Mildred Eisenbach
Manager, Learning Communities
University of Guelph
meisenba@uoguelph.ca
519-824-4120 ext. 52374
Agenda
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Review Learning Outcomes for today
Clarify the names and goals of participants
Describe academic training components for RLS
Explain need for RLS Academic Support Program
Identify key components of Academic Support
Program
 Outline the assessment components
 Share evaluation of the program
 Learn about academic support provided at other
institutions
Learning Outcomes for today
 Participants in this session will be able to identify the
key activities that have helped RLS in the Academic
Success Program be successful in both their jobs and
their academics.
 Participants will have the opportunity to reflect upon
and identify methods of incorporating academic
support into their own training programs.
 Participants will learn about the actions taken at other
institutions when their Residence Life Staff are in
academic stress.
Who are you?
……and why are you here?
Academic Training for all RLS
 August training:
 Academic Success – presentation by Program
Counsellors and Learning Services professional staff,
incorporating the fall semester key academic issues and
resolutions/referrals
 Time Management – 2 versions:
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New staff – learning basic time management principles,
hearing about conflicts to plans from returners, developing
their own plan
Returners – building on experience, re-visiting time
management methods & goals
Academic Training for RLS
January and/or on-going training:
 Goal-setting & Time Management – for new RLS and
those who are referred by their Residence Life Manager
 revisiting time management techniques and aligning
them with your semester goals
(joint presentations from Learning Services &
Manager, Academic Programs)
Academic requirements for RLS
 All RLS:
 Full-time status
 65% academic average, both cumulative and term
 Academic RLS – 70% academic average
 The situation……May 2010 –
 11 RAs did not meet the standard
 hiring was complete & few opportunities to hire additional staff
The resolution:
Manager, Learning Communities
On behalf of RLS
Learning Services
RLS Academic Support Program
 Agreement:
 RLS with grades 63 – 64.9% are eligible
 RLS need to submit an academic plan for the upcoming
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semester
RLS need to apply to participate in Program
RLS were placed on “academic probation” for their job
RLS are required to sign an Information Sharing Form
RLS are required to sign a Learning Contract
RLS Academic Support Program
 Program Goals:
 To recognize the unique demands on RLS by taking a
holistic approach, tailored to their needs, that connects
academic and work-related goals
 To increase the participants’ academic averages in that
semester
 To improve participants’ learning skills and academic
skills, particularly goal setting, time and self
management, and reflection
….continued
RLS Academic Support Program
Program Goals continued…..
 To develop participants’ knowledge of, and empower
their use of, support resources and services
 To assist Student Housing in meeting their staffing goals
by retaining otherwise qualified RLS
 To enhance collaboration between Learning Services
and Student Housing Services
RLS Academic Support Program
**Communication Plan:
Res Life Managers
Res Life Staff
Learning Services Staff
L.S. Peer Helpers
**Extremely important
L.S. staff meeting with RLMs
RLS Academic Support Program
 The Format:
“RA Academic Support Program:
Learning Contract”
(handout)
RLS Academic Support Program
 RLM meetings with Learning Services staff
 Twice in semester
 Reviewed learning resources, format, or changes
 Questions to complete after intentional conversations
with RLS and submit to L.S. (3) Allows for opportunities
to compare conversations with L.S. Peers:
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What has the student expressed to you in terms of their
academic progress this semester?
What are the main areas that the student needs to focus on in
the last 5 weeks of the semester?
Assessment
Variety of Assessment tools:
 On-going feedback in RLM & RLS bi-weekly meetings
 Feedback from –
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Learning Services Peers to L.S. professional staff
RLM/RLS meetings shared back to L.S.
Peer/RLS meetings shared back to RLM
 Group Meeting Comments
 Individual Assessment of Program Value
 Tracking of RLS Grades & retention
R.L.M Feedback
 Highly effective program! Allows us to maintain
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otherwise qualified staff members
Gives permission to the RLS to talk about academics
with their “job” manager, and gives the RLM
permission to ask intentional questions about school
A chance to develop great connections with staff
Learning Services has the expertise that is not
necessarily the RLM’s strength
The program is in line with institutional values
Note: Interhall Council planning to join, and have set academic
standards for their members
R.L.S. Feedback
 Knowing that their manager cared, made them feel
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more supported
Felt more comfortable speaking with their manager
about academic things that were going great……or not
so much!
Comforting to know that other RLS were having the
same difficulties academically
Helped them stay more focused & manage their time
Learned and developed study skills
Reminded them to find balance in their life
R.L.S. Feedback
 Some loved the group meetings; others hated them
 Some loved their peer helper; others would’ve
preferred to meet with a professional staff person
 Peers in Learning Services don’t understand the RLS
role
 Took extra time
(in reality, the RLS Academic Program was substituted for an equivalent
amount of ongoing training time)
Academic Success
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 Kept them afloat – no one failed out
 No way of knowing if they would’ve been able to succeed
without the RLS Academic Support Program
Changes made to program
 Identified participating RLS earlier in January
 Moved from 4 peer meetings to 3
 Moved from 4 RLM reports to 3
 Group meetings –
 Addressed the fact that L.S. Peers, although they are not RLS, understand
the importance of balancing their extra-curricular activities
 Moved the last meeting from approx. week 12 to week 9, so there was time
to make changes for the individual
 Standardized questions that RLMs completed about
each of their staff members in the program
What are you doing?
What are the best practices that you’ve created or
discovered?