Student retention and the first year experience
Definition
Student retention is concerned with enhancing the student learning experience in
order to increase the numbers of students who choose to continue their studies.
Rationale
 Reduction of the number of students who drop out is a key strategic aim of the
University of Glasgow
 Supporting new students aims to increase their confidence at a key stage in their
time at university and enables them to reach their full potential
Implications for programme and course design
Aims and intended learning outcomes
 Have clear and consistent programme/course aims, learning outcomes and
assessment requirements
 Include learning outcomes relevant to enhancing graduate attributes. Articulating
clear learning outcomes that include aspirational graduate attributes can help to
motivate and engage students.
 Build in opportunities to discuss expectations throughout each semester (GIHE,
2005)
Support for social engagement
 Build in support for social interaction between students, and students and staff
 Encourage student engagement with the broader university community
 Include opportunities for small group teaching and peer-assisted learning
 Use Moodle to support online discussion and collaboration
 Provide regular opportunities for first years to be involved in choosing and designing
elements of their own learning, such as choosing from a range of group topics, taking
responsibility for presenting a topic as part of a tutorial, or contributing to designing
criteria for reviewing journal articles in class. Consider whether some first years could
contribute to curriculum design more fully (Bovill et al, 2008; Bovill et al, 2011)
Provision of academic and pastoral support
 Ensure students have opportunities for academic and social integration into the
University
 Monitor students at critical times in the academic calendar – for example October,
November and January (Carney, 2004: 31-32)
 Promote strategies for student time management and motivation (GIHE, 2005)
 Provide students with staff and/or student mentors (GIHE, 2005) and establish a
caring context
 Support academic literacy by integrating small scale formative tasks which build over
time towards the capacity to engage competently in the particular requirements of the
discipline, e.g. essay writing, lab report writing, poster displays, lecture note-taking
Assessment
 Use self-assessment and peer assessment to engage students and foster learning
autonomy and responsibility (GIHE, 2005)
 Ensure students are offered early and regular formative feedback (Bovill et al, 2008;
Nicol, 2008)
Teaching
 Use student-centred, active learning through problem-based, project-based and
group learning, including field trips and work placements (Harvey et al, 2006)
 Include examples from real-world contexts to ensure relevance (GIHE, 2005)
 Make sure that first year courses are taught by senior experienced researchers as
well as by other staff (GIHE, 2005)
Examples
Engineering Subject Centre Audit – Higher Education Academy
http://www.engsc.ac.uk/teaching-guides/first-year/index.php/first-year-experience-audit/
Retention of Law students - Liverpool John Moores University
http://www.ukcle.ac.uk/resources/directions/previous/issue14/brooman/
Resources
National Audit Office report on student retention
http://www.nao.org.uk/publications/nao_reports/06-07/0607616.pdf
Student Transition and Retention Project
http://www.ulster.ac.uk/star/
Griffith University Good Practice Guide
http://www.griffith.edu.au/gihe/pdf/gihe_tipsheet_web_ese.pdf
First year enhancement themes project publications
http://www.enhancementthemes.ac.uk/resources/publications/first-year-experience
References
Bovill C., Cook-Sather, A. and Felten, P. (2011) Changing Participants in Pedagogical
Planning: Students as Co-Creators of Teaching approaches. Course Design and Curricula.
International Journal for Academic Development 16 (2) 133-145.
Bovill, C. Morss, K. and Bulley, C. (2008) Curriculum design for the first year. First Year
Enhancement Theme Report, Glasgow: QAA (Scotland).
Carney, C. (2004) Withdrawn student analysis, University of Glasgow
http://www.gla.ac.uk/media/media_9244_en.doc
Griffith Institute for Higher Education (GIHE) (2005) Enhancing Student Engagement in the
First Year - 10 Strategies for Success, Good Practice Guide, Griffith University
http://www.griffith.edu.au/gihe/pdf/gihe_tipsheet_web_ese.pdf
Hand, L. and Bryson, C. (2008) Student engagement. SEDA Special Paper no 22. London:
Staff and Educational Development Association.
Harvey, L, Drew, S and Smith, M (2006) The first-year experience: a review of literature
forthe Higher Education Academy, York: HEA.
Nicol, D. (2008) Transforming assessment and feedback. First Year Enhancement Theme
Report, Glasgow: QAA (Scotland