Peering into the crystal ball of the disengaged: What happens to students that do not submit an early assessment item?

Abstract

Established first year design principles highlight the need to provide early response systems for students who appear to be disengaging with targeted communication regarding available support services. One thousand, one hundred and s students were identified in session 1 that either: did not submit a pre-census early assessment item; or had limited learning management system activity. These students were then offered timely support, including on-the-spot advice and referral to other pre-existing support structures within the University. Students were identified from 77 subjects offered to commencing students, taught across 182 offerings. Of the students identified, 607 chose to defer or withdraw from their studies while 554 students remained. This raises the question, what became of those remaining students?