Why do they come? A review of individual student learning appointments

With the increasing diversity of the first year student cohort, tertiary institutions are under pressure to provide a range of programs that enhance transition into university study. At the University of Tasmania (UTAS) a suite of student learning support programs sit alongside other initiatives for commencing students. This paper describes the evaluation of an initiative where individual student appointments were offered to students who self-reported issues with their university studies. Whilst the student feedback is overwhelmingly positive, the authors question how this strategy can be extended to better serve the needs of at risk students.