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University does not have to be an endurance test. Accessing academic support allows students to navigate their degrees with added ease; many options exist. Finding the resources that address your needs takes time and consideration. As part of the Student Experience Action Plan, we heard from students that we need to prioritize their success, including ensuring effective mental health and academic supports are available. To help students navigate the world of academic support at the U of A, I sat down with directors at the Academic Success Centre (ASC) and gathered their insights.
Accessibility and Accommodations Services
Accessibility and Accommodation Services help minimize medical and non-medical barriers that students encounter in their university participation. Accommodations, in particular, are formal supports available to students based on legal protected grounds, whereas accessibility supports include a wide range of services to address students' needs.
There is no one-size-fits-all approach to accommodations at the U of A because, as Sharon Stearns, Accessibility and Accommodations Services Director, shared with me, "every single student's accommodations are individualized to their situation."
Entering university may be the first time a student is confronted with academic challenges; as Stearns shared, "it is normal for students to struggle with the transition into university." The learning strategies that once generated high grades in high school may not translate into a university learning environment. For students who have not previously accessed accommodations and are hesitant to begin, the first step Stearns recommended is to connect with learning specialists through the ASC to evaluate whether accommodations are necessary. Student Equity and Accessibility Director Dr. Mebbie Bell offered a similar sentiment by encouraging students to chat with the accommodation and accessibility teams even if they are not exactly sure of what assistance they may require.
Students may feel hesitant to seek accommodation or accessibility supports during university because they are still determining what resources will address their needs, or are unsure how to start assessing their accommodation needs. Stearns assured me that this worry is unnecessary: "When a student is completing the registration process, they will have an appointment with an advisor who will ask them questions about their lived experience as a learner, their program and their program's requirements." From there, students have the opportunity to access the exam accommodations, course accommodations and/or campus accommodations that best correspond to their needs. Students can find more information about accommodations online, where they can apply for them as well.
Given that assessing accommodations takes time and may involve deadlines, Stearns recommended students "begin the process sooner rather than later."
For unexpected issues that may result in a temporary medical disability, such as an unexpected hospitalization or a concussion from sports — support is available. As mentioned previously, accommodations are also available based on non-medical grounds. For example, as Bell shared, "If a student is a practicing member of a faith or religious group, they are able to apply and request accommodations for any areas where their religious observances conflict with their scheduled academic activities."
Additionally, students who encounter challenging life events (such as the death of a loved one or family crisis) or other issues (from inaccessible classrooms to significant life changes) that affect their university participation can get help navigating their options. "We can help students to identify the options available to them, and even help coordinate solutions with students' faculties or program," Bell added.
Both Stearns and Bell emphasized that students have agency over their accommodations. The issue of privacy may be of concern for students new to accessing accommodations. As Bell assured me, however, "anything related to accommodations and accessibility requests is treated with the utmost confidentiality: we only disclose what is needed to facilitate the accommodation."
Woven throughout my discussions with both Stearns and Bell was the sentiment that no matter what barriers students face, there is support available. Accessing accommodations allows students to maximize their academic achievement and student experience more broadly.
The Accommodations and Accessibility team is located in SUB 1-80.
Learning Strategies
Finding learning strategies that work for you is not always instinctual. Once again, transitioning into a new learning environment with new expectations can be a difficult adjustment, and your grades can suffer; however, as Learning Strategies Director Dr. John Fontaine assured me, there is always help for students. Learning Strategies can provide strategies on time management, test taking and other various learning skills. Learning Strategies offers one-on-one appointments, workshops, and Friday drop-ins led by learning specialists. Fontaine shared that there are also unique, one-off workshops specific to certain faculties.
For students who are wary of accessing Learning Strategies for the first time, Fontaine reassured that "it's okay if you don't know what you don't know; still make an appointment. A Learning Specialist will do the initial intake and will help you evaluate what you need help with." Fontaine further explained that Learning Specialists help to assess a student's academic needs beyond what they may have initially requested help for. Even if you are unsure of what you need help with, Fontaine urges students to "still make the appointment and Learning Strategies will help you find what you need help with."
For students who are unaware and once referred by their faculty, the U of A offers the Fresh Start Program, which offers students in applicable facilities what Fontaine referred to as a "second chance" to achieve academic success. As Fontaine shared, "Fresh Start coordinators will help you figure out strategies to help you do better."
Reflecting on his experience as a student at the U of A, Fontaine shared that he did not always know that this area of support existed. Along this same vein, he shared that he wishes "more students knew about us."
Learning Strategies is located in Tory Building 3-32.
Writing Services
Improving your writing skills is a worthwhile endeavour regardless of your faculty or year of study. Luckily, Writing Services offers writing support for undergraduate and graduate students, post-docs and faculty members across all disciplines. For students new to the idea of accessing writing support, Writing Services Director Dr. Kate Pratt assured me that staff members work "with writers across all kinds of disciplines at any stage of the writing process." Moreover, they work with students with a range of writing abilities.
Writing Services offers a variety of learning environments. One-on-one consultations with peer tutors and graduate writing specialists provide a more tailored experience for feedback that involves what Pratt referred to as a "dialogue" between the writer and the advisor.
For those who prefer a group setting, they can access support through writing workshops. Writing groups, which are facilitated by peer tutors or advisors, are also popular. As Pratt shared with me, some students prefer the dynamic of a writing group: "Group members benefit from connection and offering advice to one another as well as hearing advice from fellow group members."
A good first step is to book an appointment. Working with a tutor or advisor can help students enhance their writing. As Pratt shared, "There is value in having someone outside your subject area review your work; sometimes that reader will have critical distance, which will allow you to see your writing from a different perspective."
Some graduate students and post-docs may not know that Writing Services offers Academic Copy Editing (ACE) services. Pratt explained to me that copy editors at Writing Services provide support for academic writing projects, including theses, articles for publication, funding proposals and book chapters. Academic Copy Editing services are intended to help writers polish academic writing projects; however, copy editors do not work on graded assignments.
From first-year undergraduate students to faculty members, everyone can benefit from receiving feedback on their writing. However, students may feel embarrassed to have others read their writing. Some students may even hold the misconception that needing to access support makes them bad writers. That is not the case. Academic writing is not a linear process, which is why guidance is imperative to improving writing skills. Writing Services staff can also help students to, in Pratt's words, "establish a writing routine, work through issues of writer's block and combat feelings of imposter syndrome." In this way, Writing Services offers a more holistic approach to writing than students may expect.
Writing Services is located on the fourth floor of SUB.