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 Professor Ana Naidoo  and  Professor Nthabiseng Ogude  AN INSTITUTIONAL APPROACH TO IMPROVING STUDENT RETENTION AND SUCCESS AT.

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Presentation on theme: " Professor Ana Naidoo  and  Professor Nthabiseng Ogude  AN INSTITUTIONAL APPROACH TO IMPROVING STUDENT RETENTION AND SUCCESS AT."— Presentation transcript:

1  Professor Ana Naidoo  and  Professor Nthabiseng Ogude  AN INSTITUTIONAL APPROACH TO IMPROVING STUDENT RETENTION AND SUCCESS AT THE UNIVERSITY OF PRETORIA

2 WELCOMING DAY

3 UP IN A NUTSHELL Large, research intensive institution Tuition in both Afrikaans and English Total of students in contact students  PG  UG contact  8382 first-year  54.7% Female  46.9% Black  5 Campuses  9 Faculties Lemmens 2012 (ICP)

4 VISION/GOAL To provide a holistic quality undergraduate education experience:  Lay a foundation for a holistic UG education and improve graduation and throughput rates  Review the educational model (how we teach)  Address the demands of a diverse student population (who we teach ) [UP Strategic Plan ]

5 MODEL DEVELOPMENT  Previous UP student success practices (10 years)  Research Question: Model to suit UP : SA context  Best practices: (Literature review, conferences, expert input – Kuh, Gardner)  Academic involvement : Deputy Deans  Steering Committee for Student Access and Success

6 Ogude,Kilfoil & du Plessis, 2012

7 IMPLICATIONS OF THE MODEL How to determine and address  Institutional readiness  Faculty readiness  Student readiness Faculties are caught in the middle – how do they change??

8 STUDENT ACADEMIC READINESS SURVEY STARS RESULTS

9 WHAT HAVE WE CHANGED? COLLABORATION.. COLLABORATION…collaboration  Providing support structures for students  Surveying students on their perceptions of readiness for university preparedness  Reflecting on the profile of students  Foregrounding high impact modules that prevent students from progressing or completing their qualifications

10 7. Lecturer roles 5. Tutor model 4. Tutoring 2. Academic counselling 8. Evaluation processes 1. Personal development (DSA) 6. Tutor training 3. Academic literacies PROVIDING SUPPORT STRUCTURES – ACADEMIC DEVELOPMENT – DEI

11 REFLECTING ON THE PROFILE OF STUDENTS A failing school system Students with top marks Under-prepared students Financially disadvantaged students

12 SKILLS (Study;Test- taking;Tme- management ) SKILLS (Study;Test- taking;Tme- management ) 1 st generation; Self –efficacy; Engagement 1 st generation; Self –efficacy; Engagement Financial; Accommodation Mentors Student Counsellors Residences/ Client Services STARS RESULTS Faculty Student Advisor support, career/ programm e choice Faculty Student Advisor support, career/ programm e choice SURVEYING STUDENTS FOR UNIVERSITY PREPAREDNESS

13 FOREGROUNDING HIGH IMPACT MODULES (HIMs)  First-year modules that –form the core of the degree –support ease of progression into subsequent years of study –are prerequisites for many other modules/ programmes –have large enrolments  Core modules in any year that are particularly relevant for specialization  Modules that have the potential to impact on PIs such as graduation rates

14 UNIT FOR ACADEMIC LITERACY From the newly developed study guide: Students graduating from a thousand different high schools are distributed along an academic literacy continuum reflecting differences in schooling, language competence and aptitude. This module accommodates that differentiation through individualised learning pathways during the first six months of the programme, thereby reducing the disadvantage inherent in those differences.

15 MENTORS & FACULTY ADVISORS  Each faculty has : Trained mentors from the undergraduate senior students A faculty advisor employed specifically to direct students to the various support structures present within the faculty intersection HIMs & At-risk  Positions are on annual contracts  Community of practice as part of the development programme

16 TUTORING SYSTEMS Use of senior students Each faculty has : An education consultant for teaching development Tutors to provide academic support to students 3 systems available: Supplemental instruction Tutor sessions e-tutoring SI – Faculty of Natural and Agricultural Science E-tutoring – Statistics Tutors for High Impact Modules

17 WHERE DO WE HAVE INPUT?  Orientation Skills required  Pre-Orientation On-line course  Integrated into the disciplines

18 LECTURER SUPPORT

19 Model Use University-wide initiative Cognitive NBT & Grade 12 & University performance Non-cognitive STARS – psycho-social “At- risk” students/ modules Faculty and departmentally monitored tutoring, mentoring and advising

20 STUDENT FEEDBACK

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