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Student Engagement:A Shared Responsibility

Springboard Report of the Senate Task Force on Student Engagement

Springboard Report of the Senate Task Force on Student Engagement

Springboard Report of the Senate

December 2005

Task Force MembersHeike Juergens

Co-ChairUniversity Senator 2004-05 / Member of Alumni Council

Peter MurrayCo-Chair

University Senator

Eric NewellChancellor

Alex AbboudUniversity Senator 2004-05 / Students’ Union VP External 2004-05

Rick AlbertUniversity Senator

Jim BohunStudent Aff airs Offi cer, Offi ce of the Dean of Students

Dorothy EisermanUniversity Senator 2004-05

Kate FreemanUniversity Senator

Ric JohnsonUniversity Senator 2004-05

Hector MacIntyreUniversity Senator 2005-06 /

Graduate Students’ Association VP Communications 2005-06

Brent McDonoughUniversity Senator

Ubaka OgboguTask Force Coordinator - Research

Andie PalmerUniversity Senator

Alexis PepinUniversity Senator

Graduate Students’ Association President 2004-05 Task Force Coordinator - Recommendations

Darrell PidnerUniversity Senator

Samantha Power University Senator / Students’ Union VP External 2005-06

Sari Schiff University Senator

Melanie MarvinAdministrative Secretary, The Senate

Maxine MontpetitCommunications Coordinator, The Senate

Derek Roy-BrenneisExecutive Offi cer, The Senate

U of A Senate Vision StatementTh e University of Alberta Senate, an independent body of diverse community leaders, will be recognized as successfully examining, fostering and celebrating the achievements and excellence of the University of Alberta, resulting in enhanced linkages internally, provincially, nationally and internationally.

U of A Senate Mission StatementTh e Senate:• Uses its collective wisdom to act as a diverse,

independent, inquisitive catalyst and as an objective conscience of the University

• Examines and thoughtfully advises on issues related to the University

• Bridges the University and the greater communities locally, provincially, nationally and internationally

• Celebrates achievement, recognizes excellence and is the guardian of traditions at the University of Alberta

Composition of the SenateTh e Senate is a 62 member volunteer body whose members are drawn from a broad representation of society. Th e Senate comprises elected and appointed members from across Alberta, and appointed members who represent the Alumni Association, the Board of Governors, the Deans’ Council, the General Faculties Council, the Graduate Students’ Association, the Non- Academic Staff Association and the Students’ Union. Th e Chancellor of the University chairs the Senate.

Role of the SenateTh e Senate role is based on the belief that an ongoing relationship with the community is fundamental to the eff ectiveness of the University. Th rough the Senate, the community can deliver an opinion or a point of view to the University; through the Senate the University can reach the community. Th e Senate also provides a forum in which issues and concerns about post-secondary education in Alberta may be debated.

Work of the SenateTh e Senate strives to communicate the needs and views of Albertans to the University and the Alberta government, and to interpret to the public the many diff erent facets of the University. As one way ofaccomplishing this, a task force may be struck to investigate an issue brought to the Senate’s attention.Th is report is the result of such a task force.

Executive Summary...................

Introduction.................................

Recommendations.....................

Next Steps.....................................

Endnotes........................................

Appendices...................................

Select Bibliography....................

Acknowledgements..................

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Student Engagement: A Shared Responsibility

Table of Contents

1

“It is the duty of a senate to inquire into any matter that might benefi t the university and

enhance its position in the community.”

Th e Post-Secondary Learning Act, 2003

Springboard Report of the Senate Task Force on Student Engagement 2

Student Engagement: A Shared Responsibility 3

Th e Senate Task Force on Student Engagement: A Shared Responsibility was struck to explore several dimensions of the current student experience at the University of Alberta, to examine any gaps and challenges, and to build on established initiatives by proposing additional strategies to promote student engagement. Th is report is intended to be a springboard for action.

What is meant by engagement? To engage is to draw a person into a conversation, to attract and hold fast a person’s interest, and to take part in something.1 What is meant by engagement? To engage is to draw a person into a conversation, to attract and hold

1 What is meant by engagement? To engage is to draw a person into a conversation, to attract and hold

Th e primary purpose of this Springboard Report is to highlight student engagement as a vitally important area of shared vested interest and mutual benefi ts. Students have both the opportunity and responsibility to create an informed and enriched educational experience. Th e University of Alberta has an equally important responsibility to support student engagement in order to achieve one of its central goals as a public post-secondary institution: the creation and dissemination of knowledge.

Th is unique and powerful dynamic between the student and the university is outlined in the 1998 Report Report of the Boyer Commission on Educating Undergraduates in the Research Universityof the Boyer Commission on Educating Undergraduates in the Research University:

Th e student commits to a course of study intended to lead to a degree… and pledges to cultivate his or her mind, abilities, and talents with a view to becoming a productive and responsible citizen. Th e student at a research university must come with appropriate preparation for the opportunities that will be provided, must commit to the strenuous burdens of active participation in the educational process, and must be prepared to live in a diverse and heterogeneous environment…

Th e research university owes every student an integrated educational experience in which the totality is deeper and more comprehensive than can be measured by earned credits. Th e research university’s ability to create such an integrated education will produce a particular kind of individual, one equipped with a spirit of inquiry; one possessed of the skill in communication that is the hallmark of clear thinking as well as mastery of language; one informed by a rich and diverse experience. It is that kind of individual that will provide the scientifi c, technological, academic, political and creative leadership for the next century.2as mastery of language; one informed by a rich and diverse experience. It is that kind of individual that

2as mastery of language; one informed by a rich and diverse experience. It is that kind of individual that

A second purpose underlying the preparation of this Springboard Report is to communicate and further enhance the rich potential of the University of Alberta as an alma mater, a community of learners who over the course of several years create common bonds of shared experience and opportunity. Th e strength of these bonds contributes to the quality of each student’s education, the value of each University of Alberta degree, the reputation of the university in the broader community and the strength of the institution as a whole.

In order to gather information about student engagement at the University of Alberta, the task force organized focus group sessions with students, invited written submissions, held meetings and organized consultation sessions with a number of stakeholders in the University of Alberta community. As a result, a number of observations, opportunities, possible solutions and recommendations are explored in this report.

In order that our university might further develop as a destination of choice for prospective students and as a creative community which celebrates student learning, success and school spirit, we need to work together. Members of the Senate Task Force seek the support of undergraduate and graduate students, faculty, staff , parents, alumni, community leaders, governments and members of the University of Alberta senior administration in ensuring that student engagement is included as a key component in the academic and strategic planning process and articulated in a community-wide vision and implementation plan.

