keeping students afloat while you’re getting everyone else on board! rachael lane jo wilkins
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Keeping students afloat while you’re getting everyone else on board!
Rachael LaneJo Wilkins
1. Who is ‘at risk’?
2. What theories are useful?
3. What strategies work?
Points to ponder
• Systemic and policy change takes time
• No champion of retention
• Database inadequate for tracking
Working at an operational level
• Recruitment and entry criteria
• High needs students
Working at an operational level (continued)
2006:
• Orientation for all new students
• Uni-guide programme
• Class lists for failing students
The journey
2007:
• Semester one-self referrals/referrals and developing a model of risk intervention
• Semester two-pro-active intervention
• Semester two -mentoring programme for students with disability
The journey (continued)
• Beatty-Guenter (1994) Retention Strategy Model
• Swail (2004) Geometric Model of Student Persistence and Achievement
Developing models for retention using theoretical
constructs
Practice
Theory
Retention Strategy ModelBeatty-Guenter (1994)
Sorting Strategies: Sorting students into appropriate subsets
Supporting Strategies: Supporting students in their lives outside the
university
Connecting Strategies: Developing and fostering relationships between students and the institution
Transforming the individual: Stimulating students to improve attainment
levels and skills
Transforming the Institution: Enhancing all aspects of teaching, learning
and working environments
Geometric model of student persistence & achievement Swail
(2004)
The Student
Experience
Cog
nitiv
e Fa
ctor
s
Social Factors
Institutional Factors
Academic rigour •
Quality of learning •Aptitude •
Content knowledge •
Critical thinking ability •
Technology ability •Study skills •
Learning skills •
Time management •
Academic-related •
extracurricular activities
• Financial is
sues
• Educatio
nal legacy
• Attit
ude toward le
arning
• Religious background
• Maturity
• Social coping skills
• Communicatio
n skills
• Attit
ude toward others
• Cultu
ral values
• Expectatio
ns
• Goal commitm
ent
• Family in
fluence
• Peer in
fluence
• Social lif
estyle
Financial Aid Academic Services Student Services
Recruitment & Admissions Curriculum & Instruction
Mentoring program for students with disability
• Based on Maori academic support program run at Massey Auckland for last 5 years.
• Student group – new in Semester two or identified as at risk from Semester one
• Student contract
• Initial meeting identified issues using Swail’s model
• Weekly meetings targeted issues
1. Student with mental health issues
2. Student with multiple health issues
3. Mature student
Case studies
Risk identification modelIssue Risk Engagement
methodFirst fail/non-submit
Low but could escalate
Failures during semester
Med-High Email/see in person
Poor grades-more than one
High See in person
History of poor grades
Med-High See in person
Exclusion Med-High See in person
Exclusion-appealed
High Managed programme
1. International/migrant students- family issues
Case studies
2. Students’ with poor language proficiency
Case studies
3. Male school leavers - unsure of career path
Case studies
• It does make a difference!
• Recognise individual experiences
• Problems of engagement
• Small window of opportunity for intervention
• Resourcing for such large numbers
Reflections on our practice
Where to next?• Email to text
• Disability mentoring - intensive 4 weeks then review
• Ensure follow up occurs
• Concept of “academic advising”
• Mentoring programme for other “at risk groups”
1. Who are your ‘at risk groups’?
2. What theoretical models have you found useful ?
3. What effective strategies have you used?
4. What other thoughts have you had about retention at an individual level?
Group discussion
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