UNIVERSITY RETENTION STRATEGIES Sample Clauses

UNIVERSITY RETENTION STRATEGIES. Monash views the success of an institution and its students as inseparable and is committed to promoting and sustaining high levels of student retention, success and completion. To this end, retention is included as a key indicator of our success within the University-wide KPI framework, and significant investment has been made in programs that support students in their studies. Monash has recently launched the University’s inaugural Student Retention Strategy in response to the Higher Education Standards Panel’s (HESP) 2018 report – Improving retention, completion and success in higher education. The document sets out a whole-of institution commitment to, and shared responsibility for, retention, inclusion, partnerships, and fostering a sense of belonging among students. The Student Retention Strategy presents our aspiration to become a model of excellence in retention and to be recognised for the development, implementation, delivery and assessment of innovative programs and services that enhance student access and success, particularly for at-risk students. The Student Retention Strategy comprises three priority areas for further action: 1. Better utilisation of data and predictive analytics to allow for timely and relevant interventions; 2. Strengthening students’ sense of belonging, starting at orientation and continuing throughout their learning journey; and 3. Better understanding the discontinuation experience, including providing students with alternatives to discontinuing. Within these three priorities, ongoing improvement programs have been identified, along with additional actions for improvement. Implementation will be led by the Pro Vice-Chancellor (Academic), with regular monitoring through the University’s senior committees. KEY PERFORMANCE INDICATORS Action plans to deliver on these outcomes are developed annually and monitored for quality and impact through the Education Portfolio, Academic Board, and the Vice-Chancellor’s Executive Committee. The University aspires to achieve the following teaching and learning KPIs in 2020: KPI 2020 Target Retention1 – Undergraduate 94% Retention – Graduate/Post Graduate 90% RESEARCH AND RESEARCH TRAINING AND INNOVATION The Focus Monash 2015-2020 strategic plan articulates the following priorities for research, research training and innovation:  Develop and recruit high-performing researchers and graduate research students.  Focus investment in areas where Monash has or is capable of having impact and...

UNIVERSITY RETENTION STRATEGIES. Reducing non-completion The University has introduced several measures in recent years to address non-completion:  The appointment of a Student Retention Officer and a Manager Student Success.  A comprehensive communication plan for engagement with students identified as ‘at risk’, including commencing students in their first semester of study.  A pilot student mentor program being offered for the first time in 2020.  Engagement with students who have disconnected with their studies but are close to completion.  Significant investment in the Digital Student Journey project, which will provide students with a personalised digital experience providing them with the information they need to be successful in a timely manner.  Offer a UC ‘academic health check’ for students who have failed a unit or are in high risk courses and units, to review their study plan and provide personalised advice and support for their studies. Evaluation and follow-up with students who discontinue An evaluation framework has been developed to analyse and refine these strategies over time. While it is too early to evaluate many of these initiatives, some examples of success include the following:  Re-enrolment of 28 students in semester 2, 2019 who had disengaged with their studies and were within one semester of finishing their degree; and  Re-enrolment of 20 students in semester 2, 2019 who would have been discontinued for non- enrolment without active engagement.

