- 51社区黑料
- Events
- Inquiry Support
- Workshops & Programs
- SoTL 101: Introduction to SoTL and Teaching + Learning Inquiry
- SoTL 102: Formulating an Inquiry Project
- SoTL Thoughts
- Coffee + Conversation
- Tools for Inquiry: Conducting Inquiry Using CES
- Amundsen Fellowship Program
- Decolonial Teaching + Learning Seminar Series
- Decolonizing and Indigenizing Curricula
- Disrupting Colonialism through Teaching Program
- Exploring Well-being in Learning Environments: An Integrated Seminar Series + Grants Program
- Inquiring into Your Multilingual Classroom: An Integrated Seminar Series + Grants Program
- New Ways of Teaching, New Ways of Learning: Supporting Learning in Online Environments
- Open Education Grant Pilot Program
- Teaching and Learning Development Grant Program
- Project Archive
- Amundsen Fellowship Program
- Disrupting Colonialism through Teaching Program
- Exploring Well-being in Learning Environments Program
- Inquiring into Your Multilingual Classroom Projects
- New Ways of Teaching, New Ways of Learning
- Teaching and Learning Development Grant Program
- Scholarship of Teaching + Learning Projects
- Conferences & Calls for Proposals
- FLO MicroCourse: AI-Resilient Assessment Design Sprint [April 27 - May 1, 2026]
- 2026 Dalhousie Conference on University Teaching and Learning [Deadline: May 01, 2026]
- Cfp: 2026 SoTL Symposium [Deadline: May 04, 2026]
- 2026 Graduate Students in Teaching Conference [May 05-06, 2026]
- Teaching with AI: May 5, 2026 [May 05-14, 2026]
- Brave Conversations: Revisiting and Rethinking "Risk" in SoTL [May 07, 2026]
- 2026 Teaching and Learning Innovations Conference [Deadline: May 08, 2026]
- 3rd Annual Thompson-Okanagan Teaching and Learning Conference [May 13-14, 2026]
- Supporting vs. Doing Student Work: Experiments with Offline AI In the Classroom [May 14, 2026]
- Panel Discussion: Research Ethics and SoTL [May 15, 2026]
- SoTL Canada Journal Club: Developing a SoTL Identity [May 19, 2026]
- FLO MicroCourse: Write your Teaching Philosophy Statement [May 19-26, 2026]
- Teaching with AI: May 19, 2026 [May 19-28, 2026]
- 2026 Annual STLHE/SAPES Conference [Deadline: May 25, 2026]
- Cfp: Graduate Students/Post-docs Teaching in Higher Education Conference [Deadline: May 25, 2026]
- ETUG Spring 2026 Workshop: Collaboration, Co-creation, and Creativity in EdTech [May 28-29, 2026]
- Teaching with AI: June 1, 2026 [June 01-10, 2026]
- Cfp: 2026 Global Students as Partners Roundtable [Deadline: June 29, 2026]
- Graduate Students/Post-docs Teaching in Higher Education Conference [August 07, 2026]
- 2026 DPI Conference [August 18-20, 2026]
- 2026 Global Students as Partners Roundtable [October 01-02, 2026]
- 2026 SoTL Symposium Conference [October 22-24, 2026]
- For Research Personnel
- News + Stories
- AI as learning coach: project explores ChatGPT integration beyond plagiarism concerns
- Investigating the motivations and perceptions of undergraduate students using AI for assignments
- Faculty teaching confidence soars through peer observation program
- Research proves role plays work: evidence-based approach transforms history and labour studies teaching
FASS Forward: An Early Intervention Program for First Term Students in FASS
Grant program: Teaching and Learning Development Grant (TLDG)
Grant recipient: Panayiotis Pappas, Department of Linguistics
Project team: Kevin Laughren, Department of Economics
Timeframe: June 2017 to January 2019
Funding: $6000
Course addressed: Various 100-level FASS courses
Final report: View Panayiotis Pappas' final report (PDF)
Description: FASS has a worsening problem with student attrition, both among low-performing students and students who leave FASS for other faculties. Data show that low academic averages at admission are correlated with risk for attrition, but that some high-performing students are also at risk. No single program or proposal is thus likely to address fully FASS鈥檚 retention problem. Accordingly, FASS aims in 2017-18 to launch a range of retention initiatives, each of which is designed to stem attrition in a distinctive way.
One of these initiatives is FASS Forward. FASS Forward will provide course-specific one-on-one tutoring to first-term FASS students who are identified as being at risk for poor performance in one of the large first year FASS courses. The key goal of FASS Forward is to provide an early intervention on behalf of students who show signs of struggling with their coursework.
The goal of our Teaching and Learning Development Grant project is to find out whether early intervention for first term students in FASS can improve their chances of success in the course they are taking.
Questions addressed:
- Do struggling students who receive FASS sponsored tutoring do better in their courses than those who do not?
- Does tutoring improve student retention?
- What other student characteristics are predictive of retention into second year?
- What can we learn to improve future iterations of FASS-funded tutoring?
Knowledge sharing: We will present our results to the FASS working group on Student Retention, which is our supervisory group, and to the FASS Undergraduate Curriculum Committee (UCC). We will also present our results to any interested departments in FASS. We expect our findings to be of interest to other 51社区黑料faculties, as everyone is facing retention issues. We also plan to present our results at conferences in North America.
Keywords: Retention efforts, tutoring, mentoring, undergraduate students