Reimagining transition: A design-led approach to first-year success

Abstract

Generic transition subjects often overlook to the cognitive, emotional, and creative attributes of design disciplines, leaving students underprepared. This practice report presents a tailored approach that embeds transition within a foundational design subject rather than positioning it as a standalone offering. By integrating academic and creative development into design practice, the subject fosters belonging, learner identity, and success-oriented engagement from the outset. It incorporates starting-strong resources that help students articulate their purpose for creative study, explore learning strategies suited to their preferences, and develop a sense of agency.

Grounded in transition pedagogy, enabling principles, and constructivist learning theory, the curriculum is structured around four interconnected pillars: onboarding and belonging, academic literacies, personal and professional capabilities, and a transferable discipline-specific component. In this case, the component is foundational design practice, aligning with the nature of studio-based learning and addressing discipline-specific challenges such as navigating critique, embracing ambiguity, and managing team dynamics.

Inclusive strategies embedded throughout prioritise wellbeing, equitable access, active engagement, self-efficacy and intrinsic motivation. These strategies support the diverse ways design students learn, think, create, and connect by emphasising skill development and reflective practice rather over performance ranking. While tailored for design education, the framework offers adaptability to other disciplines with distinct epistemologies and pedagogical practices.