your academic performance is likely to be affected for an extended period, then it is in your interests to complete and submit to the Faculty Office an application for 'Special Consideration'.
The 'Special Consideration' policy at Monash University states: "A candidate whose work during a teaching period or whose performance in an examination or other assessment has been affected by illness or other serious cause, may apply in writing for special consideration by the examiners or board of examiners concerned. Serious causes include:
- serious illness or psychological condition - for example, hospital admission, serious injury, severe asthma, severe anxiety or depression. Does not include minor illness such as a mild cold.
- loss or bereavement - for example, death of close family member, family/relationship breakdown
- hardship/trauma - for example, victim of crime, sudden loss of income or employment, severe disruption to domestic arrangements.
An application for special consideration must be accompanied by appropriate documentation and evidence from a qualified practitioner."
Further details: Special Consideration
Can parents, partners, family members or legal guardians contact the university to enquire about my enrolment status, fee payments, academic progress and/or results?
No. The university's Privacy Policy prohibits information about students being released to any other persons, including parents, other family members and legal guardians (even if they are paying students' fees).
What is the significance of the Census Dates?
The Census Dates are very important, especially for students who may be dissatisfied with one or more units of study that they have undertaken or who believe they are not likely to experience success by undertaking the units of study in which they are enrolled. If the units of study are not "core" subjects, i.e., not compulsory, you may be able to:
- change units of study (within the first two weeks);
- withdraw formally from the units of study without penalty, i.e., you will not have to pay the Student Contribution Amount (SCA) if withdrawal is completed before the Census Dates;
- not have the units of study from which you have withdrawn appear on your academic transcript, if withdrawal is completed before the Census Dates (late withdrawal may result in a "withdrawn" or "fail" being recorded, depending on the lateness of the withdrawal).
These clearly are good reasons to know the Census Dates. For most courses these dates are before March 31 in Semester 1, and before August 31 in Semester 2.
What are "Learning Communities" ?
Learning communities are small 'study groups' formed with fellow students for each subject being undertaken. Getting together outside scheduled class-time to share understanding of work with others serves several purposes, it enables students to:
- establish friendship networks quickly (especially at first-year);
- feel more comfortable with the subject content through discussion to ascertain the 'big ideas' that will be covered;
- confer on assigned texts and assessment tasks to clarify and enhance understanding;
- analyse subject matter in a non-threatening and risk-taking environment;
- act as 'critical friends' by providing feedback on each others' work (prior to submission);
- increase the ease of obtaining and sharing scant resources, e.g., books, videos, etc. through collaboration;
- be more thoroughly prepared for essay writing and revise collectively for tests/examinations;
- offer assistance, guidance, encouragement and emotional support to one another; and
- increase persistence (to stay at university) through the camaraderie established with other group members.
Social transition
I do not know anyone else studying at Monash, how can I go about meeting people and making friends?
You should start meeting new people and developing friendships that will become important support networks as soon as possible. All first-year students are expected to attend Orientation as it is the official commencement to the academic year. During this time, a range of social activities and academic programs are offered that will enable you to make a good start to your university studies. At this time, you will be encouraged to attend Host Scheme, faculty and other camps, and to join a number of different Clubs and Societies - these avenues present an excellent means of making new connections. Once classes have commenced, you should also arrange to get together with your peers taking classes in common to discuss work in 'learning communities' - this is another means of developing friendships.
Why is there such an emphasis on "meeting people" when students start university?
Meeting people and developing friendships, especially through subject-based study groups, helps students create valuable support networks at university. Fellow students can offer reassurance, comfort and even practical assistance in times of need, as well as being there to celebrate achievements with you. The camaraderie established between students has a strong link to university persistence and success.
If I am experiencing difficulty adjusting to university, where can I seek assistance?
Where to turn for assistance will very much depend on the type of difficulty being experienced. For issues affecting units of study, the tutor/demonstrator is a good starting point. Changes to units of study/courses are best discussed with faculty academic advisers/first-year co-ordinators (see above). Issues to do with academic writing should be directed to Language and Learning Services. The Student Services Centre can assist with matters related to ID cards, fees, student enrolment details and travel concessions, etc., Health, Wellbeing and Development deal with a broad range of issues, including counselling, housing, financial advice, chaplaincy, etc., and Employment and Career Development assists students with career planning, advice and employment.
At any time when in doubt as to the appropriate person or service to contact, students can contact the Monash Transition Program by calling 9905 9156 or by e-mailing transition@adm.monash.edu.au - we look forward to being able to help you by pointing you in the right direction.
What support and assistance can I get if I have a disability?
