School of History – Retention Scheme

Main idea

Outline

The Scheme seeks to achieve this ambition by: 

1. Providing practical assistance to students of history who fail modules; 
2. Offering students support in understanding and undertaking the repeat/resit process; 
3. Assisting students develop the skills to enable them to avoid further failures; 
4. Examining the reasons why students fail modules; 
5. Providing students struggling with history modules with a central and definite point of contact where they can seek assistance; 
6. Identify measures that might be introduced across history modules to improve student learning.

In the second semester of 2015, the following broad measures were undertaken: 

• Identifying students

Students were identified through two methods. Firstly, analysis of Semester One identified the students who failed modules and how they had failed them. This was achieved through tabulation of their grades (composed of Attendance, Mid-term assignment and End of term assignment/examination).

Secondly, during the semester students were recommended to avail of the scheme by teaching members of the School of History. Usually these were staff members who had met or corresponded with the students on an individual basis and believed that they would benefit from the Support Scheme. Their details were then passed onto the Support Tutors involved in the scheme. 

• Contacting students

The operation of the scheme centred on establishing and maintaining direct contact with students who had failed to complete history modules. The first contact was by email, with students advised on the practical steps they needed to take to pass the module. If a student failed to respond to the email, failed to register to repeat or failed to sign out the re-sit essay title set for each particular module, they were contacted by phone. Again, every student was offered advice and encouragement to engage with the assistance on offer. 

• Meeting students 

The first meeting with the student usually occurred within the first two weeks of semester two. It provided students with an opportunity to meet their Special Tutor and have an opportunity to explain why they felt they had failed the module. The Special Tutor used these initial meetings to identify whether the student required writing and academic support, or pastoral care. Depending on the outcome, students either continued to work with the Special Tutor or were transferred to receive Paul Rouse’s assistance. All first year students (and almost all second year students) then returned for a second meeting with their mentors to discuss their essay plans. Throughout the semester students regularly availed of the drop-in service which operated on Wednesdays in K115, while those who required additional meetings usually scheduled them via email or phone call. 

• Writing and academic support 

Writing and academic support formed the basis of the Scheme. Others needed assistance with issues such as time management, essay planning and structure. While initiatives such as Writing Support offered by Library Services have

proven hugely successful, history students have noted the importance of receiving additional support in acquiring the particular analytical and written skills which studying third-level history requires. 

• Pastoral care 

A key aspect of the Scheme is the manner in which issues relating to the pastoral care of students are revealed in the course of one-to-one meetings. These issues have ranged from depression and other health-related matters to family and relationship breakdown. On other occasions, the transition to university has overwhelmed students who require advice and assistance in meeting the demands of a new environment. All pastoral care matters are dealt with by Paul Rouse (as a full-time member of staff) and, where necessary, referral to the appropriate support services is undertaken. 

Goals

As noted above – 

The Scheme seeks to 

1. Provide practical assistance to students of history who fail modules; 
2. Offer students support in understanding and undertaking the repeat/resit process; 
3. Assist students develop the skills to enable them to avoid further failures; 
4. Examine the reasons why students fail modules; 
5. Provide students struggling with history modules with a central and definite point of contact where they can seek assistance;

Target group

Obstacles targetted:

• Educational difficulties

Students involvement

Students are not involved in the design and delivery.

Inspiration and evidence

The Scheme is rooted in offering practical support to students. Its methodology is straightforward. It seeks to identify students who need assistance, contact those students, meet them, assist them with their particular problems, and guide them through the repeat/resit process.

Success criteria

• Increased retention, resubmission and progression 

Below are some student testimonials:

The following students have provided testimonials in support of the Scheme. The students’ names have been removed: 

CK, 1st Year Arts: 

I had occasion to use the Pastoral initiative because I failed my Irish History module in my first semester. I was contacted by a tutor and she explained how I could do a resit in Essay form. I was most grateful to her for all the help she gave me, I found her to be extremely supportive, always keeping in touch with me and providing me with comments on my final draft which was invaluable in my opinion. I would have no hesitation in recommending anyone to use this Pastoral initiative, it is wonderful to have such help especially in the first year. 

RM, 1st Year Arts: 

I found myself involved in the Pastoral initiative as a result of failing a History module, and I found it extremely helpful. It has given me a lot more confidence with essay writing. At 3,000 words, the re-sit assignment was a bit longer and more daunting than the average first year essay, but the help and guidance I received from my tutor made the whole experience a lot easier and more straightforward. I’d strongly recommend the initiative to anyone who finds themselves in a similar situation. 

BM, 3rd Year Arts: 

At the start of the year, I found myself over my head in college work, and some ongoing personal issues. At times I was thinking about dropping out, the workload just seemed impossible, but the Pastoral initiative was a literal lifesaver. Being able to talk shop with someone about the work, helping me to break it down into smaller and more manageable parts, it was exactly the kind of help I needed. I could not recommend this more to any student feeling they’re struggling. 

CM, 2nd Year Arts: 

The only reason I completed my resits was through this initiative. I failed because I had a bereavement in my family and also suffered from a lot of financial problems after, so I was in and out of college the majority of my first year. I didn’t seek any help myself and didn’t really know who to go to, however, in second year I was immediately assigned my tutor and met up with her for a one-to-one chat. I constantly benefited from this initiative as I lacked a lot of confidence with history particularly with my writing abilities, and the tutor helped to eliminate these confidence issues by giving me advice on what was needed for the essay and by regularly emailing and checking up on me. I wanted to enjoy history in first year but due to my new time constraints I never found the time to enjoy it or to improve on it and this developed into a lack of confidence, even in attempting an essay. My tutor was the intervention which I needed and I am extremely grateful to have been given the means to enable me to complete my first year and progress within UCD. 

