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A multi-faceted approach to promoting student retention and success

A multi-faceted approach to promoting student retention and success. Clare Carter Student Transition Adviser University of Ulster. University of Ulster. ‘professional education for professional life’ 4 campuses In top 10 in UK for widening participation

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A multi-faceted approach to promoting student retention and success

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  1. A multi-faceted approach to promoting student retention and success Clare Carter Student Transition Adviser University of Ulster

  2. University of Ulster • ‘professional education for professional life’ • 4 campuses • In top 10 in UK for widening participation • 16,000 full-time undergraduate students • 4,000 part-time undergraduate students

  3. What Works?

  4. First Steps • Research • Questionnaires • Increased scrutiny of internal figures

  5. Results • Confirmed high non-continuation, particularly in some subject areas BUT • Could not identify ‘at risk’ students THEREFORE • Enhance for all students

  6. Risky behaviours • Non-attendance • Non-submission of work • Living in particular areas during term-time

  7. Leadership • PVC (Teaching and Learning) • Internal audit of retention – implemented by Council and done by KPMG

  8. Sticks (?)

  9. Policies • Transition Policy • Covers all years/transitions but most focussed on pre-entry/1st year • 1st year teaching guidelines/policy • Small-group teaching for all • Attendance monitoring and follow-up

  10. Scrutiny of internal figures • 1st year non-continuation and progression figures • After Semester 1 • After June exam boards • Year end • 1 and 3 – paper reports to Senate, 2 – face to face PVC and Deans • ‘naughty’ list of modules

  11. Faculty targets • 5-year progressive targets to reduce non-continuation to average for subject and entry grades

  12. Retention Working Group • Faculty Teaching and Learning Coordinators • Chaired by PVC • Faculty action plans

  13. Carrots (?)

  14. Someone to explain figures - ‘deliverer of bad news’ • Someone to advise on measures likely to impact specific problems • Booklets – how to access useful information: • Managing your Module, given to all new staff • Managing your Course, for Course Directors

  15. PGCHEP • Redesigned at revalidation • Student-centred learning • Enhancing learning

  16. Student-centred learning • Who are our learners? • Understanding the pre-entry experience and its implications for student transition • Assessment for learning • Planning for learning • Supporting, retaining and progressing students

  17. Impact • ? • Non-continuation is declining • Progression on schedule to Year 2 is improving • Students failing fewer modules at first sit • Understanding of interpretation of figures and possible resulting action has improved • This has become issue for all staff, not just Senior Management

  18. Staff feedback • ‘now I understand that it’s not all the student’s fault’ • ‘I am more aware of the varied needs of students and have introduced a wider range of teaching styles, activities and opportunities …. Students are more engaged, the pace changes throughout with more activities. I do more small group work which has improved group dynamics and improved communication ensures that students understand what they are doing and why I have set certain tasks.’

  19. Questions? • c.carter@ulster.ac.uk

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