Students with a disability for which they require special support and/or assistance in order to complete their tertiary education need to register with the Disability Liaison Unit.
Once this has been done, the DLU will be responsible for making all necessary arrangements to support students and assist them with learning while maintaining the student's integrity; i.e., without disclosing aspects of a confidential nature.
What sort of issues am I likely to encounter starting university as a school-leaver student?
Numerous transition issues have already been identified above; some further aspects of university life about which there are common misconceptions or to which students to date may not have given much thought, appear below.
One such notion is that studying at university is stimulating and fulfilling because all students at university are here through choice. This is not necessarily the case, as individual motivation for studying at university differs for each student. Although many students do find studying at university stimulating and fulfilling, others do not; some students find that the reality of university study does not meet their expectations and their initial enthusiasm fades quickly. For others: work pressures may not permit course enjoyment, exhaustion may be the outcome of many years of continuous study, some students may be studying a course imposed on them, or yet others may not have obtained their first preference, etc. The reasons for student dissatisfaction with university can be as numerous as the number of students studying at university. Irrespective of the reason, it is important to know that not all students may be as excited to be studying at university as you.
Another common expectation is that 'meeting people and making friends' will be easy at university. Despite being a common first-year expectation, it is not always realised. The speed at which you meet people and make friends will depend largely on you, and how outgoing and gregarious you are. For students from 'sheltered' environments (for example, single-sex schools, rural schools, independent schools - namely, schools that students have attended since childhood with the same set of friends), coming to university and having to make new friends can be quite a challenge after a lifetime of 'maintaining' existing friendships.
Perhaps the most common misconception is that Year 12 VCE is the hardest year of academic study students are likely to experience. Consequently, many students come to university expecting first-year, by comparison, to be relatively easy, with few work commitments. The reality is that university study can be difficult, fast-paced, with a heavy workload that students need to get through in a relatively short period of time - the shock of this reality can be disconcerting for students who had quite different perceptions of university life and study.
Sometimes associated with the aforementioned perception of university work is the notion that compared to school-teachers, teaching staff at university are inaccessible, unapproachable and impersonal. Although it is true, that face-to-face contact between staff and students at university is more limited, and compared to the ease of accessibility and familiarity with staff at school, academics may appear to be unapproachable and impersonal, this is not actually the case, it is just that the nature of the interaction is different. If students take into account that at university it is their responsibility to contact staff when the need arises, not for staff (as teachers do in schools) to seek out students, then the difference between the two educational sectors makes more sense.
Many first-year students at university find they have become 'small fish in a big pond', having been 'big fish in a small pond' for some considerable time. This can be very disconcerting. For students who are used to being high achievers, it can be confronting to be in an environment with other students who may be not only of equal but even higher academic ability. In addition to managing the academic transition, students have to adjust to different institutional practices in an environment that is unfamiliar to them. Frustration often surfaces for students who, having achieved considerable success at VCE and expecting to replicate this at university, find - at least initially - that this is not the case because of the very different nature of teaching and learning at university. When grades are slipping and strategies that were formerly successful no longer have the same effect, disappointment and disillusionment can quickly become all consuming, and commitment wane.
Often students coming directly from school find it difficult to manage in a less structured environment. Especially for students coming from highly dependent educational environments, balancing freedom with responsibility is not easy. Without constant reminders to start work, submit work by due dates, revise consistently, etc., some students struggle to be self-motivated, self-reliant and self-disciplined.
Other students place themselves under considerable undue stress by mistakenly believing that 'independent learning' means that they must complete everything on their own. This is simply not so. It is vital for students to know not only if problems arise that help is available, but also to make use of the numerous resources the university has at hand. While excellent university resources - services and facilities - are available for student use, the responsibility rests with students to seek out (when necessary) the assistance and/or service required. Students should spend time getting to know the university, its support services, resources and facilities. Sometimes, simply the opportunity to 'talk things through' with someone familiar with the way the university works, can reduce levels of stress and make even a seemingly impossible situation manageable.
Maintaining a high level of motivation is difficult. You will find that your motivation will ebb and flow throughout the semester - this is natural. Do not place yourself under undue pressure by trying to be highly motivated at all times.
Balancing competing 'life' demands is perhaps the most common challenge for the majority of students. Considerable time and energy needs to be expended to ensure organization and time management skills are utilised optimally. Prioritizing and maintaining focus are important criteria to a successful start at university.
For further useful information, refer to:
What sort of issues am I likely to encounter starting university as a non-school-leaver student?
Numerous transition issues have already been identified above; some further aspects of university life about which there are common misconceptions or to which students to date may not have given much thought, appear below.
