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Support for Students - Early Intervention Procedure

Section 1 - Purpose

(1) Charles Sturt University (the University) is committed to supporting students in achieving satisfactory academic progress in their course by providing timely intervention and support throughout their subjects. This procedure outlines the University's early interventions to assist students to remain successful and engaged in their studies.

Scope

(2) This procedure applies to:

  1. subjects delivered in the following teaching periods: Sessions 1, 2 and 3
  2. domestic, non-resident and international students enrolled in coursework courses.

(3) This procedure does not apply to:

  1. students deemed as not meeting the genuine student requirements as outlined in the Enrolment and Fees Procedure and Admissions Procedure
  2. higher degree by research candidates (as they are captured under the Higher Degree by Research Policy) and students enrolled in the Associate Degree in Policing Practice.

(4) This procedure supplements regular monitoring and engagement activities that may be conducted by teaching staff in individual subjects.

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Section 2 - Policy

(5) This procedure supports the Support for Students Policy.

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Section 3 - Procedure

Success and engagement attributes

(6) Successful students actively engage by:

  1. engaging with studies, measured via interaction with online subject content and learning materials using the learning management system (LMS)
  2. engaging with compulsory University systems and processes in a timely manner
  3. achieving satisfactory grades for all enrolled subjects in an applicable teaching period.

Student monitoring

(7) The University monitors success and engagement to identify and support students through early intervention, where appropriate.

(8) The University will proactively monitor:

  1. student engagement in the LMS during each applicable teaching period to identify those with low engagement in learning materials
  2. other behavioural data such as maintenance of enrolment, electronic Commonwealth assistance form (eCAF) submissions, completion of the academic integrity module and working with children check (where applicable), to identify students who have or may have disengaged
  3. students in their first 12 months of enrolment in a course with fail grade(s) at the end of an applicable teaching period, to identify where support may be needed.

Support and intervention process

(9) The table below outlines the indicators used to identify students demonstrating challenges in meeting the expected success and engagement attributes. All identified students receive targeted support or intervention, unless otherwise stated under Exceptions:

Indicator Timing Intervention Exceptions
1 Student with failed subjects in an applicable teaching period Post-grade release of an applicable teaching period Contact student and provide support Students who have been enrolled in their course for longer than 12 months
2 Student with low activity in the LMS Start of week 2
Contact student and provide support:
  1. Encourage LMS access
  2. Offer support services
  3. Census date awareness
 Faculty identified subjects*
3 Student with a 10 day absence from the LMS Week 3 Contact student and provide support Faculty identified subjects*
4 Data indicates that student has or may have disengaged Week following census
Contact student and provide support:
  1. Communicate their situation
  2. Provide students with additional time to vary their enrolment without financial or academic liability
  3. Possible cancellation of enrolment if no response received^
International students
Non-resident students
Faculty identified subjects*
Students with work-integrated learning pre-census
Students on Exclude status under the Support for Students – Academic Progress Procedure
* Subjects that are not expected to be accessed by an enrolled student
^ Limited to students on a Commonwealth-supported place

Coordinating and monitoring intervention processes

(10) The University recognises that student engagement priorities may evolve each year based on student performance indicators and emerging trends. Regular analysis of overall student data informs adjustments to early intervention strategies, ensuring support remains relevant and responsive to student needs. This may include refining key engagement expectations, enhancing support services, or implementing targeted initiatives to address identified challenges.

(11) This procedure is coordinated by the Division of Student Success, with interventions executed by the Division of Student Experience and Office of Engagement and Enterprise.

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Section 4 - Guidelines

(12) Nil.

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Section 5 - Glossary

(13) This procedure uses terms defined in the Support for Students – Academic Progress Procedure.