Showcase – Retention Project Winners

Professor Sally KiftALTC Senior Fellow; ALTC Discipline Scholar: Law

DVC (Academic), James Cook University

2015 Learning & Teaching WeekCharles Darwin University

1 September 2015

CDU Student Retention Project - 2014

http://www.herdsa.org.au/wp-content/uploads/HERDSARHE2015v02p51.pdf

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http://webarchive.nationalarchives.gov.uk/20100202100434/http://www.hefce.ac.uk/pubs/hefce/2001/01_36.htm

Lessons – Transitions, Learning & Success

Transitions over Student Lifecycle 1

https://www.ncsehe.edu.au/publications/critical-interventions-framework/

http://webarchive.nationalarchives.gov.uk/20100202100434/http://www.hefce.ac.uk/pubs/hefce/2001/01_36.htm

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Action

Data analysis

Consensus re good L&T support for all

Consenus re ‘engaging’ student

exp

Learning leadership & governance

across silos

Area plans

Top level plan(s)

FYE Vision

Reward & recognition

Staff development

Promotion criteria

Probation

KPIs

PP&R

Lessons – Transitions, Learning & Success Whole-of-institution approaches2

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From a deficit model of student blame to a focus of inclusion and success

Whole-of-institution culture shift

From a primary focus on student integration (into institutional culture) to an ‘adaptation’ approach whereby institutions adapt culture, processes and practices to support diversity (Zepke et al., 2005)

http://www.jcu.edu.au/policy/allatoh/JCU_130928.html http://www.jcu.edu.au/policy/allatoh/JCU_114776.html

http://www.jcu.edu.au/learnandteach/public/groups/everyone/documents/advice/jcu_125189.pdf

http://www.jcu.edu.au/learnandteach/projects/fye/JCU_096926.html

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Student voice

Lessons – Transitions, Learning & Success Academic & Profession Partnerships 3

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Lessons – Transitions, Learning & Success Harness the Curriculum4

With comprehensive, integrated & coordinated whole-of-institution approaches in place

Enacted seamlessly over the student lifecyle by academic & professional staff partnerships

Assure Tinto’s “educational conditions”. Harness the curriculum as the “glue” and the academic and

social “organising device” (McInnis, 2001)

Intentional curriculum design with embedded, contextualised support for all but especially time-poor equity group students:

Facilitation of mastery of the student role for success – make the implicit/unknown explicit

Inclusive curriculum design: respect & value all students

Sense of belonging through curriculum strategies

Success focus and monitor for success

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http://www.jcu.edu.au/diploma/index.htm http://www.jcu.edu.au/diploma/readiness/index.htm

IDL = Individual Learner Plan

CRICOS No.00213J

Kift Senior Fellowship: 6 Curriculum Principles (2009)

1. Transition

2. Diversity

3. Design

4. Engagement

5. Assessment

6. Evaluation and Monitoring

[Higher Education word bingo]

A curriculum that does serious transition and retention work!

[Concurrent with good teaching and good support]

http://transitionpedagogy.com/

Transition Pedagogy