Executive Summary


To this end, the Senate Task Force presents feedback about issues of concern, examples of innovation and excellence, recommendations and possible strategies as outlined in the following six areas of opportunity:

Make student engagement a strategic priority for the University of Alberta.

1.1 Ensure that the student experience is a permanent component of the academic and strategic planning process and engage all stakeholders in a common vision and implementation plan.

1.2 Ensure that the goals of student experience enrichment remain current and meaningful through ongoing participation in surveys such as the National Survey of Student Engagement and additional consultation methods, including student focus group sessions.

1.3 Create academic cohort learning opportunities in a range of faculties in order to personalize the learning environment on a large, research-intensive commuter campus.

1.4 Support the creation of social cohort groups incorporating membership from diff erent populations to increase understanding and cultural/social sharing in a diverse student body that includes local, rural, international, Aboriginal and special needs populations.

1.5 Increase information sharing across and among all University of Alberta campuses to improve community relations within the university. Identify and connect individuals across faculties with a special mandate to support student engagement.

Invest signifi cant resources in expanding opportunities for student engagement.

2.1 Increase social space on campus to enhance the informal learning environment and to improve opportunities for students to interact with other students.

2.2 Increase space for fi rst and second year students in residences, creating more opportunities for students to live with other students in communities connected to a University of Alberta campus.

2.3 Hire additional faculty in order to be able to off er more students small enrolment and research-intensive course opportunities. Reduce the student-to-faculty ratio from the current ratio of 23:1 to 15:1 in order to be on par with the best research-intensive public universities in the world and to improve opportunities for students to interact with faculty both inside and outside the classroom.

2.4 Minimize fi nancial burdens on students in order to reduce the amount of time devoted to part-time employment and to increase the time available to engage with the campus community.

2.5 Ensure that every student has an opportunity to obtain a signifi cant international learning experience that builds on the University of Alberta’s global linkages and reputation. Provide additional fi nancial resources to promote and encourage increased student participation in short-term projects or study terms abroad.

2.6 Conduct a comprehensive review of Aboriginal student engagement at the University of Alberta, including transition assistance, access to services and opportunities for community involvement. Expand institutional links to Aboriginal communities to build cross-cultural awareness and understanding at the University of Alberta. Expand access to cultural traditions, Elders, ceremonies, supports, mentors and on-campus social space.

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2

Executive Summary


Support prospective students in making informed and strategic choices regarding a university education.

3.1 Create a compelling vision of the University of Alberta undergraduate student experience and communicate this vision to families, community leaders, alumni and media in order to involve them in educating prospective students about what to expect from university.

3.2 Invest in our current students as ambassadors for the University. With the assistance of these ambassadors, expand institutional links to rural and urban communities in Alberta, across Canada and around the globe.

3.3 Revise admissions timelines and review application procedures and registration procedures to position the University of Alberta as an institution of fi rst choice. Timely off ers of acceptance infl uence prospective students’ decisions about attendance at the University of Alberta versus competing institutions, and are critical to the success of student arrangements for accommodation and employment.

3.4 Clarify and respond to expectations on the part of prospective students and their families. Communicate ideas and strategies for university preparation that go well beyond the information on programs of study. Connect prospective students and families with current students and families.

Prioritize the fi rst year at university as a critical opportunity for student engagement and revitalize the undergraduate experience for all newcomers.

4.1 Expand and personalize welcome services to students who are new to Edmonton or to the University of Alberta community.

4.2 Create enhanced and personalized transition assistance for both local and international students who are new to the Edmonton and university communities, through the provision of academic support services, library services, student services and opportunities for community involvement.

4.3 Extend orientation sessions over the fi rst term and hold follow-up information sessions throughout the academic year.

4.4 Identify a positive and engaging fi rst year experience as central to eff ective student engagement in learning, discovery and citizenship. Incorporate undergraduate research and co-op experiences to help students connect theory to practice, explore diff erent areas of interest and possibly ignite a passion for a particular fi eld of study.

4.5 Support mentorship as instrumental to learning, discovery and citizenship. Create additional opportunities for students, faculty and staff to become mentors both inside and outside the classroom.

4.6 Assign the best instructors to fi rst year classes. Encourage, celebrate and reward best teaching practices. Ensure that instructors without a teaching background receive instruction in teaching techniques, and ensure that instructors build solid oral and written communication skills.

4.7 Conduct an open and transparent university-wide assessment of the faculty evaluation process to balance rewards for best teaching and best research practices.

4.8 Provide professors and student faculty associations with the resources and information to support student success. Improve the profi le of counselling and academic guidance services for newcomers.

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4

Executive Summary


Recognize the unique needs of graduate students in the University of Alberta community.

5.1 Increase dedicated offi ce space and social space for graduate students.

5.2 Raise awareness of current policies on student rights and responsibilities regarding graduate student life, including family support services, medical and dental coverage and advisor-student relationships.

5.3 Celebrate the contributions of graduate students to the undergraduate experience of discovery in the laboratory and the classroom, and acknowledge the formal and informal connections between graduate and undergraduate learning.

5.4 Raise the University of Alberta’s national and international profi le as a destination of choice for graduate students. Engage those graduate students working in communities outside Edmonton as ambassadors for the University of Alberta.

Build student pride in the University of Alberta and create a sense of belonging through celebrations of success, community and alma mater spirit.

6.1 Increase student knowledge of University of Alberta history and traditions.

6.2 Connect students to alumni. Engage students as members of the alumni community from the moment they arrive on campus, and engage all alumni as students with a lifelong affi liation to the University of Alberta.

6.3 Support student-led initiatives to engage peers in the University of Alberta community. Encourage, celebrate and reward student leadership.

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6

Executive Summary


Student engagement is at the core of the University of Alberta’s commitment to learning, discovery and citizenship. Th e education of our student body is one of the University of Alberta’s central contributions to the cultural, social and economic prosperity of Canadian society.

Canada’s competitive advantage rests neither in resources nor in knowledge, but in the ingenuity of people who will combine resources and knowledge in new ways…We must have the courage to blaze an intellectually outrageous course together as a community over the coming months and years. Our community must build a great university that nurtures and celebrates the human spirit.3outrageous course together as a community over the coming months and years. Our community must build a

3outrageous course together as a community over the coming months and years. Our community must build a

University of Alberta President Indira Samarasekera, 25 September 2005

One of the foundations for building a great university is the creation of an unparalleled student experience. Th e opportunity to explore new ideas with some of the brightest and most creative minds in society, to learn new skills in critical thinking and information literacy, to expand social and intellectual horizons, to encounter new cultures and traditions and to create new knowledge – these are the hallmarks of pursuing an education at one of Canada’s premier universities whose contributions emerge through an integrated commitment to teaching, research and community service.

