Learning Services: A Unique Academic and Student Services Model Promoting Student Learning: Diversity and Student Success University of Windsor and Oakland University, May 2009 David McMurray, AVP Student Services and Dean of Students Gail Forsyth, Director of Learning Services Wilfrid Laurier University, Waterloo, Ontario

Expectations for Session Rationale for change Rationale for change Benefits of partnership Benefits of partnership Future aspirations Future aspirations Questions Questions

Rationale What types of academic support resources do you have at your institution? What types of academic support resources do you have at your institution? Can you articulate them in a concise manner? Can you articulate them in a concise manner? Are they easy for your students to find? Are they easy for your students to find? Do you highlight the support to your students? Do you highlight the support to your students? What resources do you think should be offered and why? What resources do you think should be offered and why?

Rationale Varied reporting structures Varied reporting structures –VP Academic, AVP Student Services, Faculties Poor academic advising results Poor academic advising results –Globe and Mail, Maclean’s Crisis response rather than proactive approach Crisis response rather than proactive approach Students unaware of support available Students unaware of support available Ambiguous roles and functions Ambiguous roles and functions –Silos existed Services missing Services missing –No transition and transformative linkages An attempt at the learning commons model, but lacked the defined directions An attempt at the learning commons model, but lacked the defined directions

Rationale Student enrolment grew 100% Student enrolment grew 100% –Younger and more diverse student populations Expectations changed – Parents, students, governments Expectations changed – Parents, students, governments –Accountability agreements VP Academic and AVP Student Services Leadership VP Academic and AVP Student Services Leadership –Infrastructure and partnership opportunities –Recognition to integrate and collaborate –Desire to cross traditional borders Academic grade performance Academic grade performance –Trends emerging –Increase number of students a deficiency in fundamental academic skills Limited funding Limited funding

Rationale The Old Model Accessible Learning Centre – AVP: Student Services Accessible Learning Centre – AVP: Student Services Central Academic Advising Office – Did not exist Central Academic Advising Office – Did not exist Math Assistance Centre – Chair of Mathematics Math Assistance Centre – Chair of Mathematics Study Skills – Director of Counselling Study Skills – Director of Counselling Supplemental Instruction – Did not exist Supplemental Instruction – Did not exist Writing Centre – Director of Academic Projects 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 Improved services for students –Expanded existing services New services for students New services for students –Academic advising, Math Assistance and Study Skills & SI Centres, drop-in hours, improved facilities Collaborative programming created Collaborative programming created –Headstart, FreshSTART, Athlete Academic Success Program, NSSE project Synergies in services Synergies in services –Transition program includes our students with disabilities Silos have crumbled Silos have crumbled –Advisors approach advising collaboratively Joint funding model 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 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. 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) 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 GPA 2008/09: SI difference 1.5 GPA

Benefits of Partnership Faculty interested in partnerships 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 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 Research Organization Generating and Narrowing Topics Generating and Narrowing Topics Searching for Source Materials Searching for Source Materials Evaluating Source Materials Evaluating Source Materials Generating a Thesis Statement Generating a Thesis Statement

Benefits of Partnership Reduced demands on faculty Reduced demands on faculty Structured homework/study sessions Structured homework/study sessions Students learn fundamental academic skills that are linked to a course Students learn fundamental academic skills that are linked to a course Senior students gain valuable leadership skills in an educational environment Senior students gain valuable leadership skills in an educational environment More students are academically successful (retention increases) More students are academically successful (retention increases)

Future Aspirations More emphasis on assessment More emphasis on assessment More partnerships with faculty and librarians and new intervention targeted programs More partnerships with faculty and librarians and new intervention targeted programs Enhanced educational development programs for TAs and IAs Enhanced educational development programs for TAs and IAs Building new facilities 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.