by ERICA WILSON and THOMAS ROCHE

We’re leading a revolution of sorts at Southern Cross University – of the teaching and learning kind.

Like many universities, we’ve been grappling with how to improve retention, increase student success, and – as we emerge from the pandemic and, in our case, the devastating impacts of the floods – build vibrant campuses. Even prior to COVID-19, students were slowing their engagement about halfway through our traditional 12-week trimester, at what we called the ‘Week Six Cliff’.

Why were our students attriting at such high rates when compared to the sector? Why were our lecture theatres largely empty, even pre-pandemic?

We had tried to tackle these challenges, often with limited success. Thus, the university decided to rip off the proverbial bandaid; incremental refinements of the current teaching model had not led to student improvements. A complete and dramatic change was required – not within one major, or one programme, or even one faculty – we needed to reset the entire academic project.

We were inspired by the use of shorter, “block” teaching methods, which had revealed positive outcomes in other institutions, like Victoria University. In 2021, we launched a pilot of the Southern Cross Model (SCM) in select business, engineering and non-award enabling programmes, with encouraging results.

The SCM is delivered through six immersive six-week ‘terms’, with guided, active and modular learning at its heart. It differs from other existing block models, with students enrolling in two units at a time. The SCM has meant reform across almost every aspect of the university: assessment, grading, examinations, timetabling, and the seemingly impossible – fitting six teaching terms into one calendar year!

By 2023, the whole of the university’s undergraduate and most of its postgraduate courses will be delivered this way. Early evidence suggests considerable improvement: student success rates have increased on average from pre-pandemic 68 per cent to 85 per cent in 2022; absent fail rates (where students are enrolled but submit no assessment) are also down.

What do students think? In our piece next week in CMM, we’ll explore further the difference the Southern Cross Model is making.

Erica Wilson, PVC (Academic Innovation), Academic Portfolio Office, Southern Cross University [email protected]  @erica_scu

Thomas Roche, Pro Vice Chancellor (Academic Quality), Academic Portfolio Office, Southern Cross University [email protected]