Are we creating an environment in which students develop the initiative, relationships and abilities to take full advantage of these opportunities? Th e University of Alberta Senate Task Force on Student Engagement: A Shared Responsibility was struck in December 2004 to study the quality of the student experience and the A Shared Responsibility was struck in December 2004 to study the quality of the student experience and the A Shared Responsibilitylearning and social enrichment opportunities for undergraduate and graduate students at this university. As one key method of gathering information, the Task Force received research ethics approval to hold a series of focus group sessions with students selected at random from lists provided by the Offi ce of the Registrar.

Th e research methodology the Task Force employed in the student focus groups is rooted in the narrative ethnography of anthropology. Each individual who participated chose to “speak to the Senate.” In the narrative passages quoted, the students do not claim to be speaking for everyone, or to be persuading someone to a particular point of view. Th ey are not necessarily saying they are representative of others, but only of themselves. Each student is saying, in so many words, “this is my experience at the University of Alberta; this is what happened to me.”

Part of the Task Force’s work is to ensure that individual voices which comprise “the student experience” are heard, and to map out a plan that might improve the experience of the individual student, and by extension, the experience of the student body as a whole.

How do we build a great university? We build a great university one student at a time.

Introduction


Th e Senate Task Force started out by seeking to discover how best to ensure a positive and enriching University of Alberta experience for as many students as possible. In our discussions with students, it became clear early on that the key is engagement. Th ose students who found the ways and means to interact with professors and other students both inside and outside of the classroom, and to become involved in University life and learning through volunteer service, student clubs, public lectures and special events had the most positive experiences.

Th e following recommendations and possible strategies are not intended to be prescriptive. Some may be controversial, and others may not be feasible given current funding levels. All are presented as ideas to consider, with the intent of addressing particular concerns raised by focus group participants and encouraging new discussion and new decisions about student engagement within and beyond the halls of the University of Alberta.

Recommendations


Recommendation 1.1Ensure that the student experience is a permanent component of the academic and strategic planning process and engage all stakeholders in a common vision and implementation plan.

Possible Strategies

Include specifi c student engagement goals in the Academic Plan and the Key Strategic Initiatives in the 2007 University of Alberta Strategic Plan.

Encourage the development of a University-wide academic culture that values both the academic and social aspects of learning.

Rationale

Existing GoalsEnhancing student engagement on campus will help the University of Alberta achieve existing goals prioritized by the Academic Plan. As such, the goal of student engagement requires particular attention.

Current University of Alberta objectives include: preparing students for successful lives and careers as leaders of tomorrow; being a leader in the creation, integration, dissemination and application of knowledge; achieving institutional excellence; and contributing to the needs of the university’s communities. Students who are engaged in both the social and academic aspects of their University of Alberta experience are more likely to develop professional and interpersonal skills that contribute to success as employees, community members and leaders after university.

Promoting a Rich and Balanced Academic CultureTh e Academic Plan sets the tone and direction of the University of Alberta’s academic culture. Some focus group students expressed concern that the current academic culture does not support the merging of the academic and social aspects of learning.

Encouraging all stakeholders to prioritize student engagement will bring together student social and academic worlds. Including student engagement within the Academic Plan may provide incentives to promote a more balanced learning environment – one that includes after-class academic activities, enhanced cohort learning and community service-learning opportunities, interdisciplinary forums, expanded social space and increased interaction between students and faculty members outside of class.

“I just think that the student experience has to be about the theory that you learn in your classrooms, but it also has to be about real experience. Whether you’re getting that experience from something not affi liated with the university or something like a student group, you’re not really going to be fully educated until you get that.”– 4th year undergraduate student

“The university is not just an ACADEMIC community but also an academic COMMUNITY.”COMMUNITY.”COMMUNITY– University Chaplains submission

Make student engagement a strategic priority for the University of Alberta.1


Recommendation 1.2Ensure that the goals of student experience enrichment remain current and meaningful through ongoing participation in surveys such as the National Survey of Student Engagement4Ensure that the goals of student experience enrichment remain current and meaningful through 4Ensure that the goals of student experience enrichment remain current and meaningful through

and additional consultation methods including student focus group sessions.

Possible Strategies

Involve students in the process of creating campus environments that support learning, discovery and citizenship. Engage in regular consultation with students on decisions and processes that affect their University of Alberta experience.

Engage in regular consultation with alumni as interpreters of the current student experience. The passage of time and the pursuit of new opportunities in employment and community service give alumni a unique perspective on student engagement.

Identify appropriate performance measures related to student engagement. Proposed performance measures might include:

- the number of fi rst and second year students involved in University-supported community activities- the number of fi rst year students with a positive cohort learning experience- the number of positive teaching evaluations and mentoring relationships- the number of students who withdraw after fi rst year- the number of students who transfer out of the University- the number of students connected to University of Alberta alumni

Rationale

Understand the Needs of StudentsSome programs and faculties consult with students on an ad-hoc basis. Th is consultation needs to be expanded to include more students in more faculties. Annual or semi-annual student satisfaction surveys would assist in determining student satisfaction levels with services, programs, facilities and administration. Supplemental focus group sessions would further engage students, providing experiential evidence to guide and inform appropriate changes and improvements.

Current and Meaningful GoalsIn order to ensure that student engagement objectives remain current and meaningful, all faculties and stakeholder groups should consider the use of appropriate and effi cient review processes. Consultation with students and alumni creates new opportunities to challenge assumptions, check perceptions and verify information. Regular discussion of the University’s key messages regarding expectations and opportunities would help to ensure those key messages have been heard and understood. Th oughtful questions create opportunities for thoughtful answers, and this investment of time in an ongoing consultation process has the potential for mutual benefi ts.

“I have really noticed a change in student life in the last twenty years – students are more isolated and busy. It takes a long time for students to break the ice with me and with each other.”– University professor and executive member of the Association of Academic Staff: University of Alberta

“We try to convey to our students: you will not be a stranger, you will not be a spectator.” – Faculty Dean



Ideas that Work - Innovation and ExcellenceResidence Services at the University of Alberta examines ways to connect the residence experience with other campus learning initiatives. Periodic reviews may result in diff erent staffi ng arrangements, creative new ways of assigning students to the residences, and new services and programs such as “study cohorts.” Other innovations might include more “living learning centres” such as residence theme fl oors and Eco House, a Human Ecology theme residence committed to sustainable living and education.