ES, 1st Year Arts: 

I found it to be really helpful as it gave me a clear idea of what I had to do after the first semester. I failed nearly all of my modules and nearly considered dropping out a few times so i could redo first year in the new year. My tutor really helped me realise that there was still a lot I could do to finish my first year strongly and progress to second year by putting effort into my resits. My tutor was particularly helpful because she made sure I never forgot that there was still a lot that was under my control, as regards progression to second year. I would definitely recommend the initiative to other students. 

LR, 1st Year Arts: 

For me the start of semester two was a bit of a disaster, I had failed a few modules after a very difficult first semester and I was dreading even heading back to college after Christmas. When I first received an email regarding pastoral initiative I hadn’t a clue what to expect and to be honest I was nervous about going up to the school to discuss in person why I had failed so many modules. Looking back on this its actually funny because my tutors were nothing but helpful and kind for the entire experience. Especially one of the tutors who went above and beyond to help me with my repeat essays. I have nothing but praise for the pastoral initiative. Hopefully I won’t be needing it again but it might help a student that was

considering dropping out as I was and I would hope that it be available to students in the future. UCD can be a bit overwhelming for students and it was nice to have someone there to look out for you over the semester. 

RM, 1st Year History 

On the advice of a professor of history, I made an appointment with a tutor. I found this first contact quite relaxing and very comfortable. The reason I attended the writing academy was to understand more fully the bibliography and footnoting properly. I found the tutor quite enjoyable to work with and her work provided some vital tools for me going forward. For me being a first year student I found Leanne and her work especially crucial in getting a foothold on the academic requirements of UCD. The transition is difficult enough and I feel that the service provided by the tutor is essential to first years especially first years as it provides a guide to knowing what is needed to progress. I only regret that I did not utilize the opportunity sooner. Looking forward to the next semester, I hopefully will not need the service….. but I am supremely confident that I will get the support that I need to maintain a high GPA. 

DQ, 2nd Year History 

The aim of the re-sit, in my opinion is not to necessarily punish the student but instead to give them guidance and advice to ensure the student gets the ‘leg up’ needed, the resit I did fulfilled this. Prior to the resit I was negative towards and lacked confidence in my essay writing. I often would second guess my work leaving it jumbled and lacking direction. I met with the tutor frequently as well corresponding in Emails. He ensured I managed the essay on many different levels, time wise, content wise as well as ensuring I understood the complex issues surrounding the subject I was writing. The work the tutor did with me has had a profound and great impact not only on my history major but also on my other major, geography. Though it wasn’t an easy experience the resit was necessary. 

JL, 2nd Year History 

Thanks for all your help the ought the last few weeks I appreciate it! In regard to the repeat, I think that the follow up is a good idea, despite the fact many people would be like me leaving things to the last minute. Having someone to constantly reference makes the assignment a lot more manageable. I think personally it would be a lot easier doing two 2000 word essays instead of one 4000 one as it’s a bit difficult to do a 4000 word essay when you haven’t done the class in 6 months however the point isn’t for it to be easy I suppose ! 

PN, 2nd Year History 

Thank you for everything over the past few months. This semester, has been a tough few months at home but your support has been fantastic 

HK, 2nd Year History 

I also just wanted to say thank you so much for your understanding this semester – it’s not a stretch to say that I wouldn’t have gotten through it without your support and understanding. I really appreciate it and hopefully I have learnt from it all. It really made me feel like UCD had a personal side rather than just churning out students!

Effectiveness

By monitoring retention and progression rates & through student feedback

Do you feel you can effectively provide the support that students require?

Would you recommend this to other institutions?

agree

Evaluation

Yes we have sought feedback from students who participated in the initiative and track the impact it had on the overall retention rate of first year students.

Initial Impact of the scheme is shared below: 

The Support Scheme increased both registration and submission rates for history students who fail modules, and has increased the number of students successfully completing repeat/resit modules. In 2015, 67 first year students registered to resit first-year history modules in semester two. All of those students had been contacted and met by the Scheme’s mentors prior to their registration. Throughout the semester all 67 students (plus the students enrolled in semester two modules who were referred to the Scheme by members of staff) regularly met or were in contact with their mentor. As a result, 44 students submitted resit essays at the end of the semester, a return rate of 66%. Of that number 34 students successfully passed their resits, a success rate of 77%. These figures are significantly higher than previous years. During the 2012/13 academic year, only 43 students had registered to resit the two first semester Level One modules in history.

Of these, 23 students submitted resit essays, a return rate of 53%. Some 17 of those students successfully passed their resits, meaning that the success rate was 73%. During the 2013/14 academic year, 26 students registered to resit HIS10100, 13 of those students submitted resit essays at the end of the semester, a return rate of 50% and 8 successfully passed, a success rate of 61%. These rates of success remained solid until covid. It proved very difficult to successfully run the scheme during Covid but it is now running again.

Communication

Communicated to faculty & academic staff so they can refer students for additional support.

Timing

Students are tracked from their first semester by looking at their Attendance, Mid-term assignment and End of term assignment/examination results – from this & through teaching staff students are flagged and recommended to avail of the support scheme.

Resources

• A staff member to co-ordinate the initiative – i.e., monitor students, liaise with staff, coordinate referrals. 
• Tutors to provide additional support to students. 
• Designated space 
• Need to monitor the impact.
• Have staff promote the service and refer students

Transferability

We think it is easily transferable to other contexts or groups.

Be practical and flexible.