Staying the distance - strategies to improve student retention

Background: The University of Newcastle's Faculty of Engineering and Built Environment has investigated the effectiveness of three key strategies to improve student retention: a strategic communications plan to build a strong, integrated staff, student and professional community; the delivery of tailored support to specific segments of the student population at key points in their study cycle; and a direct approach to addressing mathematics background issues. Purpose: The purpose of this project was to identify effective retention strategies and improve student satisfaction in engineering programs at the University of Newcastle. Design/Method: Our strategy has been to engage our staff, students and the broader community by creating rich social media content that starts conversations, celebrates achievements and tells stories about our people and their projects. A multi layered communications approach has been implemented to reach and connect these audiences across digital, social and physical environments. Increasingly, at key points in the student life cycle, we are delivering personalized communications and tailored support and social experiences to improve retention. These initiatives have included oneto- one touch points for low socio-economic status and other at-risk first year students; events and communications for our high achieving students; and special events and activities for female students. Like many other institutions, a high proportion of our engineering students enter their degree without sufficient mathematics background. Evidence shows that in previous years around 85% of those students with a general mathematics, or low 2U NSW HSC background, attempting our standard first year mathematics course, MATH1110, failed or attrited that course. Naturally this situation compromised both their student experience and their program progression. In 2014 we introduced a prerequisite for MATH1110 to manage these preparedness issues and enforce long standing preparedness advice. The researchers are investigating whether, in combination, these strategies will lead to a better student experience and greater retention. Actual outcomes: Since the project's commencement in 2011 the Course Experience Questionnaire results for our Faculty's Overall Satisfaction and Good Teaching have improved each year. Take-up of five new social media channels for optional student communication has been high with 2078 followers showing a high level of engagement. Pre census attrition has dropped by 20% in one program between 2011 and 2014 and many other programs are showing a decrease in attrition over the same period. Conclusions: The introduction of a strategic communications strategy, coupled with tailored support services at key points in the student cycle have significantly improved student satisfaction and had a positive impact on retention. Early indications are that the introduction of a prerequisite for our first year mathematics course has reduced attrition, showing potential to further improve retention.