In the Faculty of Physical Education, the University of Alberta staff person in charge of communications spent time with students in high school focus groups and asked questions of very recent alumni. Th e result was an informative new brochure on undergraduate studies designed from the student perspective and entitled What are You Waiting What are You Waiting For?


Recommendation 1.3Create academic cohort learning opportunities in a range of faculties in order to personalize the learning environment on a large, research-intensive commuter campus.

Possible Strategies

Create a common experience and shared discussion on fundamental ideas or societal issues among faculty cohorts in fi rst year small class seminars.

Create faculty cohorts using new timetable patterns.

Create faculty cohorts using orientation groups.

Rationale

Shared Experience - the Value of Cohort LearningIn large faculties and general programs academic networks have yet to form and newcomer students may lack a group of peers with whom they can study or work on projects. A solution to this initial experience of isolation would be to develop and to support cohorts in at least the fi rst or second year of study.

One example of an eff ort to personalize the learning environment and encourage community discussion is the Common Experience initiative at Texas State University - San Marcos. Th e academic community initiated a campus wide conversation around one book in order to discuss a central idea or dimension of the human experience. Th e chosen theme for the fi rst year was hatred, and each newcomer student received a copy of the book Night, Elie Weisel’s fi rst-person account of the Holocaust.

Another initiative to personalize learning was suggested by members of the University of Alberta Students’ Union several years ago. Students discussed the concept of a fi rst year class in Civics designed around interdisciplinary discussions on current issues, political structures, and the relationships between science, culture and politics.

“But I think in my fi rst year, fi rst few months, the whole focus on isolated study was such a new concept for me. I guess I’m a very interactive person… I mean, at some jobs you’re just a hermit on the computer. But I was hoping that, yes, there’d be a lot more sharing – and maybe that happens as soon as you get more specialized in your fi eld and you have smaller classes. Then you work more in smaller groups on projects.” – 2nd year undergraduate studentnd year undergraduate studentnd

Currently, several faculties are operating or developing cohort-learning systems. One way to expand these initiatives would be a university-wide registration system in which signing up for one course automatically sets your course schedule to create a cohort and a shared experience of campus.

In a Faculty of Science Cohort trial in 2004-2005 a small group of students volunteered to take three out of fi ve classes and three lab sections together. Th eir student orientation group became their cohort for the year, and focus group sessions at the end of the academic year compared this cohort group with a control group.

Students from the cohort and control groups did not speak to very many diff erences in their fi rst year experiences, but diff erences in attitude and approach were evident to the discussion facilitators. As one example, the advice to new students from the control group was – “start studying right away and work really hard.”



In comparison, the advice to new students from the cohort group was – “don’t be too anxious - all will fall into place.” In this particular case, students who had participated in a cohort experience throughout the academic year appeared to settle more comfortably into university life.

Ideas that Work - Innovation and ExcellenceTh e School of Business admits students from three diff erent streams – those from community colleges, those from fi rst year Arts or Science, and those taking an after degree. Th e school emphasizes the value of a common core of classes in the fi rst year of study. Th e school has operated a cohort structure for the last fi ve years, creating a community of communities. For example, there are eight cohorts of sixty students in the fi rst year accounting class. In the Faculty of Engineering, the key to a shared cohort experience is pre-established timetable patterns that have been in place for a number of years. Th e Faculty has created sub-patterns so that the same 30 students will be together in problem-solving sessions – 30 students will know each other well, 90 students will have opportunities to work together, 180 students will see each other in lectures and will have opportunities to get to know each other. Cohort learning opportunities develop naturally according to the course schedule a student chooses in fi rst year. When demand for a particular course goes up, the Engineering faculty creates another entire new pattern, and the course structure can accommodate 150 new students very easily. Implementing this cohort system has required years of work on timetabling, but there are no additional administrative costs.


Recommendation 1.4Support the creation of social cohort groups incorporating membership from different populations to increase understanding and cultural/social sharing in a diverse student body that includes local, rural, international, Aboriginal and special needs populations.

Strategies

Use in-class presentations to inform more students of student group activities on campus.

Promote involvement in student groups as a means to improve student morale and wellness.

Provide additional fi nancial and administrative support to student faculty associations and student groups on campus.

Promote the positive contributions of women’s and men’s fraternities in improving the student experience.

Promote community service and philanthropic work as key to the enhancement of student life.

Foster increased awareness of cultural diversity within the campus community, and encourage students to take an active interest and participate in the local community.

Rationale

Post-Graduation AdvantagesStudents learn skills in extracurricular activities that they will need after university. For example, involvement in student clubs or student government off ers experience in budget processes, human resource issues, management, interpersonal skill development, confl ict resolution, board and committee work, event planning, communications and more.

“Extracurricular activities develop a well-rounded student, one with a network of friends outside of the academic sphere, with strong inter-personal skills and a network of connections that can eventually assist them in getting a job after their degree.” - Students’ Union executive member

“I really like the fact that there’s so much information. Whatever you’re interested in, you can do it here… At least you have the option, so you get a break here and there and you can go somewhere or attend a lecture or watch a movie or something. It’s not going to cost you a lot of money. There’s something for whatever you’re interested in; something is always happening here.” – Transfer student

Student Contributions to the Campus Community – Diverse OpportunitiesIn addition to supporting the personal and professional development of individual students, the program and community work undertaken by student groups helps form a culture of refl ection that contributes to shaping the public identity of the University of Alberta.

Currently at the University, there are over 300 diverse student groups providing students with extracurricular outlets, as well as many diff erent communities on campus that may or may not have offi cial representation. Among these groups are fraternities, residence associations, departmental associations, faculty associations, special interest clubs and branches of student government. Th ese bodies provide the student population with a broad spectrum of choices with respect to social and academic activities and causes. Participation in this aspect of student life allows students to try new things, make new friends, give back to the campus or external communities and create for themselves a sense of belonging or citizenship on campus.

“The fi rst week of every semester there’s Club Week (organized by the Students’ Union), so the University is always encouraging you to fi nd these things and to get involved.” – 2nd year undergraduate studentnd year undergraduate studentnd



“You rely a lot on the Internet to get information that you need… You’d like for the University to provide a booklet, some sort of handout for students where they put all this information together so that you are able to fi nd things out about clubs.” – international student

“University teaches you to take initiative, and there’s every kind of club out there, and it’s a matter of taking a step and going out to the fi rst meeting or joining a class.” – 2nd year undergraduate studentnd year undergraduate studentnd

Within the campus community, there exist numerous smaller communities of students, faculty and staff . One such example noted in focus group sessions was the community of students with disabilities. Currently, there are approximately 500 University of Alberta students with disabilities. Within this community, too, there is diversity, which is representative of the overall student body. What distinguishes students with disabilities from their peers, however, is that, due to their disabilities, these students tend to spend more time completing their academic work. As a result, they may have less time for jobs and extracurricular activities. Lack of awareness or misunderstanding about disabilities may lead to exclusion of people with disabilities. Conversely, inclusion of people with disabilities leads to interaction and, consequently, to greater awareness and understanding. Our campus needs to promote inclusion, and student groups help to increase understanding of diff erent populations on campus and to promote cultural and social sharing.

