Enhancing Student Retention Through the Implementation of Academic Teaching and Learning Interventions

Abstract

This paper presents findings from the Commencing Student Success Project (CSSP), conducted from 2021 to 2023 at the University of New England (UNE), a rural Australian university. The project examined pedagogical strategies that influence student engagement and retention among first-year students. The initiative involved 732 participants across six trimesters and identified five evidence-based strategies: flexible assessment submission portals, video explanations of assessments, clearly defined assessment rubrics, the provision of assessment exemplars, and consistent presentation within the learning management system. These strategies correspond with established theories in educational psychology and first-year pedagogy, which emphasise transparency, structure, and adaptability as essential for supporting students’ transition to higher education. Results indicate that formative assessment practices, particularly those that make academic expectations explicit and consider student diversity, were strong motivators for student engagement. The evidence-based approaches developed through the CSSP have proven transferable across institutions, with 20 Australian universities now implementing aspects of the program. The study concludes that incorporating student-identified engagement strategies provides a practical and cost-effective method for improving both student retention and satisfaction within higher education.