UNIVERSITY RETENTION STRATEGIES. The University's retention rate is relatively low compared to other providers. This is partly due to the majority of students being mature-age and part-time, however the University has developed a retention strategy to address this deficiency. This has four components: understanding data, early intervention by lecturers before completion of a unit of study, required follow-up with all students who fail a unit at semester end, and contacting all students who do not re-enrol to complete an exit interview. Retention is monitored annually for all awards through an annual Course Review Report, and is the subject of major Course Reviews and of an annual strategic discussion at the Academic Board. xxxxx://xxxxxxxx.xxx.xx/xxxxxxxxx/xxxxxxxxxx-xxxxxx/ xxxxx://xxxxxxxx.xxx.xx/xxxxxxxx/xxxxxxxxx-xxxx/ xxxxx://xxxxxxxx.xxx.xx/xxxxxxxx/xxxxxxxx-xxxxxxx-xxxxxx/ xxxxx://xxxxxxxx.xxx.xx/xxxxxx(xxxxxxxx-xxxxxxxxxxx-xxxxxxxxxxx-xxxxxxxxx/ xxxxx://xxxxxxxx.xxx.xx/xxxxxxxxx/xxxxxxx-xxxxxxxx-xxxxxx/ RESEARCH AND RESEARCH TRAINING AND INNOVATION The University's Strategic Plan — Research Goal establishes strategies to measure, develop and grow research activity and research quality. Key activities in 2019 include recruitment of a second postdoctoral fellow in theology to provide for early career researcher opportunities, and new appointments in research development staff at three of the University's Colleges. The Council has commissioned a review of the research training environment at the University and determined to establish a School of Graduate Research to further improve and develop its research training program. This includes establishing frameworks for research partnership scholarships with faith-based agencies and religious orders to deliver fully funded PhD scholarships to meet the needs of industry partners. There is presently one industry placement PhD in the area of human ageing. The University is strongly supported by industry partners to deliver research in applied theology and ministry. These activities are measured through the University's industry funding levels and the ARC El assessment, and through the Strategic Plan — Research Goal and publication of research outcome narratives in the University's news and events website, Vox. The University's Research Repository provides access to staff publications and HDR research theses, subject to copyright and ethical requirements. The University's Library Hub has developed a special collections site, including digital...

UNIVERSITY RETENTION STRATEGIES.  strategies to reduce the proportion of students that do not complete their course (including for students from regional and remote areas)  evaluation of these strategies, including follow-up with students who do not continue with their studies to better understand the reasons for this decision. Federation University is proud of its outstanding record in teaching quality and student outcomes. In the 2019 Quality Indicators for Learning and Teaching, Federation University was ranked first in Victoria in the following seven categories:

UNIVERSITY RETENTION STRATEGIES. Strategies to reduce the proportion of students that do not complete their course (including for students from regional and remote areas) Since June 2014, there have been a number of university-wide and school-focused Student Retention and Success (SRS) strategies that have been implemented to increase student success and progression. These initiatives vary from timely access to information, targeted program and courses priority areas, timely contact with students throughout the student life-cycle, building academic teaching staff capability and developing innovative technology solutions to identifying students ‘at risk’ and monitoring progress. These initiatives include:

UNIVERSITY RETENTION STRATEGIES.  The University will continue to monitor the performance of students in relation to the basis of their admission. The University currently achieves the lowest attrition rate for domestic bachelor students in the nation at 4%. We anticipate this present exceptional rate of retention and success will be maintained.  The University is developing new learning analytics to identify the small number of students at risk at an earlier stage in their studies and to create interventions to support students to make more informed choices about their studies.