Connecting People to InformationSome focus group students indicated that poor or late advertising is a deterrent to participation in student group events or activities. Students can quickly become immune to the standard banners and posters used for publicity. New and more eff ective methods of communication from student groups to the rest of the university community could increase student involvement.

Currently, there are two programs that support student groups on campus: the Student Group Granting program, which off ers $45,000 in total for the more than 300 undergraduate student groups, and the Student Extracurricular Activities Grant, which is off ered by the Dean of Students and provides $30,000 in total for all students. An increase in fi nancial support will allow groups to expand and improve current events and programs, including communication of activities, in turn contributing to the development of student culture and a positive social environment on campus.

Ideas that Work - Innovation and ExcellenceStudents at the University of Alberta are already doing some great work. One interesting example is the fraternity (Greek) system on campus. Largely autonomous from the University administration, the Greek system has fostered a unique spirit of community. Fraternities for women and men promote fi erce loyalties. Students are encouraged to help each other through diffi cult experiences – both academic and social.

“Many fraternities hold time management seminars, alcohol awareness seminars, anti-hazing seminars and academic retreats.” – Fraternity member

Th e Faculty of Engineering supports students who organize for students, providing space in the new Engineering Teaching and Learning Complex for a student club for every discipline, including an offi ce for the fi rst year club. Student clubs off er an important cohort experience – this helps to mobilize resources and support the creation of friendships that may extend well beyond the completion of degree programs.


Recommendation 1.5Increase information sharing across and among all University of Alberta campuses to improve community relations within the university. Identify and connect individuals across faculties with a special mandate to support student engagement.

Possible Strategies

Create and maintain a central information and referral service to increase awareness of the online events calendar and to offer a single access point to information on student services, programs and extracurricular activities.

Increase the number of areas on all campuses with wireless connectivity.

Generate and update a master list of all events and activities occurring on all campuses and e-mail this list to students on a monthly basis. Create a ‘student life’ web site with a listing of all weekly and monthly events.

Create an essential guide to university life written by students for students.

Develop new communications protocols within and among all campuses relating to student initiatives and activities.

Create integrated student services at the faculty level.

Conduct regular internal communication reviews at the faculty and departmental level to identify areas of poor communication with students and others.

Ensure students in faculty associations possess the resources to engage their peers. Use events and activities like seminars, forums and faculty luncheons to bring people together.

Rationale

Geographical Barriers and the Eff ect on the Student ExperienceTh e University of Alberta has experienced tremendous growth and now includes programs at several regional colleges, Campus Saint-Jean and Augustana Campus, in addition to the expanding main riverside campus. Focus group sessions indicate that some students – particularly those at Grande Prairie Regional College and at the Campus Saint-Jean – feel isolated from main campus and as a result, from the University of Alberta as a whole. Even focus group students who were happy with their academic programs at times felt disconnected from the University of Alberta due to their geographical distance from main campus. In order to resolve this issue, better communication is required to support the engagement of each member of our extended community.

“We are never involved with anything that is on main campus and we hear about everything on the day that it is happening, if we get it at all. Like the career fairs – we don’t get any of that information.”– Campus St. Jean student

“I fi nd it frustrating when departments don’t have enough information on their web sites. I know some departments have a lot of stuff, and I think that’s great, especially when professors talk about what they’re doing.”– transfer student



A Shared Responsibility and the Idea of a One-Stop ShopStudents are responsible for leading an informed and active university life, and students must take the lead in seeking out information and making eff orts to get involved. At the same time, it can be challenging to fi nd out about all the events and activities that are available to students on campus.

Focus groups requested access to a central information and referral service staff ed by helpful and qualifi ed personnel. With all information fl owing to and from one main source, students would be able to inform themselves quickly and effi ciently with respect to campus activities.

As another alternative, by submitting a personal profi le there might be opportunities to subscribe electronically for information on topics such as scholarship opportunities, club information, department-sponsored talks, and so on. Electronic notice boards installed and maintained in key buildings throughout campus would assist in advertising student initiatives and services. General information could then be more accessible to students and questions would be addressed more effi ciently.

Increased Communication and Collaboration are KeyCreative strategies for inclusion are required. Faculties and staff need to work together to increase communication and collaboration across campuses as a whole. Th e University needs to identify and fi ll gaps, and to address issues of split jurisdiction in services to students – there can be a lack of clarity in responsibilities across campus. Increased cooperation could prevent program duplication.

Improved communication across and among campuses about student life opportunities will benefi t everyone. A larger strategy also requires the support of participants like the Senate, Alumni Council, the Students’ Union, the Graduate Students’ Association, the External Relations portfolio and others. Th e University community needs to consider whether the strengths of each constituency group are being used to maximum advantage to facilitate informed student engagement.

“Encourage students to get out and take advantage of the different opportunities that are here and make them aware of them. There’s a lot missed that students could have taken advantage of but haven’t and you look back and you say that you wish you would have done this and that, but you just didn’t know about it.” – Aboriginal student

“I think letting fi rst years in particular know about everything that’s available outside of classes and all the things you can do is very important.” – 4th year undergraduate student

Tap the Potential of Student Faculty AssociationsTh e University of Alberta is a vibrant environment energized by many extracurricular activities and programs. Most faculties and departments have student groups, faculty or departmental associations charged with facilitating events to encourage interaction among faculty members, staff and students. Unfortunately, not all students groups are on an equitable footing – while some have consistent access to resources, others do not. Additional university resources may be required to support those faculty student associations whose members come from family or community backgrounds with fewer fi nancial supports. Investments in peer support benefi t everyone involved. Helping students help themselves can improve student engagement in all areas of campus life.


Ideas that Work – Innovation and ExcellenceTh e Faculty of Education has located student services offi ces right next to student association offi ces to promote eff ective communication and resource sharing.

One example of collaboration across campus is the recent initiative on the part of a number of social justice student groups to begin working together on joint events and communications activities. Th ese groups include Amnesty International, Oxfam, Journalists for Human Rights, and Engineers Without Borders.

