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

Email

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