.STUDENT SUCCESS ADVISOR ROLE AT GRIFFITH
STRATEGIES INTENDED TO BE GAME CHANGING FOR COMMENCING STUDENTS
1. EARLY STUDENT ENGAGEMENT
Negotiating Student Engagement to University (early retention data at Census data shows a 2.1% increase for
2013 compared to 2012)
 Outreach to commencing students identified as being at risk of early drop-out or failure
 Invitation to intensive interviews of 1.5 hours to educate re: realistic appraisal of the role of a university
student; requirements for success at university, including time commitments; motivation for studying and
the degree program selected; the range of enabling services offered for success; production of a Student
Success Plan and a commitment for follow-up.
2. PRE-ASSESSMENT STUDENT PERFORMANCE AND SUCCESS
Building Academic Capability and Confidence to Succeed with Assessment
 Academic Skills Workshops Designing and facilitating Academic Skills Workshops for commencing students
on both generic academic skills and targeted Just In Time workshops for particular assessment tasks, in
collaboration with First Year Coordinators and First Year Course Convenors, and possibly Learning Advisors.
 Academic Skills Consultations Being available for individual and small group consultations with students
determined to be at most risk of early failure on assessment tasks (JIT and Just for Me) to assist in initial
understanding of the task, preparation in relation to criteria, and providing feedback on drafts. Priority is
given to students determined to be at most risk of early discontinuation or failure.
3. POST-ASSESSMENT STUDENT ACADEMIC RECOVERY AND PERSISTENCE
Building Academic Capability and Confidence to Recover from Early Failure with Assessment
 Academic Recovery consultations Outreaching to students with whom Student Success Advisors have been
already working (e.g. Negotiated Engagement Interview and Follow-up), or students who either self refer, or
are referred by academic staff, to assist with academic recovery to continue to submit subsequent
assessment tasks and to improve their performance.
4. TARGETED OUTREACH TO STUDENTS IDENTIFIED TO BE AT RISK OF EARLY DISCONTINUATION
Using a range of hot data sources to identify and work with sub-groups of students at risk of either early drop-out
or failure, or early stop-out or departure to another university, to encourage their continuation
 Distal data Using identified QTAC indicators to identify targeted student sub-groups for early outreach and
engagement;
 Predictive Analytics Contacting students identified as potential attritors on the analytics lists;
 Proximal data Using the 6 Griffith Risk Markers to identify and contact emerging students at risk, as well as
tracking students in initial target groups on the markers for further intervention;
 Starting@Griffith data Contacting students with self-identified High Unmet Needs for problem-solving;
 Early Engagers-High Achievers Implementing discipline appropriate strategies for recognising and validating
high achieving students (e.g. ACES Academic Excellence Society based on GPA in semester 1).