1. CRICOS No. 000213J a university for the World © real A holistic approach to the support and engagement of first year students: a retention strategy. Karen Nelson, John Clarke & Sally Kift Queensland University of Technology Brisbane, Australia

2. CRICOS No. 000213J a university for the World © real Nelson, Clarke & Kift May 2009 QUT’s institutional context and approach to the FYHE Transition pedagogy Key FYHE strategies at QUT Student success initiative –Grounded in research & experience –Project overview & key partners –Activities and outcomes Discussion and questions

3. CRICOS No. 000213J a university for the World © real Nelson, Clarke & Kift May 2009 40,000 students and 7 faculties over 3 campuses Close to 10,000 commencing students each year History of attention to transition / FYHE issues FYE Program driven by three guiding principles –Students must encounter curriculum that acknowledges their realities, engages them in their learning, and mediates access to life and learning support –The institution will provide timely access to support, and –will facilitate a sense of belonging to the university, their discipline and to the professions.

4. CRICOS No. 000213J a university for the World © real Nelson, Clarke & Kift May 2009 All our students have qualified for a place and we must ensure that they have equitable opportunities to make the most of their HE experience. Transition and retention are social justice issues. Emeritus Professor Denise Bradley Australian Review of Higher Education http://deewr.gov.au/HigherEducation/Review/Pages/default.asp “If we are to maintain our high standard of living, underpinned by a robust democracy and a civil and just society we need an outstanding, internationally competitive HE system”

5. CRICOS No. 000213J a university for the World © real Nelson, Clarke & Kift May 2009 Conceptual model for the FYHE Enacted through the FYE Curriculum Design Principles Institutional plan and activities intentionally transcend boundaries  partnerships One of these key partnerships enables curriculum– mediated life and learning support – this strategy Kift, S., & Nelson, K. (2005) Beyond curriculum reform: embedding the transition experience. Paper presented at HERDSA 2005: Higher Education in a Changing World, University of Sydney, Australia. July 3-6, 2005

6. CRICOS No. 000213J a university for the World © real Nelson, Clarke & Kift May 2009 Curriculum Support People FY Curriculum Principles (Kift ALTC Senior Fellowship) FY Practitioners’ Network Student Success Project New Student “A three part symphony”

7. CRICOS No. 000213J a university for the World © real Nelson, Clarke & Kift May 2009 Proactive & tailored to identify, and support students at risk of not engaging “ a bridge to success”

8. CRICOS No. 000213J a university for the World © real Nelson, Clarke & Kift May 2009 Bridges’ (2003) conceptualization of a sequence of transitions into HE Critical nature of the first of these processes –(for e.g. see: Tinto 1987, Pascarella & Terenzini 1991, McInnis et al 2000, Tinto 2001, Krause et al 2005, Upcraft et al 2005, Reason et al 2005). Multiple & complex reasons explain why students leave before completion including: academic & social adjustment, varied and unmet expectations, extra-curricular commitments & constraints, financial issues, isolation, inadequate orientation, poor attendance, adverse teaching & learning… –for e.g. see: Tinto 1993, Trotter & Roberts 2006, Kift & Nelson 2005

9. CRICOS No. 000213J a university for the World © real Nelson, Clarke & Kift May 2009 Responsibility for engagement lies with students and with institutions and their teaching staff (Coates, 2005, Tinto 2008) Notion of institutionally-initiated engagement activities (Reason et al 2005) Lawrence’s 2005 notion of multiple discourses –http://sleid.cqu.edu.au 2(3), pp. 16–33. 2005http://sleid.cqu.edu.au Successful programs enable students “to adjust … and be successful both academically and socially” (Schrader & Brown 2008, p.317) or adapt themselves to suit student context

10. CRICOS No. 000213J a university for the World © real Nelson, Clarke & Kift May 2009 Key recommendations endorsed by Federal Govt –By 2025 - 40% 25-34 year Australians will have a u/g qual –By 2020 - 20% participation of low SES students “the reach, quality and performance of a nation’s HE system will be key determinants of its economic and social progress” Emeritus Professor Denise Bradley

