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Improving Student Retention by Providing Targeted Support to University Students who do not Submit an Early Assessment Item

Abstract

The Charles Sturt University Retention Team has developed, tested, evaluated, and refined a retention model through 14 action-research cycles from 2017-2021. The project has expanded from a small pilot in one faculty to monitoring the engagement and submission of an early assessment item for over 70% of all commencing undergraduate students across the University. The Retention Model synergistically overlays curriculum design and student support and ensures academics embed best practice transition pedagogy and learning engagement activities into key first-year subjects. By monitoring the submission of early assessment items, the team can accurately identify and proactively contact students who are not engaged in their studies prior to their first census date. Every aspect of this program supports equity student groups that are over-represented at our regional university. This work has significantly improved commencing progress rates across the institution.

Published: 2022-02-28
Pages:67 to 73
Section:Practice Reports
How to Cite
Linden, K. (2022). Improving Student Retention by Providing Targeted Support to University Students who do not Submit an Early Assessment Item. Student Success, 13(1), 67-73. https://doi.org/10.5204/ssj.2152

Author Biography

Charles Sturt University
Australia Australia

Dr. Kelly Linden is the Senior Retention Lead in the Division of Student Success at Charles Sturt University. Kelly completed her PhD in Physiology at the University of Melbourne in 2008 and later that year joined the academic team in the School of Community Health at Charles Sturt.  Kelly is currently involved in a number of research projects focused on improving student retention and engagement.

Open Access Journal
ISSN 2205-0795