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Professor Ana Naidoo and Professor Nthabiseng Ogude a na.naidoo@up.ac.za

Professor Ana Naidoo and Professor Nthabiseng Ogude a na.naidoo@up.ac.za. AN INSTITUTIONAL APPROACH TO IMPROVING STUDENT RETENTION AND SUCCESS AT THE UNIVERSITY OF PRETORIA. WELCOMING DAY. UP IN A NUTSHELL. Large, research intensive institution Tuition in both Afrikaans and English

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Professor Ana Naidoo and Professor Nthabiseng Ogude a na.naidoo@up.ac.za

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  1. Professor Ana Naidoo and Professor NthabisengOgude ana.naidoo@up.ac.za AN INSTITUTIONAL APPROACH TO IMPROVING STUDENT RETENTION AND SUCCESS AT THE UNIVERSITY OF PRETORIA

  2. WELCOMING DAY

  3. UP IN A NUTSHELL • Large, research intensive institution • Tuition in both Afrikaans and English • Total of 61 500 students in 2012 • 45 000 contact students • 13 155 PG • 31 872 UG contact • 8382 first-year • 54.7% Female • 46.9% Black • 5 Campuses • 9 Faculties Lemmens 2012 (ICP)

  4. VISION/GOAL To provide a holistic quality undergraduate education experience: • Lay a foundation for a holistic UG education and improve graduation and throughput rates • Review the educational model (how we teach) • Address the demands of a diverse student population (who we teach) [UP Strategic Plan - 2025]

  5. MODEL DEVELOPMENT • Previous UP student success practices (10 years) • Research Question: Model to suit UP : SA context • Best practices: (Literature review, conferences, expert input – Kuh, Gardner) • Academic involvement : Deputy Deans • Steering Committee for Student Access and Success

  6. Ogude,Kilfoil & du Plessis, 2012

  7. IMPLICATIONS OF THE MODEL How to determine and address • Institutional readiness • Faculty readiness • Student readiness Faculties are caught in the middle – how do they change??

  8. STUDENT ACADEMIC READINESS SURVEY STARS RESULTS

  9. WHAT HAVE WE CHANGED? COLLABORATION..COLLABORATION…collaboration • Providingsupport structuresfor students • Surveyingstudents on their perceptions of readiness for university preparedness • Reflecting on the profile of students • Foregrounding high impact modules that prevent students from progressing or completing their qualifications

  10. PROVIDING SUPPORT STRUCTURES – ACADEMIC DEVELOPMENT – DEI 1. Personal development (DSA) 2. Academic counselling 3. Academic literacies 6. Tutor training 4. Tutoring 5. Tutor model 7. Lecturer roles 8. Evaluation processes

  11. REFLECTING ON THE PROFILE OF STUDENTS Students with top marks A failing school system Under-prepared students Financially disadvantaged students

  12. SURVEYING STUDENTS ... STARS RESULTS SKILLS (Study;Test-taking;Tme-management) 1stgeneration; Self –efficacy; Engagement Financial; Accommodation Student Counsellors Residences/ Client Services Mentors Faculty Student Advisor support, career/ programme choice ... FOR UNIVERSITY PREPAREDNESS

  13. FOREGROUNDING HIGH IMPACT MODULES (HIMs) • First-year modules that • form the core of the degree • support ease of progression into subsequent years of study • are prerequisites for many other modules/ programmes • have large enrolments • Core modules in any year that are particularly relevant for specialization • Modules that have the potential to impact on PIs such as graduation rates

  14. UNIT FOR ACADEMIC LITERACY From the newly developed study guide: Students graduating from a thousand different high schools are distributed along an academic literacy continuum reflecting differences in schooling, language competence and aptitude. This module accommodates that differentiation through individualised learning pathways during the first six months of the programme, thereby reducing the disadvantage inherent in those differences.

  15. MENTORS & FACULTY ADVISORS • Each faculty has : • Trained mentors from the undergraduate senior students • A faculty advisor employed specifically to direct students to the various support structures present within the faculty intersection HIMs & At-risk • Positions are on annual contracts • Community of practice as part of the development programme

  16. TUTORING SYSTEMS Use of senior students Each faculty has : • An education consultant for teaching development • Tutors to provide academic support to students 3 systems available: • Supplemental instruction • Tutor sessions • e-tutoring SI – Faculty of Natural and Agricultural Science E-tutoring – Statistics Tutors for High Impact Modules

  17. WHERE DO WE HAVE INPUT? • Orientation • Skills required • Pre-Orientation • On-line course • Integrated into the disciplines

  18. LECTURER SUPPORT

  19. Model Use University-wide initiative Non-cognitive STARS – psycho-social Cognitive NBT & Grade 12 & University performance “At- risk”students/ modules Faculty and departmentally monitored tutoring, mentoring and advising

  20. STUDENT FEEDBACK

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