Coordinate and Collaborate: How Academic Support Units Help Course Instructors Do More with Less скачать в хорошем качестве

Coordinate and Collaborate: How Academic Support Units Help Course Instructors Do More with Less

Panel - Clare Bermingham, Writing and Communication Centre, University of Waterloo Jenna Hampshire, Student Success Office, University of Waterloo Jirina K. Poch, Writing and Communication Centre, University of Waterloo Angela Rooke, Student Success Office, University of Waterloo Elise Vist, Writing and Communication Centre, University of Waterloo The pressures on course instructors and class time are increasing. Institutional financial constraints, adapting our teaching and assessment practices to GenAI, and students’ changing needs and expectations mean that instructors are teaching in more complex learning environments and trying to do more with less each term. Student engagement, a key indicator of student success, relies on meaningful classroom experiences and a campus environment that encourages students to participate in activities and resources that support learning and personal development (Kuh et. al. 2006). Building connections between the classroom and “third space” learning opportunities enrich the student experience. These connections enhance learning and enable wholistic student development, incorporating students’ past learning experiences, social positions and identities, goals, and needs. This panel focuses on partnerships between course instructors and academic support services to demonstrate how embedded and adjacent student support result in positive impacts on students. Individual student outcomes – wellness, connection and belonging, agency, autonomy, meta-cognition –lead to larger institutional indicators of success, including learning transfer, equity, and retention (Correa & Symonds 2022; Kuh 2006; Zepke & Leach 2010). The presenters, representing various academic support areas, draw on student development theories and student success research to share practical ways that instructors can collaborate with academic support staff to enrich students’ learning, engagement, and experience. Attendees will learn how they can draw on the resources of academic student support units to support student learning and success in an integrated approach and reduce the pressure on instructors and their courses to do it all. Takeaways: • The impact of instructors connecting students with academic support services in meaningful ways contributes to many factors of student engagement and leads towards student success. Academic support services can enhance and enrich in-class learning in ways that instructors may not have considered for their courses. References: • Correa, K., & Symonds, S. (2022). “I’ve Never Had to Do This on My Own”: Support to Address Retention and Success for Emerging Adults. In T. A. Duncan & A. A. Buskirk-Cohen (Eds.), Cultivating Student Success: A Multifaceted Approach to Working with Emerging Adults in Higher Education. Oxford University Press. DOI: 10.1093/oso/9780197586693.003.0008 • Kuh, G. D., Cruce, T. M., Shoup, R., Kinzie, J., & Gonyea, R. M. (2008). Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence. The Journal of Higher Education, 79(5), 540–563. http://www.jstor.org/stable/25144692 • Kuh, G. D., Kinzie, J., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2006). What matters to student success: A review of the literature. National Postsecondary Education Cooperative. National Center for Education Statistics. 11 • Zepke, N., & Leach, L. (2010). Beyond hard outcomes: ‘Soft’ outcomes and engagement as student success. Teaching in Higher Education, 15(6), 661-673. DOI: 10.1080/13562517.2010.522084