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Improving Student Retention by Providing Targeted Support to University Students who do not Submit an Early Assessment Item.

The Charles Sturt University Retention Team has developed, tested, evaluated, and refined a retention model through 14 action-research cycles from 2017-2021. The project has expanded from a small pilot in one faculty to monitoring the engagement and submission of an early assessment item for over 70...

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Bibliografiske detaljer
Institution:	Charles Sturt University
Hovedforfatter:	Linden, Kelly
Udgivet:	Student Success v.13 n.1 p.67-73 https://doi.org/10.5204/ssj.2152 2022
Fag:	Assignments First year students Secondary postsecondary transition Student assessment Student engagement Student retention Undergraduate students University students Action research Higher education Multimethod techniques Charles Sturt University Coronavirus (COVID-19) Australia New South Wales
Online adgang:	https://doi.org/10.5204/ssj.2152

Lignende værker

"My Uni Experience Wasn't Completely Ruined" : The Impacts of COVID-19 on the First-Year Experience.
af: McKay, Loraine, et al.
Udgivet: (2021)

Pandemic-induced course and assessment changes for undergraduate engineering education : The Development of Graduate Attributes.
af: Pang, Toh Yen, et al.
Udgivet: (2023)

Case studies to enhance student evaluation : 2015 Charles Sturt University : evaluation, analytics and systems integration.
af: Kinash, Shelley, et al.
Udgivet: (2015)

Widening participation between 2001 and 2021 : A systematic literature review and research agenda.
af: Tham, Aaron, et al.
Udgivet: (2023)

From Student Satisfaction to Impact : Approaching Impact Evaluation in the Context of Methodological Constraints.
af: Leece, Rhonda, et al.
Udgivet: (2022)

What do commencing undergraduate students expect from first year university?
af: Scutter, Sheila Doreen, et al.
Udgivet: (2011)

Global challenges : South African and Australian students' experiences of emergency remote teaching.
af: Joubert, Michelle, et al.
Udgivet: (2023)

Moving Beyond First Year : An Exploration of Staff and Student Experience.
af: Birbeck, David, et al.
Udgivet: (2021)

Exploring disruption through the lens of an adapted Five Senses Framework.
af: Ashford, Theresa, et al.
Udgivet: (2023)

Is blended learning the future of education? Students perspective using discrete choice experiment analysis.
af: Ahmed, Adib, et al.
Udgivet: (2022)

The Role of Technology-Mediated Feedback Pre- and Post-COVID-19 : A Case Study of First-Year Communication Students.
af: Lewis, Sally, et al.
Udgivet: (2024)

Embedding the development of intercultural competence in business education.
af: Freeman, Mark
Udgivet: (2009)

That Synching Feeling : An Exploration of Student Engagement in an Online Environment.
af: Kelly, Kate, et al.
Udgivet: (2021)

The Mindful Interactions (MI) tool : promoting student mental health in tertiary education.
af: Stephenson, Elspeth, et al.
Udgivet: (2023)

Prioritising lifeload over learning load : Understanding post-pandemic student engagement.
af: Hews, Rachel, et al.
Udgivet: (2022)

On-Campus Students Moving Online During COVID-19 University Closures : Barriers and Enablers.
af: Attree, Katherine
Udgivet: (2021)

Caught between a rock and several hard places : cultivating the roles of the associate dean (teaching and learning) and the course coordinator.
af: Southwell, Deborah, et al.
Udgivet: (2008)

Learning From the Pandemic : The Impacts of Moving Student-Staff Partnerships Online.
af: Judd, Madeleine-Marie, et al.
Udgivet: (2021)

A sense of belonging in Australian higher education : the significance of self-efficacy and the student-educator relationship.
af: Larsen, Ana, et al.
Udgivet: (2022)

Improving the Online Regional Student Experience : Findings from the Country Universities Centre (CUC) Student Evaluation.
af: Stone, Cathy, et al.
Udgivet: (2022)

Reflections on belonging and a law student pledge.
af: Murray, Karina, et al.
Udgivet: (2022)

Building academic staff capacity for using esimulations in professional education for experience transfer : a guide to designing, developing, using and evaluating esimulations for professional learning in Australian higher education.
af: Cybulski, Jacob, et al.
Udgivet: (2010)

Digital Disruption in the COVID-19 Era : The Impact on Learning and Students' Ability to Cope with Study in an Unknown World.
af: James, Trixie, et al.
Udgivet: (2021)

We were all learning and doing our best : Investigating how Enabling educators promoted student belonging in a time of significant complexity and unpredictability.
af: James, Trixie, et al.
Udgivet: (2022)

Making the transition from on-campus to online learning : Pre-service teachers' experiences of online learning as a result of COVID-19.
af: Muir, Tracey, et al.
Udgivet: (2022)

Student experiences of facilitated asynchronous online discussion boards : Lessons learned and implications for teaching practice.
af: James, Allison J., et al.
Udgivet: (2022)

Supporting Those Who Provide Support : What Do University Student-Facing Staff Say About Training for Working with Diverse Cohorts?
af: Kilmartin, Samantha, et al.
Udgivet: (2024)

Transitions and choices : Graduate student mentoring for psychology honours students.
af: Khoo, Shaun Yon-Seng, et al.
Udgivet: (2019)

Balancing the COVID-19 Disruption to Undergraduate Learning and Assessment with an Academic Student Support Package : Implications for Student Achievement and Engagement.
af: Lloyd, Natalie, et al.
Udgivet: (2021)

Putting transition at the centre of whole-of-curriculum transformation.
af: O'Donnell, Marcus, et al.
Udgivet: (2015)

Using formative feedback to identify and support first year chemistry students with missing or misconceptions : a Practice Report.
af: Lawrie, Gwen, et al.
Udgivet: (2013)

The impact of teaching from home during the covid-19 pandemic on the student evaluations of female academics.
af: Tangalakis, Kathy, et al.
Udgivet: (2022)

Fostering sustainability capabilities through experience : A case study on virtual mobility in STEM.
af: Vermeulen, Brittany, et al.
Udgivet: (2024)

Reconceptualising how to internationalise-at-home : Using dialogue to stimulate intercultural capacity within university students.
af: Einfalt, Johanna
Udgivet: (2024)

How do University Experiences Contribute to Students' Psychological Wellbeing?
af: Brooker, Abi, et al.
Udgivet: (2020)

Belonging as a responsive strategy in times of supercomplexity and change.
af: Wilson, Rachel, et al.
Udgivet: (2022)

Supporting student wellbeing as an academic language and learning advisor : Challenges and opportunities.
af: Gurney, Laura, et al.
Udgivet: (2023)

Online learning during the COVID-19 pandemic : Does social connectedness and learning community predict self-determined needs and course satisfaction?
af: Geary, Erin, et al.
Udgivet: (2023)

Contract cheating and assessment design : exploring the connection : final report.
af: Bretag, Tracey, et al.
Udgivet: (2019)

The success, satisfaction and experiences of international students in an immersive block model.
af: Goode, Elizabeth, et al.
Udgivet: (2024)