Day 3, Thursday

Presenters:

Sasha Chernomurova, Learning Strategist, Centennial College

Dr. Matthew Cheung, Learning Strategist - Math Specialist, Centennial College

Tim Repetski, Program Coordinator and Faculty, Centennial College

Session Description:

College Engineering students often experience passive classroom learning environments and must utilize learning skills not typically covered in course learning outcomes to be successful in their studies. At the same time, College Engineering programs are challenged with retaining their students, especially in changing post-secondary landscapes. In 2020, the Aerospace Manufacturing Engineering Technician and Technology programs at Centennial College partnered with the Downsview campus Learning Centre team to reimagine and redesign what student support and success looks like for their students through a short, seminar-based course. More recently, in Fall 2024, the AMET-411: Student Support and Success course became a full semester, for credit course that is part of the model route for all semester 1 students.

The AMET-411 Student Support and Success course aims to shift engineering students’ learning experiences, build students’ learning strategies and skills and develop an awareness of students’ own learning. While the course was developed by the AMET Program Coordinator and Learning Strategist team, it is currently taught by Engineering teaching faculty. 

Learning Outcomes:

• Assess the impact of the course on students’ first-semester college experience. 
• Experience and evaluate pedagogical strategies used in the Student Success course. 
• Apply insights to design and implement a first-year student retention and success course in their own institutions.

Presenters:

Jenna Storey, Manager, Educational Initiatives and Assessment - Writing and Academic Skills, McMaster University

Chantalle Byrne, Transition Program Coordinator, McMaster University

Session Description:

Research indicates that Student Affairs units significantly contribute to student success and retention. Effective collaboration between faculties and Student Affairs can enhance students' academic performance and overall university experience. Since 2022, the Writing and Academic Skills unit at McMaster University's Student Success Centre I Student Affairs has partnered with multiple faculties to deliver the Fundamentals of Success, Back on Track and Blueprint for Success programs. These custom, transformational, multi-week programs are designed for academically at-risk students, helping them reflect, engage, and achieve their academic goals. In this session, we will explore various iterations of these programs and discuss how data has informed their current learning outcomes, structure, and assessment methods. The session will conclude with an open-floor discussion on how Student Affairs professionals can build stronger partnerships with faculties to enhance their impact on student learning and success.

Learning Outcomes:

• Appreciate the challenges of navigating faculty partnerships.
• Analyze program data to demonstrate the impact on student success.
• Develop and evaluate learning skills programs that support at-risk students.

Presenters:

Heather Grierson, Learning Specialist, University of Guelph

Session Description:

How do we develop our profession? Reflect and explore opportunities with the LSAC International Relations Director. 

LSAC members have access to many professional development opportunities through our partners in the International Consortium of Academic Language and Learning Developers (ICALLD). Through group discussion and reflection, participants will explore what it means to develop as a learning specialist and have the opportunity to share their development goals. 

Learning Outcomes: 

• Overview of professional development and recognition opportunities available through the consortium. 
• Guidance on articulating individual professional development goals. 
• Identification of international opportunities that align with personal and professional objectives.

Presenters:

Gillian Lee Shaftoe, Peer Learning Support Facilitator, Toronto Metropolitan University

Session Description:

This session will explore how the strategic integration of technology and cross-university partnerships positively impacted Ted Rogers School of Management’s (TRSM) probationary programming, Compass. Compass was developed in the Summer of 2023, and over the last two years it has become a practical and engaging resource for students navigating academic challenges, and expanded to offer resources for first year accounting and finance students as they transition to university. The program has grown to support 400-800 students each semester.  Through investigating the development of Compass, we will highlight 2 key factors that have driven its success. First, we will detail how we leveraged partnerships with key stakeholders —including faculty, academic advisors, and mental health professionals. Second, we will highlight key technologies, including Learning Management Systems (LMS) (Brightspace),  Customer Relationship Management (CRM) softwares (Salesforce), and polling softwares (Slido), which work together to inform decision making, communicate information, and drive student engagement. 

Learning Outcomes: 

• Better understanding of how specific technologies and cross-university partnerships affect probationary programming. 
• Explore how some of these strategies can be implemented at their institutions.

Presenters:

Antoanela Denchuk, Instructor II/ Content and Study Skills Tutor Program Coordinator, University of Manitoba

Heather Gaffney, Associate Director, Transition and Learning Services (Multicampus), Wilfrid Laurier University

Session Description:

While many post-secondary institutions maintain well-established tutoring programs, accreditation provides a systematic approach to validating program quality, fostering continuous improvement, and establishing credibility within the broader academic community. Accredited tutoring programs not only demonstrate their commitment to best practices but also gain access to a collaborative community of practice that strengthens their ability to serve diverse student populations.

The Canadian Tutor Standards provide a framework for developing and evaluating the quality of services, training, supervision, and evaluation of tutoring programs. They are designed for programs that support general study skills, writing tutoring, content area/subject/course-specific tutoring in diverse contexts within Canadian higher education. 

This presentation will focus on the second function of the Canadian Tutor Standards, assessment and accreditation, and will provide information and guidance on applying for CTS accreditation. Meeting CTS standards provides assurance and confidence that a tutoring program uses the best practices for Canadian academic support services and programs, to suit the needs of students, tutors and institutions effectively and ethically.

Learning Outcomes:

• Learn about the Canadian Tutor Standards and consider whether applying for accreditation would be beneficial for their institutions.
• Learn about the application and review process and will see examples of applications from programs that have achieved accreditation

Presenters:

Joannah O'Hatnick, Manager, Writing & Learning Services, University of Guelph

Anne Marie Portelli, Master of Social Work (Wilfrid Laurier University)

Heather Grierson, Learning Specialist, University of Guelph

Kimm Khagram, Learning Specialist and Director, Canadian National Centre, University of Guelph

Session Description:

What do current research and scholarship tell us about trends, theories and evidence-based best practices that can help learning specialists disrupt, adapt, and innovate in the ever-changing world of post-secondary education? How can we apply research and scholarship from across the globe to our day-to-day work? Join us for this informal and interactive discussion, where several learning specialists will summarize and share some of their favourite recent journal articles or book chapters and discuss how this research impacts their work. Participants will also be invited to share their favourite articles, book chapters, or other sources of research and scholarships (such as blogs, videos, etc.) during the session. Participants and presenters will then work together during the session to create a reading list of recent relevant research and scholarship to share with the larger LSAC community.  

Learning Outcomes: 

• Engage with the literature in an intentional and comprehensive way 
• Develop their own questions and interests related to the scholarship and practice of learning specialists   
• Connect with colleagues to discuss recent relevant research 
• Leave with a list of research and scholarship to explore after the conference