1. Showcase – Retention Project Winners Professor Sally Kift ALTC Senior Fellow; ALTC Discipline Scholar: Law DVC (Academic), James Cook University 2015 Learning & Teaching Week Charles Darwin University 1 September 2015 CDU Student Retention Project - 2014

2. http://www.herdsa.org.au/wp-content/uploads/HERDSARHE2015v02p51.pdf

3. CRICOS No.00213J http://webarchive.nationalarchives.gov.uk/20100202100434/http://www.hefce.ac.uk/pubs/hefce/2001/01_36.htm Lessons – Transitions, Learning & Success Transitions over Student Lifecycle 1 1 https://www.ncsehe.edu.au/publications/ critical-interventions-framework/ http://webarchive.nationalarchives.gov.uk/2010 0202100434/http://www.hefce.ac.uk/pubs/hefc e/2001/01_36.htm

4. CRICOS No.00213J

5. Action Data analysis Consensus re good L&T support for all Consenus re ‘engaging’ student exp Learning leadership & governance across silos Area plans Top level plan(s) FYE Vision Reward & recognition Staff development Promotion criteria Probation KPIs PP&R Lessons – Transitions, Learning & Success Whole-of-institution approaches 2 2

6. CRICOS No.00213J  From a deficit model of student blame to a focus of inclusion and success Whole-of-institution culture shift  From a primary focus on student integration (into institutional culture) to an ‘adaptation’ approach whereby institutions adapt culture, processes and practices to support diversity (Zepke et al., 2005) http://www.jcu.edu.au/policy/all atoh/JCU_130928.html http://www.jcu.edu.au/policy/allatoh/JCU_114776.html http://www.jcu.edu.au/learnandteach/public/groups/everyone/documents/advice/jcu_125189.pdf http://www.jcu.edu.au/learn andteach/projects/fye/JCU_ 096926.html

7. CRICOS No.00213J Student voice Lessons – Transitions, Learning & Success Academic & Profession Partnerships 3 3

8. CRICOS No.00213J Lessons – Transitions, Learning & Success Harness the Curriculum 4 4 With comprehensive, integrated & coordinated whole-of- institution approaches in place Enacted seamlessly over the student lifecyle by academic & professional staff partnerships Assure Tinto’s “educational conditions”. Harness the curriculum as the “glue” and the academic and social “organising device” (McInnis, 2001) Intentional curriculum design with embedded, contextualised support for all but especially time-poor equity group students: Facilitation of mastery of the student role for success – make the implicit/unknown explicit Inclusive curriculum design: respect & value all students Sense of belonging through curriculum strategies Success focus and monitor for success

9. CRICOS No.00213J http://www.jcu.edu.au/diploma/index.htm http://www.jcu.edu.au/diploma/readiness/index.htm IDL = Individual Learner Plan

10. CRICOS No.00213J Kift Senior Fellowship: 6 Curriculum Principles (2009) 1.Transition 2.Diversity 3.Design 4.Engagement 5.Assessment 6.Evaluation and Monitoring [Higher Education word bingo] A curriculum that does serious transition and retention work! [Concurrent with good teaching and good support] http://transitionpedagogy.com/ Transition Pedagogy