One such notion is that studying at university is stimulating and fulfilling because all students at university are here through choice. This is not necessarily the case, as individual motivation for studying at university differs for each student. Although many students do find studying at university stimulating and fulfilling, others do not; some students find that the reality of university study does not meet their expectations and their initial enthusiasm quickly fades, work pressures may not permit course enjoyment, or yet others may not have obtained their first preference, etc. The reasons for student dissatisfaction with university can be as numerous as the number of students studying at university. Irrespective of the reason, it is important to know that not all students may be as excited to be studying at university as you.
Another common expectation is that "meeting people and making friends" will be easy at university. Despite being a common first-year expectation, it is not always realized. The speed at which you meet people and make friends will depend largely on you, and how outgoing and gregarious you are. Many non school-leaver students believe that the social aspects of university are irrelevant to them; they are only at university to study, get their degree and graduate. However, most students quickly discover that without a social support network they struggle to cope with the work, the alienation and anonymity, and the lack of camaraderie.
Although the majority of non school-leaver students try to interact purposefully with school-leaver students, they are tentative in making contact due to uncertainty regarding the response they likely to receive - many non school-leaver students are sensitive regarding the gap in their formal schooling, and believe that school-leavers will perceive them negatively. The most effective means of overcoming any reticence between school-leaver and non school-leaver students, is to network during tutorials. By engaging students in group work that facilitates interaction, staff provide students with the opportunity to socialize as well as learn. Invariably, over time, non school-leaver students do accept school-leaver students as their peers and interact effectively with them not only in, but also beyond, the classroom.
Interacting with staff can be, at times, complicated for non school-leaver students, especially in terms of the dynamics of the informal tutorial situation. Tensions may arise when school-leaver students, who still see the tutor in a clearly differentiated power relation - much as a school teacher - interpret the ease of communication between teaching staff and non school-leaver students as a lack of a "level playing field". Sometimes, this tension can be exacerbated by less experienced tutors who become reliant on the contributions of non school-leaver students (largely because of their dependability in undertaking the prescribed reading). This circumstance may be complicated further by some non school-leaver students who unable to appreciate the reason for this "dependence", mistakenly assume a familiarity with tutors that is neither welcome nor reciprocated.
Some non school-leaver students seek out actively the company of students in similar circumstances to their own in the designated area for the Mature Age and Part-time Students' Association - the MAPS Lounge. Although it is quite natural to wish to remain within one's comfort zone, and the MAPS Lounge offers a safe and comfortable environment that can provide academic stimulation and social interaction, the main commonality of students there is that they are all non school-leavers, it is not their interests or discipline-related studies. As non school-leaver students progress through their courses and gain increased confidence, they often find that confining themselves to the MAPS Lounge restricts their self-development and full engagement with university life. Restricting friendships to only those established in the MAPS Lounge can also be counter-productive to learning, when instead of learning being the pursuit of individual excellence it becomes a case of fierce (if unspoken) rivalry and one-upmanship.
Many first-year students do not have a sound understanding of the grading system used at university - often feeling disappointed with grades that are most acceptable. University is a very competitive environment academically, and it does not always reward students according to effort. This can be a source of frustration for students who have strived hard to gain entry to university, only to find that they are not performing as well as expected. Increased appreciation of university grades over time rectifies this source of frustration but not without causing some angst in the meantime.
Often students find it difficult to manage in an environment with little structure. Having to take responsibility for one's own learning can be difficult if the student is not used to managing without detailed explanation of the scope of assessment tasks, reminders of due dates, etc. While some non school-leaver students, at times struggle to be self-motivated, self-reliant and self-disciplined, others go to the other extreme by placing themselves under considerable undue stress by mistakenly believing that "independent learning" means that they must complete everything on their own. This is simply not so. It is vital for students to know not only if problems arise that help is available, but also to make use of the numerous resources the university has at hand. While excellent university resources - services and facilities - are available for student use, the responsibility rests with students to seek out (when necessary) the assistance and/or service required. Students should spend time getting to know the university, its support services, resources and facilities. Sometimes, simply the opportunity to "talk things through" with someone familiar with the way the university works, can reduce levels of stress and make even a seemingly impossible situation manageable.
Maintaining a high level of motivation is difficult. You will find that your motivation will ebb and flow throughout the semester - this is natural. Do not place yourself under undue pressure to be highly motivated at all times.
Balancing competing "life" demands is perhaps the most common challenge for the majority of students. Considerable time and energy needs to be expended to ensure organization and time management skills are utilized optimally. Prioritizing and maintaining focus are important criteria to a successful start at university.
For further useful information, refer to:
