This document provides an overview of Lincoln College, including its philosophy and approach to supporting first-year students. Lincoln College aims to foster a sense of community and belonging through its residential model. It emphasizes multi-generational living and sees the college as a "home." Support structures help students navigate academic and social transitions, build confidence, and develop independence within a caring environment. Staff prioritize getting to know each student individually to best understand their needs and guide them through challenges of emerging adulthood.

1. Navigating emerging adulthood
through the Collegiate environment
The first year experience of identity formation,
belonging and purpose

2. Lincoln College Snapshot
•Established 1952, women admitted 1973
•Methodist – UCA
•Affiliated with all three Adelaide Unis
•Not physically located on any campus
•226 rooms, possible 230 residents
•4 heritage buildings, 3 middle aged buildings
•4 live on staff, Resi tutors, Academic tutors, SWOTs, College Club
•95-98% pass rate; very high retention rate – 98%
•51%men 49% women (this year!) 1/3 international, 1/3 country SA,
1/3 rest of Oz
•Uni percentages vary each year

3. Transition issues
• New environment – physical,
language, cultural etc
• Larger class size and different
teaching format
• Academic expectations-
assessment, tasks, end goals
etc 1 year to 4 years – light
further away
• Support structures
• Increased freedom and
flexibility plus increased
accountability
• New ways of thinking
• Dependent - independent

4. Lincoln Philosophy
Lincoln College takes the view that a residential
college is a cross section of the university – a cross-
section that integrates the community rather than
segregates it. Personal, academic, and professional
enrichment and development are keys to a fulfilling
student life and beyond.

5. Collegiate life should also contain large elements
of social enjoyment, and fun, and provide
spaces where students can meet each other
informally for interaction.
Community
designer Jim
Diers calls these
“bumping
spaces”

6. College is a space where life-long friendships
are formed, beliefs tested, and resilience
bolstered. A College should be a step between
home and independence, where new patterns
of thinking, acting and behaving are forged in
an environment of conversation, participation,
discovery, forgiveness and exploration.

7. Lincoln staff are guides,
mentors, touchstones
and occasionally, but
lastly, disciplinarians.
The College philosophy,
support structures and
policies acknowledge
and embrace this whilst
ensuring that residents
are focused on their
academic goals and that
risk is mitigated.

8. Why this philosophy? What are we on
about?
• Resilience, Confidence, Happiness
and Flow (Seligman, Diener,
Harris)
• Agency and ownership (Erikson,
Schwartz, Giddens)
• Emerging adulthood (Arnett)
• Risk and experimentation
(Buckingham, Williams, Foucault
et al)
• Belonging and identity formation
(Butler, Buckingham, etc)
• Learning styles and attitudes
(Kolb, Carol Dweck etc)
• Safety and Community (Diers,
Diener)

9. So what are the core things we need
to focus on for first years?
• Managing expectations
• Orientating them to new
language and
environment
• Setting boundaries
• Growing confidence
through doing
• Monitoring their progress
• Counselling them
• Supporting them
• Guiding them towards
agency and resilience

10. Key assumptions
• Not all students begin university life or college life
from the same starting position – one size does
not fit all: gap years, learning styles, mental
health, resilience, cultural baggage, country/city;
private/public; boarding/daybug
• Belonging is a crucial aspect of identity
formation, identity formation is a key aspect of
emerging adulthood
• See the diamond
• It’s a partnership

11. Erikson – psychosocial moratorium
...sees adolescence as a critical period of identity
formation, in which individuals overcome uncertainty,
become more self-aware of their strengths and
weaknesses, and become more confident in their own
unique qualities. In order to move on, adolescents
must undergo a “crisis” in which they address key
questions about their values and ideals, their future
occupation or career, and their sexual identity. Through
this process of self-reflection and self-definition,
adolescents arrive at an integrated, coherent sense of
their identity as something that persists over time.
(Buckingham )

12. Fluidity emerges and the idea of
Emerging adulthood 18-late 20s
– “In sum, the results indicate that emerging adults are
diverse in their characteristics, and that their diversity
should be kept in mind in any attempts to characterize
them as a group.” Schwartz et al p.224
– “The shared experiences of this group led him [Arnett]
to conclude that merging adulthood is an age of
feeling ‘in-between,’ experiencing instability, exploring
identity, believing in possibilities, and engaging in self-
focus. Emerging adults spend these years finding out
who they are and where they want to go with their
lives. Arnett’s survey research supports his conclusion
that becoming adult is more about the process than
the outcome.” Focal Point, Summer 2010, p.8

