| Summary: | <em>This paper describes how a successful pilot project for a first-year support strategy designed to help at risk students develop self-management and problem-solving capabilities was expanded into a much larger project, at a regional university with a diverse student cohort. The whole-of-institution project included the implementation of the strategy across several schools and disciplines. The strategy involved students who had failed or barely passed an early assessment item filling out a reflective workbook and participating in an intensive academic planning discussion with their tutor. Its use was found to be highly effective in the areas of retention and academic performance in most of the units in which it was implemented. Much of its success hinged, however, on the commitment and enthusiasm of participating teaching staff.</em>
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