Another example of collaboration is the Faculty of Augustana’s attitude towards Residence Services on main campus. After the recent merger the faculty quickly indicated an interest in working with Resident Services on the main campus to develop new living and learning opportunities for Augustana students.

A number of students commented on the value of the direct bus service connecting the Campus St. Jean with the central campus.

“The bus link from St. Jean to the main campus is wonderful…it is a gift.” - Campus St. Jean student


Recommendation 2.1Increase social space on campus to enhance the informal learning environment and to improve opportunities for students to interact with other students.

Possible Strategies

Undertake an assessment of student use of campus buildings and spaces.

Create more indoor common areas.

Blend student academic life with social life so that students have more opportunities to share ideas, analyze material they are learning, form their own unique opinions and improve the social / academic networks upon which they rely for studying and research support.

Rationale

A Commuter CampusInsuffi cient dedicated social space on campus can aff ect relationships – both among students and among students and faculty members. Th e University of Alberta is largely a commuter campus. Th e majority of students who study here do not live on or around campus. Commuter students require adequate space on campus to gather, study, relax and interact with peers and colleagues if they are to feel a sense of attachment to the University of Alberta. In this regard, social space benefi ts all students.

“University is a life experience, not simply an academic one.” - Students’ Union executive member

“I live in Sherwood Park and I just feel completely like I come here to do a job. That’s what it comes down to and I think that’s what it is for a lot of people. Like we have a job to do and we come here and you get the job done and at the end of the day I go home.” – 1st year undergraduate studentst year undergraduate studentst

An Experience that Off ers More than Academic TrainingProviding students with a well-rounded experience throughout their degree program promotes both individual development and academic success. In addition, it sends a message to prospective students: coming to the University of Alberta is a life-changing opportunity – one with lifelong benefi ts. Ensuring that students receive high quality academic training is critical, and all aspects of student life play a role in the academic process. Learning and social enrichment do not exist in isolation, but rather as pieces that contribute to a greater whole.

University of Alberta graduates should be well-educated, well-rounded individuals with strong inter-personal skills – they should be able to succeed in numerous and diverse environments. Support for opportunities to build relationships with peers, to interact socially with colleagues and to meet students from across campus will have a positive impact on the overall quality of the student experience.

“(The U of A) is not a school where you just come, go to class and go home. You can have it if you want it, but there’s just so much opportunity to get involved in everything else. You can make as much or as little of your University experience here as you want.” – 1st year undergraduate studentst year undergraduate studentst

“A college-like experience does not require residence. We need to build communities within the campus community.” – University administrator

Invest signifi cant resources in expanding opportunities for student engagement.2


“Another major issue affecting student life on campus is the culture associated with being a campus to which most students commute. Students that drive or use public transport to get to campus use campus as a place to go to class or to study during the day, but most do not stay on campus for social reasons. These students go elsewhere to have fun and miss out on a signifi cant part of campus life.” – Students’ Union executive member

Individual affi nity towards social activities is an important variable. Some students are more interested in participating in out-of-class activities than others; it is, in part, a matter of personal preference and interest. Th ose who do wish to become more active within the campus community need both time and opportunity. Maintaining and expanding the social space available on campus is one important method to help facilitate this.

Several faculties are facing extreme pressures regarding space – and social space has given way to academic priorities. As one example, students and staff in the Faculty of Arts have occupied the same number of buildings for the last thirty-fi ve years, but enrolment has increased by over 2000 students in that same period. Tens of thousands of people come to the University each day, and gathering spaces to accommodate social engagement are very important. Additional common areas are required. Areas to congregate are the key – meeting and talking with others can instantly humanize the institutional experience.

“The best part of university is all the friends I’ve made.” – Campus St. Jean student

“[The] things [that] helped me improve [are the] things outside class. I have no complaints. The time I spent at the University of Alberta was excellent.” – Campus St. Jean student

Facilitating Strong Attachments to the U of AExtracurricular activities and involvement foster a sense of community and belonging. Students with a more enjoyable and well-rounded student experience may be more likely to participate as active alumni in the future. For example, the alumni chapter of the University of Alberta Mixed Chorus is home to hundreds of members, many of whom still participate in chorus concerts and events. It is matter of not only what one learns at the University of Alberta, but also how one remembers the experience at one’s alma mater.

Ideas that Work – Innovation and ExcellenceTh e School of Business has dedicated prime space to students. Th ere is a central meeting area on the second fl oor, which serves as a hub of activity connected to offi ces for a variety of student clubs all in one shared space.

Th e student lounge at Campus St. Jean was recently renovated, and this change has improved the student experience at Campus St. Jean. Th e new lounge provides a much-needed common area. According to student focus groups, involvement in extracurricular activities has helped bring Francophone and Anglophone students together, helping to promote a more inclusive environment at Campus St. Jean. Interviews with staff have indicated that it is important to have a place to go for a good cup of coff ee and just to chat with students.

“The new student lounge has really improved student life… there are more people now that hang out there. The old one was like a ghost town. There was never anyone in the student lounge. So that’s one thing I think they did that really helped. I hang out in the student lounge now and before I never did. I spent all the time in the library my fi rst three years, and this year I actually like to go to the student lounge and hang out…” – Campus St. Jean student

Social space is also highly valued in the Faculty of Engineering. In the Engineering Teaching and Learning Complex there were originally 500 out-of-class seats in the atrium and food court spaces near the design labs and another 700 had to be added before an empty seat could be seen every now and again. One proposed standard is to establish one seat in social space for every four seats in a classroom. After-hours food services are also important, as many students choose to stay and work in common areas long after classes end for the day. Lockers are another positive feature in Engineering – there are 2000 lockers placed in unobtrusive spaces in the new buildings.


Recommendation 2.2Increase space for fi rst and second year students in residences, creating more opportunities for students to live with other students in communities connected to a University of Alberta campus.

Possible Strategies

Build more residence communities in close proximity to a University of Alberta campus. Take action to reach the goal of housing 15% of students on or near a campus and then strive to maintain the 15% level as enrolment increases.

Create academic cohorts of students from the same faculty in the same residence communities.

Give fi rst year students and newcomers priority for residential space.

Consider opening up hostel areas in residences to accommodate students who wish to live on campus for a week or a month in order to focus on university studies or activities.

Rationale

Fostering a Sense of CommunityOne of the challenges faced by the University today is how best to foster a sense of community for its students. Proponents of residence life believe that the residence experience off ers unique opportunities for student engagement.

