Student Retention

Student Retention

Guide for Course Coordinators

There are four key themes useful for understanding risk factors for student attrition (Naylor, Baik, & Arkoudis 2018). These are:

  • A sense of belonging – students that feel they belong to and are socially integrated in the university community are more likely to continue studies.
  • Workload Stress – students that are able to manage the demands of university alongside other commitments are more likely to continue studies.
  • Intellectual Engagement – students that are enjoying or motivated towards intellectual involvement in their studies are more likely to continue.
  • Feeling Supported – students that feel supported by university staff are more likely to continue studies.

Course Coordinators are in a unique position to apply these themes to course delivery and create conditions that encourage student perseverance. Example actions are detailed below:

A sense of Belonging

  • Provide early opportunities for low-risk student interactions e.g. ice breakers
  • Include interactive learning opportunities in live or online classes
  • Enhance peer relationships by encouraging PASS or small study groups outside class
  • Generate positive staff/ student relationships and encourage questions

Workload Stress

  • Clarify expectations early in the course
  • Emphasise self-directed   learning and students as active participants in T&L
  • Provide clear assessment guidance
  • Provide timely and constructive feedback
  • Provide   flexibility in asynchronous/ synchronous online activities

Intellectual Engagement

  • Provide variety and choice in learning activities and assessment
  • Align learning outcomes to activities and assessments to maximise engagement
  • Create learning experiences where students actively engage in the material
  • For online delivery, make use of engaging learning design e.g. Short lectures, variety   in media types and interactive materials
Feeling Supported
  • Normalise support seeking by referring to university services in lectures and on Canvas
  • Identify and reach out to students that may be at risk at critical times (see timeline and   email templates below)
  • For online delivery, create a strong teacher presence through weekly announcements and   responding on discussion boards. Providing announcements through short video recordings can enhance presence.
  • Create separate discussion boards in Canvas for student discussion, assessment questions, and   course questions

Sample Retention Timeline

Time

Action

Week 1

  • Weekly Announcement (written or 2-5 minute   talking head video): Welcome to the course, key contacts, course outline,   assessment info, discussion boards
  • Low risk interactive activities (ice-breakers)
  • Check and respond to Canvas discussion board

Week 2

  • Weekly Announcement
  • Low risk interactive activities (ice-breakers)
  • Check and respond to Canvas discussion board

Week 3

  • Weekly Announcement – Upcoming assessment and   University Support Services, including AccessAbility, and relevant supports
  • Canvas New Analytics – check participation and   email those not yet participating (see template below)
  • Check and respond to Canvas discussion board

Week 4

  • Weekly Announcement – upcoming census date
  • Low risk assessment.  This should ideally include provision of feedback to students.  Learning technology support (lts@newcastle.edu.au) can provide guidance on using Canvas to provide automated assessment feedback.
  • Canvas New Analytics – Email non-submission   and fails for first assessment
  • Check and respond to Canvas discussion board

Week 5-9

  • Weekly Announcements (written or 2-5 minute   talking head video)
    • Reminders and guidance for upcoming   assessments
    • Referral to relevant support services e.g.   library, PASS etc
  • Canvas New Analytics – Email non-submission   and fails for assessments
  • Check and respond to Canvas discussion board

Week 9-13

  • Weekly Announcements (written or 2-5 minute   talking head video)
    • Reminders and guidance for final assessments   and exams
    • Referral to relevant support services e.g.   library, Exam PASS, Academic Learning Support workshops etc
    • Apply for Adverse Circumstances, etc
  • Canvas New Analytics – Email non-submission   and fails for assessments
  • Check and respond to Canvas discussion board

Sample Email Templates

The sample emails below have been drafted to assist in emailing students via the Canvas New Analytics tool. Please edit the templates to suit your context. More templates are available in the Teacher’s Guide to Supporting Students.

Student has not logged into specific resource on Canvas – prior to census

Welcome to [COURSE NAME]

I’m very happy you have chosen to learn about [COURSE TOPIC] as part of this course. I’ve noticed that you haven’t yet accessed [RESOURCE] on the Canvas course site.  A lot of important material (including assessments) is placed on the course site, so it’s vital that you access course resources on Canvas while completing the course. If you’re having problems accessing the site, let me know. I look forward to engaging with you throughout the semester.

If I can be of any help, please feel free to get in touch.

Kind regards,

[CC Name]

Student has not submitted assessment

Hello,

I’ve noticed that you haven’t yet submitted your assessment. I encourage you to submit your assessment as soon as you can, as for each day past the due date, you risk 10% of the total possible grade for that assessment being deducted.

If you are experiencing circumstances out of your control that have impacted your ability to complete your assignment (like illness), know that you can apply for adverse circumstances. You can find more information on applying for Adverse Circumstances at https://askuon.newcastle.edu.au.

If I can be of any help, please feel free to get in touch.

Kind regards,

[CC Name]

Student has failed early assessment

Hello,

I know some of you may be disappointed at your recent grade, especially after putting in such a big effort, but please know there is plenty of time left to lift your grade! I have had many students who have struggled with this assessment go on to do well in the course. Please have a read of the feedback provided to you. If you would like more detailed suggestions as to what to focus on to improve your grades, please get in touch with me.

Alternatively, you may consider accessing university support services. There are many services that focus on academic, personal and IT matters and are available to help all students in their university journey.

Kind regards,

[CC Name]

Reference and further readings

Naylor, R., Baik, C., & Arkoudis, S. (2018). Identifying attrition risk based on the first year experience. Higher Education Research & Development, 37(2), 328-342. doi:10.1080/07294360.2017.1370438

Stone, C., & Crawford N. (2020). Three Essentials in moving online. National Centre for Student Equity in Higher Education https://www.ncsehe.edu.au/wp-content/uploads/2020/04/3-Essentials-online.pdf

Teacher’s Guide to Supporting Students (2021) University of Newcastle Student Retention and Success Sharepoint

Thomas, L. (2012) Building student engagement and belonging in higher education at a time of change: final report from the What works? Student retention & success programme. Higher Education Academy https://www.advance-he.ac.uk/knowledge-hub/building-student-engagement-and-belonging-higher-education-time-change-final-report