Intervening Early: Attendance and Performance Monitoring as a Trigger for First Year Support in the Biosciences

Abstract

A centralised system monitoring attendance and performance among first year students in Biomedical Sciences has been established at Newcastle University. Early signs of absence and poor performance trigger immediate intervention by academic staff, with the aim of providing support for students at risk of failure or withdrawal. Difficulties associated with monitoring attendance in large lecture classes are avoided by monitoring attendance only at ‘high stakes’ classes, namely practicals and seminars. Level of attendance at non-lecture classes was a predictor of academic achievement and the early intervention strategy was associated with improvements in attendance. Student perceptions of attendance monitoring were evaluated and found to be positive. Meeting with absent and underperforming students at the earliest possible opportunity has proved an effective way of promoting dialogue between staff and students who are experiencing difficulties.