One possible method of off ering a residence-type experience for commuter students is to set aside a hostel area for temporary stays on campus. One student noted her peers have indicated they would like to be able to live on campus for a week or a month during times when they are very busy with exams or other university commitments. Not only would such an arrangement make it easier on commuting students during stressful and busy times, it might also foster a new university community spirit in those students who had “lived” on campus for a short time.

Strong bonds and relationships often form within the eight residence communities at the University of Alberta. Students live among their peers and share the university experience. Residence life can be particularly benefi cial for fi rst-year students or newcomers.

“I often wish I would have lived on campus throughout this time, because I think that I might have had better study habits and had more opportunity to join student groups and things like that.” – 4th year undergraduate student

“We encourage students throughout the residence system to get involved in student leadership positions and we provide lots of support and consultation as well as some training for the residence associations to ensure that (a) students are benefi ting from these experiences, and (b) that we understand student concerns and issues about their experiences living in residence.” – Residence Services submission

Facilitating a Sense of BelongingStudents in residence often study together, enjoy time off together, participate in events and form social networks. Th e activities in which they participate, and the support networks formed by the shared experience, often facilitate a sense of belonging and identifi cation – both to the residence and to the University. Although some residents may feel more of a connection to their residence than to the university community as a whole because of the size of the institution, the important consideration is that they make a connection.



ExpectationsStudents and their parents expect that residences will be safe and caring environments, and will be protective places, giving families a level of comfort when sending their children away – often for the fi rst time. Residences help students adjust with being away from family, home and community. For rural students, residences also provide support during the transition to a large institution in a larger centre.

Students and their parents expect that prices, services and other products, such as food and parking, will be market comparable. If they are paying rent at the same level as non-residence apartments charge, they expect to get a similar quality of facility and service. Older residence facilities such as traditional dorms may still meet student expectations if they provide services that the private sector does not off er, such as academic support and a vibrant student-focused community.

“Lister provided the supportive environment I needed even though I missed Transitions and Orientation.” – Students’ Union member

“I’ve decided to stay here (at U of A) just because of the fact that I love it here so much and it’s because of things like residence…” – 1st year undergraduate studentst year undergraduate studentst

Ideas that Work – Innovation and ExcellenceTh e new International House in the East Campus Village is a joint initiative of Residence Services and the University of Alberta International Centre. Its purpose is to provide a place for Canadian and International students to learn about each other though a global awareness program. International House is a truly unique model for the promotion of community and cultural understanding, and a leading example of how the University is promoting an international experience on campus, while providing a positive experience in the residence system.


Recommendation 2.3Hire additional faculty in order to be able to offer more students small enrolment and research-intensive course opportunities. Reduce the student-to-faculty ratio from the current ratio of 23:1 to 15:1 in order to be on par with the best research-intensive public universities in the world and to improve opportunities for students to interact with faculty both inside and outside the classroom.

Possible Strategies

Use new funding to offer more fi rst and second year students small enrolment / research-intensive course opportunities.

Inspire students early in their programs of study. Assign those professors with the most teaching expertise to fi rst year classes.

Support a dynamic mentoring process between experienced faculty and new instructors through fi nancial and career incentives.

Encourage social and recreational events involving faculty, staff, undergraduate and graduate students together.

Rationale

The Value of Teaching as Knowledge TransferAs a large, research-intensive university, the University of Alberta enjoys many advantages – it has great research facilities, world-class professors and programs, and good communication between professors and students in small classes. Students receive a high-quality education through exposure to cutting-edge research across campus. Smaller class sizes are ideal as they allow for a more personalized teaching environment, but the reality is that reducing class sizes is not always an option. Th erefore, it is important to prioritize opportunities for positive and eff ective interactions between professors and students, regardless of the specifi c learning environment.

Great researchers can be great teachers and vice versa. Excellent teachers transfer knowledge from research. Th e critical point is that every student at the University of Alberta should benefi t from exposure to great research and great teaching. Hiring additional faculty members would help to create a general learning environment that is more conducive to an engaging student experience.

“I’ve found that there are very few professors that aren’t willing to take the time to sit down and visit with you. Students should approach professors more. There is a lot of missed opportunity in just establishing relationships with your professors and teaching assistants. You get a lot more out of class if you do approach them.”– Aboriginal student

“I don’t have connections like that in classes and I would love to have them. Everyone is so isolated and individualistic. If the teachers could in any way initiate that, it would be awesome.” – 2nd year undergraduate studentnd year undergraduate studentnd

One Small Class or Seminar – Personalizing the Learning Environment to Encourage LearningAccording to focus group students, especially for fi rst year students or newcomers, large class sizes and seemingly inaccessible professors can result in an impersonalized and intimidating experience. Students can feel lost or alienated if they do not have at least one learning environment that is small and personalized at some point early on in their academic experience. Knowing they have at least one professor or teaching assistant to whom they can turn for advice and assistance can transform the learning experience.



As part of an enriched student experience, it is important that faculty members are accessible to students – both inside and outside of the classroom experience. It is also important, however, that students take responsibility and show initiative with respect to connecting with professors and other students both inside and outside of the classroom. Some professors encourage interaction in class, during offi ce hours or at departmental events. Others could do more to be more accessible.

“I was in a class of like 30 people and the professor didn’t know who anyone was – that made me really mad.” – Campus St. Jean student

“I don’t think I’ve ever asked a single question in class even if I have one. I’ll usually end up just going and asking friends or fi gure it out later just because it’s kind of scary to put your hand up and ask for clarifi cation on something with that many people there.” – 1st year undergraduate studentst year undergraduate studentst

“It’s hard for the professors, too, to be saddled with a four hundred person class, because I’m sure they want to offer all the students the help they can, or at least most of the professors do. But you can only do so much when you have forty hours in a week and you have four hundred students.” – 4th year undergraduate student

One Small Class or Seminar – A Means to Creating a Sense of Belonging and CommunityIn addition to contributing to a more eff ective learning environment, smaller class sizes or seminars can also help students develop a sense of belonging at the University of Alberta. It can be diffi cult to meet people, to make friends and to develop a network of support in large lectures. In smaller classes or seminars where the same students and instructors interact session after session, a sense of community can be fostered, which may help students both in their transition to university and throughout their entire academic career.

