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.
Highlights
Charles Sturt University is a regional university with six main campuses located throughout regional New South Wales, Australia
Data shows that RRR students are: “around 40% less likely to gain a higher-level tertiary education qualification and less than half as likely to gain a bachelor and above qualification by the time they are 35 years old, compared to individuals from metropolitan areas” (Department of Education, Skills & Employment [DESE], 2019)
Assessments can help identify students who are not engaged and are at risk of failure or withdrawal (Cox & Naylor, 2018; Kift, 2009; Nelson et al, 2009), to date, this has not been attempted at scale. This practice report will detail the results of the successful expansion of the Charles Sturt University Retention Team to monitor the submission of a pre-census, early assessment item of over 70% of commencing undergraduate students
Summary
Charles Sturt University is a regional university with six main campuses located throughout regional New South Wales, Australia. There is a short period between the students accepting their offer and the first census date for universities to identify disengaged or under-prepared students, and to provide the relevant support and advice (Linden & Webster, 2019). One simple model with promising results is to monitor the submission of early assessment items and offer targeted support to those who do not submit (Cox & Naylor, 2018; Linden & Webster, 2019; Nelson et al, 2009).
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