13. “Resilience is understood as a dynamic process by which
individuals utilize available personal characteristics and
ecological resources to successfully reflect on and
negotiate life as it is faced...Ahern (2006)proposed that
adolescent resilience is an outcome derived from the
interactions between personal attributes and
characteristics, and available social support, community
resources, and health-promoting interventions.
Strengthening social capital, through strengthening
family, friends, school, local community, governance, and
cultural attributes, promotes resilience at the interacting
systems level...Strengthening resilience can enhance
competent functioning and life outcomes...” Smith et al
pp1-2 SAGEopen

14. Don’t give them a blind-folded triple-
jump hurdle race (Assoc Pro Jan Orrell)
• Set them up for success and manage their
expectations before they even walk through the
door
• How do we do this?
– Application forms
– Website
– Facebook photos and groups
– Tours
– Interviews
– Room allocations

15. Getting to know you...
• Tell me about your family
– 1st to go to uni?
– Lots of siblings?
• Travel
• School and your
community
• Work experience
• Health and wellbeing – 4
questions
• Study stress
• Learning style
– Group work
– Independent
– Music/silence

16. Getting to know all about you
• Why have you chosen this
course – what about this
area of study makes your
brain happy?
– Work experience
– Got the marks
– Make money
– Want to help people
– The stall at open day was
exciting eg robots, CSI
• Tell me about an
achievement you are
really proud of
– Sports related more often
than not or
– Maths/science comps
– Going on exchange
• Tell me about an
important decision you
have made
– Schools choices, gap year,
uni degree choice

17. Purpose and prospects
• What would your best
friend say is your worst
quality?
– How might this impact on
your ability to live in
community?
• How are you hoping to
change or transform
yourself over the coming
years at College
– Goals, hopes?
– “I want to become more
independent”
• what do you know about
college life?
– Nothing
– My sister went/goes to ...
– A little bit a friend of a
friend
• What are you most
looking forward to?
• What are your fears and
concerns?
– Homesickness
– Distraction
– Wrong course

18. Hurdle questions
 Do you understand that you are signing a legal contract?
 Do you understand that you are responsible for all fees and
charges?
 Do you agree to abide by all of the rules and conditions of the
College and these include state and federal laws?
 So you agree to be a proactive participant in college life and
share your gifts and talents with others?
 Do you understand that you must make satisfactory academic
progress?
 Do you think you understand what my expectations of you
and what the community expectations of you will be?

19. Welcome them to their new
home
Greet them with enthusiasm and welcome
them to your community. Help the parents to
let go. Help the students to venture forth.

20. Move in marathon weekend
Saturday - AF
• Door signs and corridors set
up
• Student leadership groups
• Sat morning move in
• Sat lunch with parents
• Sat arvo separation
– Senior staff n parents
– Tutors n residents
• Corridor meetings
• Academic dinner
• Building parties

21. • While many living-learning communities
are primarily for freshmen, the
residential college model emphasizes a
living arrangement where freshmen,
sophomores, juniors, seniors, and
graduate students live under the same
roof. As a result, students who return to
the community, often for multiple years,
play an important mentoring and
leadership role in the environment.
• “The multi-generational/multi-
disciplinary nature of a residential
college is a really important
component,” said Shushok. “Students
reside together and mentor each other;
there is a greater sense of connection to
the place. It becomes a home, and you
teach the people who follow you how
your home operates.”
– http://www.vtnews.vt.edu/articles/2010/09/0901
10-dsa-rescollege.html
Why we don’t
have a
separate
Fresher O
week

22. Fire safety;
mental health first
aid certificates;
senior first aid
certificates;
conflict resolution
Referral and advice
Crisis management
and critical incidents
Event management
Duty officers
Pastoral care
Residential
Tutor Team

23. Sat Arvo induction
• Safe sex
• Party safe
• Safety in general
• College rules
• Kitchen duty
• Where stuff is
• Who people are
• Fair treatment and EO
• Noise
• Hygiene and room
management
• Fun fun fun
• Getting to know them...

24. What you can and
cannot have in
your college
room?

25. dogs?

26. Dogs?
NO

27. Normalise Homesickness;
celebrate difference
Identify it
Talk about the triggers
Tell them what they can do to reduce it
Join in join in join in!!!
Get them to self identify into groups - the are
you sporty or non sporty etc.

