Description: Keeping hold of them: retention of first year studentsDr Carrie Winstanley, Dr Dianne Gereluk and Jo PeatRoehampton University, London, UKThis paper considers the complex issue of retention of students in Higher Education. In the UK, a focus of Higher Education is currently exploring methods and strategies for retaining students, in particular those in their first year of study, who are the most likely to drop out. Palpable problems exist, with economic, personal and social pressures on students and increased expectations of universities to document and continually evaluate learning and teaching strategies and their outcomes. This is not an issue confined to the UK however, as other countries (Europe and beyond) also face changing student demographics and different requirements concerning accountability. Methodology: This paper will present findings of an on-going study (started in 2001) concerning the retention of First Year students on a BA/BSc Education programme at a university based in London. This is a specific case study of course, but we will also show how the findings can be generalised to a broader population. The paper: 1) Provides an accurate picture of the student demographics in question;2) Critically reflects on initial strategies implemented;3) Highlights initial findings including the student voice;4) Shows how some of these strategies can be generalised.Methods used to collect data involve a multi-pronged approach. Baseline data is collected on all first year students, to identify demographics and learning needs. The research group is observing and tracking a small focus group of students from the first to the final year in the programme, highlighting opportunities and challenges faced by students. Conclusions: Outcomes concern the critical evaluation of the embedded retention strategies within the programme. These include an increased variety of assessment techniques with group poster presentations and photographic studies included alongside essays and examinations. Study skills are offered in both stand-alone and embedded formats and curriculum design has been altered to help staff maximise useful pedagogies. The value of tutorial support both from academic staff and the dedicated Learning Support Assistant is also being examined in detail. It is shown that some techniques are more valuable than others and that flexibility and constant dialogue with students is necessary to ensure the best possible provision. It is also shown that some strategies are simple to employ and could be adopted in many different contexts.