The importance of the first-year experience has gained considerable attention in recent years in light of the growing evidence from studies in Australia and overseas showing a link between student engagement and retention. This research, combined with evidence of increasing student disengagement and a high level of attrition during the first-year, highlights the need for a planned and integrated approach to the design of the first-year curriculum. Such an approach provides for transition to university study, acknowledges the diversity of the first-year cohort and makes no assumptions about the ‘digital literacy’ of the students. Despite significant research in this area however, there remains a recognised need for an integrated approach to course development and strategies for improving the quality of courses designed to enhance the first-year learning experience. This paper describes an Australian Learning and Teaching Council funded project involving the development of an online tool that provides a comprehensive approach to peer review and supports academics in the development of first-year curriculum materials. The web-based peer review system harnesses the collective wisdom of academics through communal processes involving reflective practice and the sharing of resources and exemplars. In exposing their work to such scholarly appraisal academics can also have their work affirmed and use this as evidence when seeking promotion or teaching awards.

Keywords: student engagement, first-year experience, peer review