28. Move in marathon weekend
Sunday
• Breakfast – proof of life
• Real farewells
• Academic induction
• Big brother Big sister lunch
• College Club Craziness and
merchandise – tribal gear!
• Fresher Item – purpose =
not hazing!!
• Quiz night

29. Learning styles
Academic wellbeing inc
questionnaires
Identifying at risk students
Triage academic issues
Basic tutorial organization
Time management
Proof reading
Referral to Uni support
structures
Basic pastoral care ID
The A Team

30. 2013 sem 1
• 7 Habits of Highly Effective
lincolnites
• Critical Thinking
• Arts & Science Industry
Panel Session
• Maths drop-ins
• Public Speaking &
Confidence Building
• Referencing
• Essay Writing
• Pain & Injury Management
• Other area-specific tutorials
88 all up!!
• Health and Wellbeing fair
• Guest speakers
• Port n Talks
• Leadership Forum
• Exam preparation
• Critical feedback on first
assignments
• Degree change advice
• General catch ups
• Gelati night in swot vac
• Wednesday night drop-ins
in the dining hall

31. 7. I generally complete any test questions at the end of textbook chapters I read for class.
a) Always b) Often c) Sometimes d) Never
8. I have difficulty preparing for quizzes or tests because I have trouble predicting what will be
in them.
a) Always b) Often c) Sometimes d) Never
9. I generally depend on last minute cramming (the day before the exam or the day of the
exam) to do well in tests and quizzes.
a) Always b) Often c) Sometimes d) Never
10. I am comfortable approaching my University instructors/tutors/lecturers outside of class
and in class.
a) Always b) Often c) Sometimes d) Never
11. I am comfortable with the size of my classes.
a) Always b) Often c) Sometimes d) Never
12. I participate in classroom discussions.
a) Always b) Often c) Sometimes d) Never
13. I participate in online academic discussions
a) Always b) Often c) Sometimes d) Never
14. I regularly attend informal study groups with class mates.
a) Always b) Often c) Sometimes d) Never
15. I am comfortable finding information in the libraries and using the data bases.
a) Always b) Often c) Sometimes d) Never
16. I use mainly library and academic resources for my research
a) Always b) Often c) Sometimes d) Never
17. I use mainly the general internet for supporting evidence and research for assignments
a) Always b) Often c) Sometimes d) Never
18. I believe that I need help in the following areas
(circle however many are appropriate):
math skills writing skills note taking skills

32. Academic induction is not just about
resources and names
• Get them to meet in their cohorts again
• Get them reading and discussing (yes, all 90 of
them) a fact sheet about transitions to uni and
the things that new students find most
challenging etc
• Then, get them to comment on it in pairs, small
groups and the full group.
• Voila! Critical thinking 101, group presentation
101 completed
• Confidence by doing

33. Academic Night

34. Student Wellbeing officers: listen, support,
encourage and befriend. They may also provide
access to information and resources the student
may be unaware of. They do not take
responsibility for fixing a student’s problems!

35. To everything there is a purpose
• Monday – Uni Walks,
formal dinner with
guest speaker, barn
dance,
• Tuesday – Sexual
Assault and Harassment
talk – all colleges *MOU
• Fire-walk and pancake
brekkie, Scav hunt SWOT
TEAM IN
ACTION

36. For everything there is a reason
• Risk Assessments
• Aims, objectives and
reasons eg
– Get to know names
– Orientate to North
Adelaide
– Catch public transport
for the first time
– Find the major
landmarks in Adelaide
CBD

37. To everything there is a season
• Thursday – Games on
the lawns, pub night or
cafe crawl
• Friday – Amazing race,
flash mob, Fringe Friday
or Disney Club
• Saturday – beach day
and chillax night
(Woodstock)
• Sunday – AF, games

38. Belonging – the simple steps
• Know their names
• Help them to know your
name
• Make it easy for them to
identify who to go to for
what
– Signage signage signage
– Colour code it
– T shirts and merchandise
– Posters
– Intranet
– Facebook groups
• Establish the rules – there is
no such thing as a stupid
question, the only stupid
thing is to not ask the
question
• Talk to them about
homesickness – normalise it
• Be approachable
• 7 times to remember new
stuff
• Keep telling them that you
are there for them

39. Our Community
• On the corridor
• In their buildings
• In their academic
cohort
• In their ethnic cohort
• In their religious cohort
• Interest groups
 Door signs, meetings,
birthday calendar
 Parties and inter-
building comps
 International/religious
events
 Tutorials, get togethers
 Choir, gardening, chess,
LAN parties

40. The external community bringing us
together
• Establish the
expectations early eg
we do birthing kits as a
whole college event
within the first two
weeks
• TOGETHER WE ACHIEVE
AMAZING THINGS FOR
OTHERS AND
THEREFORE CHANGE
OURSELVES

41. The Principal’s extra mile
• Write them
congratulations cards on
their achievements –
especially their first
semester grades
• Have a contingency for
grief – eg flowers and
cards when grandparents
die
• Learn the fresher dance
• Suppers and home
cooked meals in
Whitehead
• Swot vac and exam bakes
and walk arounds
• Get in the garden
• Go to a pub night/sport –
that’s when they tell you
stuff
• Send their parents photos
• Thank them, praise them
in public