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University strategies Our aspirations and key priorities for enhancing teaching and learning quality We aspire to produce flexible and creative thinkers – leaders for Australia and the wider world. To do this, we need to provide an enriching university experience that equips our graduates with enquiring minds and essential life skills in critical thinking and communication. Our students must have excellent opportunities to participate in co-curricular activities if they wish to do so, and have access to high quality infrastructure and support services. To maintain and build on our success in these areas, our short- to medium-term priorities will focus on three complementary areas. Our plans Renewing our curriculum and learning environments We will continue to implement our curriculum renewal strategy by pursuing a coordinated University-wide process of reform of our courses. At the heart of this strategy lies a commitment to providing an 'engaged enquiry' learning experience for our students, in order to strengthen the development of our graduate attributes. Such learning experiences reflect the University’s reputation for both research and community engagement. They are consistent with our students' expectations as learners and our staff as teachers. 'Engaged enquiry’ provides the vehicle by which we will focus on further enhancing the research and inquiry learning outcomes that are central to our graduate attributes. We are currently mapping students’ reports of research- enriched learning experiences, and working with our Engaged Enquiry Scholars networks to identify and disseminate examples of approaches that xxxxxx effectively the development of research skills by our undergraduate students. The second aspect of our ‘engaged enquiry' curriculum strategy is the embedding of community- engaged learning, including work-integrated learning (WIL), in our curricula. This commitment will involve professional disciplines in particular, in further strengthening the engagement of employers in our teaching and curriculum development, and in further developing our pedagogical expertise in this area to inform curriculum renewal. One example of how we are pursuing this agenda is seen in the establishment of a new WIL research group in the Faculty of Health Sciences. Our approach to curriculum renewal will continue to be both holistic and sustainable. We will use University-wide agreed principles to link our faculties’ curriculum renewal work explicitly to the need for responsiveness to external drivers. These include employer needs, accreditation and regulatory accountabilities, changes in student and employment market needs, and the renewal of our physical and virtual teaching infrastructure outlined in Section 4.4.2 (Teaching and Learning Infrastructure) of this compact. Building on the findings of recent Office for Learning and Teaching (OLT) projects we will seek, through implementation of our new assessment policy, to develop our assessment practices to provide better direct evidence of student achievement of our graduate attributes. Our unit and course evaluation processes will provide clear accountability mechanisms to assist in monitoring students’ development of graduate attributes, including generic skills. During the next phase of reform we will implement a systematic process of faculty-led curriculum reviews, and support faculties to refine their understanding of how research-enriched and community-engaged pedagogies can deliver an engaged enquiry experience for students in different disciplines. This pedagogical work will build on the substantial body of excellent practice already in place in many parts of the University. It will also respond to the outcomes of relevant OLT projects, and will be supported by the development of new institutional datasets on our students’ experiences of the development of graduate attributes through engaged enquiry. There will also be new support for enhanced curriculum governance and review through our central teaching and curriculum committees. We will initiate new strategic curriculum projects and establish additional Teaching Scholars Networks to develop agreed curriculum benchmark standards and xxxxxx curriculum and teaching expertise across the faculties. Through collaboration between disciplines and faculties, our curriculum renewal projects will generate new resources and benchmark standards for use in future curriculum reviews and professional development for our staff. Enhancing teaching quality, support and recognition Alongside and supporting the process of curriculum reform is our work on enhancing and further valuing the high quality of teaching and curriculum across the institution. Following consistent improvements over the past five years in our performance against measures of student experience of their courses (Student Course Experience Questionnaires) we recently developed and introduced the first stage of a new University-wide strategy to enhance the quality of our students' experiences in all units of study. Through compacts on faculty teaching standards, we will continue to use a University-agreed teaching standards framework to help faculties address teaching quality issues. This process will be supported by new institutional data reporting processes. Each year, faculties will be required to negotiate improvement targets aligned to University-agreed standards and their own strategic priorities, and will be supported to identify and address quality issues. Longer term, we will embed these compacts in an annual cycle of planning, reporting and monitoring. We will extend the scope of our faculty teaching compacts to draw on a broader range of data than that relating to units of study, and