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