Bridging the Traditional Divide Between Academic Support Programs and Student Services

1. Bridging the Traditional Divide Between Academic Support Programs and Student Services CACUSS 2007 David McMurray, AVP Student Services and Dean of Students Gail Forsyth, Director of Learning Services Wilfrid Laurier University, Waterloo, Ontario

2. Expectations for Session • The past • Rationale for change • The process • The new model • Our experience • The outcomes • Future aspirations and developments

3. The Past • 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

4. The Past The Old Model • Accessible Learning Centre – AVP: Student Services • Media Technology – Director of Teaching Support • Study Skills – Director of Counselling • Writing Centre – Director of Academic Projects

5. Rationale for Change • Demographics • Younger and more diverse student populations • Accountability agreements • Expectations – Parents, students • Academic grade performance • Trends emerging • Limited funding

6. Rationale for Change • Student enrolment grew 100% • Infrastructure opportunities • Need to integrate and collaborate • Desire to cross traditional borders • Partnership opportunities • The Century Plan – A new direction • Changes required to move forward

7. The Process • Led by AVP Student Services and VP Academic • Secured President’s support • Piloted a review • Secured student support • Secured affected department’s support • Secured Senate’s support • New model approved

8. The New Model

9. Our Experience • Support at senior level critical • Transparent process • Patience • Trust • Flexibility • Evolving process • Peer support effective • Focus on learning

10. The Outcomes • Improved services for students • Expanded existing services • New services for students • Advising, Math Assistance, Supplemental Instruction • Collaborative programming created • Math and SI, Study Skills and Writing, Math and Writing • Synergies in services • Transition program includes our students with disabilities • Silos have crumbled • Advisors approach advising collaboratively

11. The Outcomes • Academic performance increased • Data shows improvement • Unique funding model achieved • University and student partnership • Survey results improved • NSSE results • New campus-wide initiatives underway • First-year transition program (Headstart) • Increased campus profile • Faculty interest – several pilots underway

12. Future Aspirations & Developments • More collaboration • More integration in the classroom • More targeted programming • More holistic approaches • More emphasis on assessment and measuring results

13. Future Aspirations & Developments • New research coordinator component • More intentional approach • University expectations • Competencies and skills • Program outcomes • Student learning outcomes

14. Closing Remarks We would like to acknowledge the contribution of our university colleagues to create this model that bridges academic and student services. Questions and Answers