will include additional institutional standards in relation to other institutional teaching priorities, such as engaged enquiry. During the life of our 2014-16 compact, we will extend this support to individual teachers through the rollout of the new Academic Planning and Development process for teaching, as well as through research and ongoing enhancements to our range of professional development opportunities for University teachers and research higher degree supervisors. This will complement the University’s enhancement and support for the career opportunities for teachers through the University’s new academic promotion process. It will also allow us to develop further the University and faculty teaching award and grants schemes. We will build institutional recognition for our talented teachers by engaging them in our curriculum renewal process, connecting them with each other through the establishment of additional Teaching Scholars Networks and by providing opportunities for their further professional development. Recognition of the importance of excellence in teaching will also be supported by the annual Sydney Teaching Colloquium, a successful initiative launched in 2011, which brings together the university teaching community to celebrate their achievements, critically debate key educational initiatives and share their expertise and exemplary practice. Improving the student experience Our Teaching and Learning strategies recognise that student wellbeing and the general quality of their experience while at university must underpin our efforts to improve teaching and learning. During the timeframe of our 2014-16 compact, we will deliver a greater coherence across all aspects of the student experience. This will include improvements in priority areas such as: enhancing the student enrolment and ongoing administration process by completing the Sydney Student project providing specialist services and resources to support the emotional and mental wellbeing of students, such as personal counselling and psychological resilience resources establishing early identification systems for students, particularly those from underrepresented groups and international students, who may be struggling in the early phase of their studies developing and expanding existing formal and informal support networks through consistent mentor training and staff development programs collaborating with our student representative organisations, to ensure that income from the Student Services and Amenities Fee (SSAF) is used effectively to enhance access to amenities such as sports and cultural activities, the social dimensions of clubs and societies, and also to improve the quality and affordability of food and beverages available on campus endeavouring to maintain the high ratings we have received from the National Union of Students for our approach to involving students in decisions about the allocation of SSAF funds expanding affordable accommodation options around our campuses. Note: All calendar year references below relate to projects and awards in that calendar year. Principal Performance Indicators Baseline 2012 Progressive Target 2013 Progressive Target 2014 Progressive Target 2015 Target 2016
Commercial Opportunities 1. The airlines of each Party shall have the right to establish offices in the territory of the other Party for the promotion and sale of air transportation.
PROFESSIONAL DEVELOPMENT AND EDUCATIONAL IMPROVEMENT A. The Board agrees to implement the following:
Information Technology Enterprise Architecture Requirements If this Contract involves information technology-related products or services, the Contractor agrees that all such products or services are compatible with any of the technology standards found at xxxxx://xxx.xx.xxx/iot/2394.htm that are applicable, including the assistive technology standard. The State may terminate this Contract for default if the terms of this paragraph are breached.
TRAINING AND EMPLOYEE DEVELOPMENT 9.1 The Employer and the Union recognize the value and benefit of education and training designed to enhance an employee’s ability to perform their job duties. Training and employee development opportunities will be provided to employees in accordance with college/district policies and available resources.
Training and Professional Development C. Maintain written program procedures covering these six (6) core activities. All procedures shall be consistent with the requirements of this Contract.
Professional Development Funds 23.1.1 Two Professional Development Funds, a Professional Development Support Fund and an Education Leave Fund, shall be established to support professional development activities as defined in 23.2. On April 1st of each year, the College will allocate an amount equal to no less than 0.9% of total faculty salary (exclusive of severance payments) to the Professional Development Support Fund, and an amount equal to no less than 0.6% of total faculty salary to the Educational Leave Fund. Any unused balances in these funds shall carry over to the next budget year.
INTERNET PLANNING, ENGINEERING AND OPERATIONS ‌ Job Title: Internet/Web Engineer Job#: 2620 General Characteristics Integrally involved in the development and support of all Internet/Intranet/Extranet sites and supporting systems. Works closely with other IT groups and customers to define the system design and user interface based on customer needs and objectives. Participates in all phases of the development and implementation process, and may act as a project manager on special projects. Ensures the integration of the Web servers and all other supporting systems. Responsible for system tuning, optimization of information/data processing, maintenance and support of the production environment.