11. CRICOS No. 000213J a university for the World © real Nelson, Clarke & Kift May 2009 1.Identify target subjects and relevant at-risk indicators 2.Collect descriptive and academic performance data 3.Create call / contact lists of at-risk students 4.Contact students on list by phone (email back-up) 5.Email all students attempted to contact with plan 6.Follow up after 2 weeks 7.Evaluate outcomes: student persistence & success

12. CRICOS No. 000213J a university for the World © real Nelson, Clarke & Kift May 2009 Process tailored for cohort / subject / faculty Large first year subjects – that have been designed in alignment with the FY curriculum principles Motivated subject coordinators who understand the difficulties faced by their students Negotiated specific at-risk indicators and data available As much ‘automated’ data collection as possible to reduce overhead for academic staff

13. CRICOS No. 000213J a university for the World © real Nelson, Clarke & Kift May 2009 IT – custom built – version 3 contact management system “OUTREACH” that stores at-risk indicators, supports SSP operations, enables tracking and evaluation of interventions. Counselling Services –Training and support of Advisors –Warm “hand-off’s” for students in possible distress –Management of referrals to specialist services

14. CRICOS No. 000213J a university for the World © real Nelson, Clarke & Kift May 2009 Descriptive Member of a known at-risk cohort Failure or ‘at-risk’ in previous semester Did not attend faculty orientation event Low entry score Academic Performance Non-participation in subject (tutorials) Not participating in teamwork activities Not submitting 1 st early first assessment Failure of 1 st assessment item Non-submission or failure of subsequent assessments Sometimes in combination – depending on resources available

15. CRICOS No. 000213J a university for the World © real Nelson, Clarke & Kift May 2009 “Outreach” Descriptive Information Commencing Student Information Target cohort details Student Success Advisors General & Discipline Advice Weekly “students at risk” reports Academic Performance Information Student Success Project Model... FYE Consultant - Life Support Academic Skills Advisors - Learning Support Specialist Support Student Success Project Team Leaders Indicators of student activity Contact Information QUT Learning Support: Kick Start/Study Smart, Library Help Desks, Scheduled Workshops, Academic Skills Advisors Faculty Learning Support: School / Discipline Support, Unit specific support, FY/Academic Advisors Peer Learning Advisors, Duty Tutors, PASS schemes, QUT Specialist Service Providers: Counselling, Disability, Equity Careers and Employment International Students Services Existing Services Limited information Skills Development Workshops - Following early diagnostics “Warm Hand- Off” Referral to Existing Services QUT Student Guild

16. CRICOS No. 000213J a university for the World © real Nelson, Clarke & Kift May 2009 2008 Sem 1 –350 students in 5 FY subjects in Faculty of IT –Significant changes to persistence and academic performance. Sem 2 –2696 students in 7 FY subjects in 5 faculties were monitored –1915 outbound calls made; 650+ “successful calls” 2009 –All 7 faculties –Variety of approaches 3 x diagnostic – co- curricula 4 x curriculum embedded –6000 students ~ 1500 “at risk” –As of 7 th May (week 10) 2769 contact attempts and emails 778 (28%) of students showing at-risk indicators contacted by phone

17. CRICOS No. 000213J a university for the World © real Nelson, Clarke & Kift May 2009 S1 2008 ~600 students (1 faculty) Persistence (as an indicator of attrition) –~84% of the “at-risk phone contact” students persisted –~42% of the “at-risk not-contacted” students persisted Academic performance p<0.001 t-test –The average grade of the “at-risk phone contact” students was 4.51 –The average grade of the “at-risk not-contacted” students was 3.37 S2 2008 ~2700 (results of 2 faculties) for persistence (as %) Not At-RiskAt-Risk Phone Contact At-Risk: Not contacted Case 184.689.281.7 Case 279.267.434.2

18. CRICOS No. 000213J a university for the World © real Nelson, Clarke & Kift May 2009 Post-hoc design for statistical analysis –only ethical model possible Features of our S2 cohorts –Less attention to orientation for commencing students –Often transferring from other degrees –High proportion of repeating students Possible ceiling effects “Goodness” / reliability of indicators Compounding effects (SSP + unit interventions)

19. CRICOS No. 000213J a university for the World © real

20. CRICOS No. 000213J a university for the World © real A holistic approach to the support and engagement of first year students: a retention strategy. Karen Nelson, John Clarke & Sally Kift