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Tracking students for improved success

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Presentation on theme: "Tracking students for improved success"— Presentation transcript:

1 Tracking students for improved success
Presentation by André van Zyl Acting FYE coordinator X3285,

2 Students who fail and/or drop-out
How and when do you currently identify students who are in academic trouble? How do you currently identify drop-out students? How effective do you think our current systems are? When would the best time be to identify “at-risk” students? How could “at-risk” students be identified What attributes do “at-risk” students share?

3 Students who struggle academically and drop out…
They leave in great numbers (Scott et al. 2007) It is a complex issue (Blythman & Orr, 2001) They leave quickly (or at least decide to do so) (DesJardins et al. 2003) They leave quietly (Christie et al. 2004)

4 Seidman’s retention formula
Retention equals Early identification followed by Early, intensive and continuous interventions Retention = EID +(E+I+C)IV

5 The SAFENET system An FYE initiative Planned for full roll out in 2011 Electronic information gathering and reporting Simple, easy to understand and user friendly Various systems must be put in place

6 Will identifying “at-risk” students be enough…


8 1. Upon arrival - The role of pre-entry attributes
Predisposing role Shaping attitudes Tinto’s model Institutional habitus and student cultural capital

9 Tinto’s longitudinal interactionist model
Academic integration Subsequent goal commitment Initial goal commitment Student entry Persistence Institutional commitment Subsequent institutional commitment Social integration Separation Transition Integration Diagram representing Tinto’s model adapted from Longden 2004:126

10 2. The first few weeks - Involvement

11 Astin’s theory of involvement
Student involvement refers to the amount of physical and psychological energy a student devotes to the academic experience Five tenets: Involvement can be generalized or specific Involvement occurs along a continuum which is unique for that student at a specific time Qualitative and quantitative aspects Quality and quantity of development is directly related to the quality and quantity of involvement Effectiveness of educational policy or practice is directly related to its ability to increase student involvement

12 3. Initial academic performance
When do students realize they are in academic trouble? When do we tell students they are in academic trouble? After the first set of formal assessments

13 How will this information be used?
Faculty specific, department specific, subject specific Pre-entry attributes (upon arrival) Involvement Academic performance

14 It might be easier than we think…
The use of electronic media s Sms’s Phone calls A systematic approach Influence on our teaching practice and on our thinking about teaching and learning

15 Questions/comments? Thank you X3285

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