Professional Development Fund A budget item equal to one-half (½) of one (1) percent of employees' salaries shall be set aside annually to be used to:
Community Mental Health Center Services Assertive Community Treatment Staffing Full Time Equivalents Community Mental Health Center March 2021 December 2020 Nurse Masters Level Clinician/or Functional Support Worker Peer Specialist Total (Excluding Psychiatry) Psychiatrist/Nurse Practitioner Total (Excluding Psychiatry) Psychiatrist/Nurse Practitioner 01 Northern Human Services - Wolfeboro 1.00 0.00 0.00 0.57 6.81 0.27 8.27 0.25 01 Northern Human Services - Berlin 0.34 0.31 0.00 0.00 3.94 0.14 4.17 0.14 01 Northern Human Services - Littleton 0.00 0.14 0.00 0.00 3.28 0.29 3.31 0.29 02 West Central Behavioral Health 0.60 1.00 0.00 0.00 5.40 0.30 5.90 0.30 03 Lakes Region Mental Health Center 1.00 1.00 0.00 1.00 5.00 0.40 7.00 0.38 04 Riverbend Community Mental Health Center 0.50 1.00 6.90 1.00 10.40 0.50 10.50 0.50 05 Monadnock Family Services 1.91 2.53 0.00 1.12 11.17 0.66 10.32 0.62 06 Greater Nashua Mental Health 1 1.00 1.00 3.00 1.00 7.65 0.15 8.50 0.15 06 Greater Nashua Mental Health 2 1.00 1.00 4.00 1.00 8.65 0.15 8.50 0.15 07 Mental Health Center of Greater Manchester-CTT 1.33 10.64 2.00 0.00 19.95 1.17 21.61 1.21 07 Mental Health Center of Greater Manchester-MCST 1.33 9.31 3.33 1.33 19.95 1.17 25.27 1.21 08 Seacoast Mental Health Center 1.00 1.10 5.00 1.00 10.10 0.60 10.10 0.60 09 Community Partners 0.50 0.00 3.40 0.88 7.28 0.70 7.41 0.70 10 Center for Life Management 1.00 0.00 2.28 1.00 6.71 0.46 6.57 0.46 Total 12.51 29.03 29.91 9.33 126.29 6.96 137.43 6.96 2b. Community Mental Health Center Services: Assertive Community Treatment Staffing Competencies Community Mental Health Center Substance Use Disorder Treatment Housing Assistance Supported Employment March 2021 December 2020 March 2021 December 2020 March 2021 December 2020 01 Northern Human Services - Wolfeboro 1.27 1.27 5.81 6.30 0.00 0.40 01 Northern Human Services - Berlin 0.74 0.74 3.29 3.29 0.00 0.23 01 Northern Human Services - Littleton 1.43 1.29 2.14 2.14 1.00 1.00 02 West Central Behavioral Health 0.20 0.20 4.00 0.40 0.60 0.60 03 Lakes Region Mental Health Center 1.00 3.00 5.00 7.00 2.00 2.00 04 Riverbend Community Mental Health Center 0.50 0.50 9.40 9.50 0.50 0.50 05 Monadnock Family Services 1.69 1.62 4.56 4.48 0.95 1.18 06 Greater Nashua Mental Health 1 6.15 7.15 5.50 6.50 1.50 1.50 06 Greater Nashua Mental Health 2 5.15 5.15 6.50 6.50 0.50 0.50 07 Mental Health Center of Greater Manchester-CCT 14.47 15.84 13.96 15.62 2.66 2.66 07 Mental Health Center of Greater Manchester-MCST 6.49 7.86 15.29 19.28 1.33 2.66 08 Seacoast Mental Health Center 2.00 2.00 5.00 5.00 1.00 1.00 09 Community Partners 1.20 1.20 4.50 4.50 1.00 1.00 10 Center for Life Management 2.14 2.14 5.42 5.28 0.29 0.29 Total 44.43 49.96 90.37 99.39 13.33 15.52 Revisions to Prior Period: None. Data Source: Bureau of Mental Health CMHC ACT Staffing Census Based on CMHC self-report. Notes: Data compiled 04/26/2021. For 2b: the Staff Competency values reflect the sum of FTEs trained to provide each service type. These numbers are not a reflection of the services delivered, but rather the quantity of staff available to provide each service. If staff are trained to provide multiple service types, their entire FTE value is credited to each service type.

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