Learning Services: A Unique Academic and Student Services Model

Promoting Student Learning: Diversity and Student SuccessUniversity of Windsor and Oakland University, May 2009

David McMurray, AVP Student Services and Dean of StudentsGail Forsyth, Director of Learning Services Wilfrid Laurier University, Waterloo, Ontario

Expectations for Session

Rationale for change Benefits of partnership Future aspirations Questions

Rationale

What types of academic support resources do you have at your institution?

Can you articulate them in a concise manner?

Are they easy for your students to find? Do you highlight the support to your

students? What resources do you think should be

offered and why?

Rationale

Varied reporting structures– VP Academic, AVP Student Services, Faculties

Poor academic advising results– Globe and Mail, Maclean’s

Crisis response rather than proactive approach Students unaware of support available Ambiguous roles and functions

– Silos existed Services missing

– No transition and transformative linkages An attempt at the learning commons model, but

lacked the defined directions

Rationale

Student enrolment grew 100%– Younger and more diverse student populations

Expectations changed – Parents, students, governments– Accountability agreements

VP Academic and AVP Student Services Leadership– Infrastructure and partnership opportunities – Recognition to integrate and collaborate– Desire to cross traditional borders

Academic grade performance– Trends emerging– Increase number of students a deficiency in

fundamental academic skills Limited funding

Rationale

The Old Model • Accessible Learning Centre – AVP: Student

Services• Central Academic Advising Office – Did not

exist• Math Assistance Centre – Chair of Mathematics• Study Skills – Director of Counselling• Supplemental Instruction – Did not exist• Writing Centre – Director of Academic Projects

The New Model

President

AVP Student Services &

Dean of Students

Director: Learning Services

Accessible Learning Centre

Central Academic Advising Office

Mathematics Assistance

Centre

Study Skills & Supplemental

Instruction Centre

Writing Centre

Benefits of Partnership

Improved services for students– Expanded existing services

New services for students – Academic advising, Math Assistance and Study Skills &

SI Centres, drop-in hours, improved facilities Collaborative programming created

– Headstart, FreshSTART, Athlete Academic Success Program, NSSE project

Synergies in services – Transition program includes our students with disabilities

Silos have crumbled– Advisors approach advising collaboratively

Joint funding model – 50% students, 50% university

Benefits of Partnership

Significant increase in the utilization of services – New! More than 1,500 students visited the Central

Academic Advising Office – New! MAC provided support to 14 first-year math

courses Offered 44 math exam review sessions reaching 2,287

students– New! Study Skills and SI supported 27 courses

reached 2440 students Biology, Business, Chemistry, Geography, Physics, etc.

– New! 685 students used the Writing Centre’s Drop-In Centre

– New! Delivered 42 course-specific writing workshops reaching 1,844 students

– More 2100 students and 3500 parents attend the Transition program

Benefits of Partnership

Academic performance increased (using the services)– Math Support – # of students with a grade of C or

better increased from 38% in 2004/05 to 53% in 2007/08

– Math Support: – # of students with a F grade decreased from 33% in 2004/05 to 23% in 2007/08

– SI Support – 73% of SI participants earned a grade of A, B, or C compared to 64% of non-participants

– SI Support – Overall grade point improvement ranged from 0.5 to 2.0

– NSSE Project – Professor reported that quality of critical analysis had improved significantly

Pilot (2006): SI difference .08 GPA2008/09: SI difference 1.5 GPA

A B C D F0%

5%

10%

15%

20%

25%

30%

Grade Comparisons for SI-supported Courses

SI participants Nonparticipants

Grade

Per

cent

age

of S

tude

nts

Benefits of Partnership

Faculty interested in partnerships– Academic mentor programs in Arts, Business,

Music and Science– More targeted programming (Music Skills, At-Risk

program) Faculty and librarians interested in

partnerships– HEQCO Research Grant: Information literacy,

research and writing project for Women’s Studies course

– New Learning and Research Peer Collaborative Program: Two hours per week for three first-year courses and one second-year course (faculty, librarian and learning strategist, senior student model)

– More intentional learning models are being considered using the collective expertise and resources

Benefits of Partnership

New Learning and Research Peer Collaborative Program

Five courses: Film Studies, Global Studies, Religion & Culture, Philosophy, Women’s Studies

Learning Outcomes: Students will learn the fundamental academic skills , including how to conduct and disseminate research, think critically and present a clear and concise written argument

Student Peer Workshops include: Research Organization Generating and Narrowing Topics Searching for Source Materials Evaluating Source Materials Generating a Thesis Statement

Benefits of Partnership

Reduced demands on faculty Structured homework/study sessions Students learn fundamental academic skills

that are linked to a course Senior students gain valuable leadership

skills in an educational environment More students are academically successful

(retention increases)

Future Aspirations

More emphasis on assessment More partnerships with faculty and librarians

and new intervention targeted programs Enhanced educational development

programs for TAs and IAs Building new facilities

Closing Remarks

We would like to acknowledge the contribution of our colleagues who helped create an academic support program that bridges academic and student services.