Retention project at NAT - SDU e-Learn

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Changes in the introductory study course on all science program- mes to create a greater focus on study technical strate
The good example - Data-driven retention

Retention project at NAT

In brief

Camilla Gundlach Kromann is a special consultant for the Study environment and Student counselling on the Faculty of Science and is currently the project manager at the newly started retention project ‘STAY’. In an attempt to reduce dropouts and to qualify more students with scientific background, the project will examine if there are patterns in drop-outs and retention.

Below are 3 examples of subprojects that are implemented on specific study programmes at NAT: • “Early indicators” are indications that students are lagging behind. It may e.g. be the lack of passed ECTS-points, which give study advisers the opportunity to address students before it is too late.

Retention through data and experience Together with post.doc Nadia Dyrberg Egemose, Camilla has been at the faculty’s departments to find out what might be interesting to look at during the project. They have ended up with a project description and 12 sub-projects with different study programmes in and with various factors, they assume, are in play. Some projects are initiated at study start this year to follow 1. year students. Others will focus on the transition to 2. year like at Pharmacy where they are experiencing particular challenges. The goal of the project is that NAT focus on aspects like a clearer match of expectations with the students, better marketing of the programmes, highlight the consequences by long-term commuters etc. which ultimately is to retain the students in their studies. It is also fundamental to look at the data that SDU is collecting about who is dropping out in the 2. and 3. year of study. On that basis, they hope to be able to see which tendencies are showing on the different programmes. Targeted action research The ‘Stay’-project runs until October 2019. Then, all data will be gathered and evaluated in reports, but Camilla points out that it may take some years before they can see what the project has resulted in. In addition, there are factors that cannot be controlled such as variable admission numbers and tighter entry requirements and similar that are also influencing the data. “’STAY’ is not a research project where we stand on the sidelines and observe and then come with instructions for implementation in 4 years. You could say that it’s more action research where we activate some initiatives and, at the same time, look at whether it has any effect,” Camilla says.

• Changes in the introductory study course on all science programmes to create a greater focus on study technical strategies as being able to organize tasks, ask for help, deal with stress etc. In addition, film storytelling from the students’ perspective may match expectations and clarify to future students what the programmes consist of and thus create an understanding that shows them what to expect both before study start and under their studies. • Through presentations and workshops biomedical students get the career perspective expanded already at the 1. semester through clarification of the manifold opportunities their programme has in addition to just research.

Contact Rie Troelsen 6550 9610 [email protected] SDU Centre for Teaching and Learning Campusvej 55, 5230 Odense M Entrance J - Directory

September 2017

SDU CENTRE FOR TEACHING AND LEARNING