“It’s wonderful actually to be able to kind of have that high school feeling in university, when you can be friends with your teacher and take more from the experience because you actually like them, you actually know them, as opposed to just listening to them reading directly from the course notes.” – 4th year undergraduate student

“And I think there’s not really a sense of community in class. Seminar classes are great. If you can get into one with twenty people, it’s ideal, because everyone gets to talk and everyone gets to express their ideas. But in lectures, you just sit next to someone the whole semester and don’t talk to them. There’s no sense of community encouraged in a lecture-style class, or at least not in the ones here.” – transfer student

Ideas that Work – Innovation and ExcellenceIn addition to operating a successful cohort structure for the last fi ve years, the School of Business also provides tutorials in groups of 60 and team-based projects which encourage students and faculty to interact both inside and outside the classroom. Th is smaller, more personalized interaction is important because it can enhance the academic learning environment and provide students with opportunities to develop new interpersonal skills.


Recommendation 2.4Minimize fi nancial burdens on students in order to reduce the amount of time devoted to part-time employment and to increase the time available to engage with the campus community.

Possible Strategies

Reduce tuition.

Restructure the student loan program. Coordinate the University and government loan mail-out and fee due-dates for students in year-round classes.

Create opportunities to subscribe electronically for information on topics such as scholarships and bursaries.

Improve scholarship opportunities for transfer students.

Provide very specifi c fi nancial information to international students regarding all anticipated expenses.

Connect scholarships to research work, creating income opportunities connected to educational programs in order to connect “learning time” to “earning time”.

Expand the student bursary program to increase the provision of retention fi nancial aid, as well as recruitment fi nancial aid.

Explore the implementation of needs-based assessments, rather than assessment based mainly on academic merit when considering students for various scholarships and bursaries.

Rationale

Aff ordability: A Prerequisite to EngagementFocus group students reported feeling overwhelmed by trying to balance both school and work; and as a result, were disinclined or unable to participate in volunteer opportunities or in other extracurricular activities due to cost.

In focus group sessions, students cited aff ordability, or lack thereof, as a serious obstacle to both academic and social success within the university experience. Th e total cost of the university experience can create a barrier not only to current students but also to prospective students.

“I don’t like how some students are missing out on really great opportunities because they’re too busy working.” – 4th year undergraduate student

Streamlining and Improving Financial Aid Opportunities Responses from students in focus group sessions indicated a certain level of frustration with current fi nancial aid access and processes. Some students said institutional bureaucracy and administrative errors had made their time at the University more diffi cult and stressful – particularly in matters of fi nancial assistance. Other students told interviewers they felt there was a lack of information on scholarships, bursaries and career-related, part-time employment opportunities; they were not aware of an offi ce or a web site in which to fi nd all the information they needed to ensure that their university experience was aff ordable.

Students also fl agged a lack of coordination among fi nancial aid sources as being problematic – for instance the University and government loan mail-out and fee due-dates for year-round students requires better coordination.



Students want streamlined and reliable access to the information they require to develop a four-year (or more) fi nancial plan that works for them.

“One thing I found is with student loans, there’s a bit of a discrepancy…for whatever reason, the loans people decided to give the money out halfway through the program, and when you’re in a full-year program and you get your money in March and your tuition is due in February, it doesn’t quite mix.” – Aboriginal student

Diff erent students have diff erent needs – and this includes issues of aff ordability. As a community, we need to consider using the money that is available in diff erent ways to accommodate the needs of as many students as possible. Needs-based assessments, rather than assessment based mainly on academic merit when considering students for various scholarships and bursaries, might serve as a step in this direction. Scholarships connected to particular research endeavours might connect income opportunities to educational programs. In addition, the student bursary program might increase the provision of retention fi nancial aid, as well as recruitment fi nancial aid.

Expectations – Providing Clear and Complete Information on CostSome students arrive at the University of Alberta without a clear understanding of the total cost of their university experience. Th is can be very problematic for international students in particular. Some international students come to Canada unaware that they have to pay taxes on earnings and purchases and unprepared fi nancially for the transition to a colder climate. For example, one student reported being unable to aff ord appropriate winter clothing. Tuition costs are also higher for international students due to the diff erential fee. Th ese students need detailed information in advance regarding the total cost of the University of Alberta experience. Th is includes tuition, books, living expenses, student fees, taxes, health costs, extracurricular activities and the like. International students who are adjusting to life in a new community may struggle to fi nd employment while others may work more than one job in order to meet living and academic expenses. Th ese increased hours of employment create academic pressures as students allocate more time to work and less to studies. Increased work hours also limit time for social and recreational activities.

“I got a letter from my department. There were three pages of fi nancial stuff I didn’t understand. Probably, there is room for improvement here. The University needs to help international students understand the complete cost of education.” – international student

Th ere should be no fi nancial surprises for either current or prospective students. When students arrive unprepared for the fi nancial realities that await them, their academic work and personal well-being may suff er.

Working While StudyingFor some students, working part-time while attending university is a necessity. For others, it is an option. When considering the issue of part-time work for students, it is important to note that not all student work experiences are of equal value.

For some students, working part-time can provide both much-needed income and practical work experience. If the position is part of an internship or co-op program, or somehow career related, the experience can be very positive and students can develop valuable life skills while completing degree programs.

For other students, having to work part-time can have an impact on learning and the student experience. According to the 2005 Students’ Union Undergraduate Survey, almost one fi fth of students are working more than 13 hours per week.5 Several faculty deans indicated that the number of hours of part-time work


is critical in determining its eff ect on student progress. Consensus appears to be that working 20 or more hours per week certainly has an impact on student learning and experience.

Ideas that Work – Innovation and ExcellencePeer Health Educators receive valuable skill development as part-time employees of the University of Alberta. Th e program employs 16 students from a variety of faculties on campus; all have fi nished at least one year of university. Th e Peer Health Educators provide free presentations and host special events on campus to raise awareness and educate students about health and wellness issues. Th is program has become a leader in peer education in North America.

Career and Placement Services (CaPS) off ers a number of students from various faculties valuable part-time employment as Career Peer Educators – these opportunities enhance post-graduation employment skills.

Co-op programs in several faculties off er students important opportunities to balance earning time and learning time though hands-on experiences in the professional sector. Th e English Cooperative Work Experience Program off ers English students job skills training, professional contacts, and fi nancial support in areas of employment related to their studies. Students spend twelve to sixteen months on the job following their third year of study. Opportunities might include positions with profi t and non-profi t organizations in the fi elds of research, publishing, media, marketing, technical writing, public relations, and communications.


Recommendation 2.5Ensure that every student has an opportunity to obtain a signifi cant international learning experience that builds on the University of Alberta’s global linkages and reputation. Provide additional fi nancial resources to promote and encourage increased student participation in short-term projects or study terms abroad.

Possible Strategies

Enhance and simplify international connections for students, including encouragement of studying, volunteering or working abroad.

Expand opportunities to pursue a teaching practicum, co-op placement or internship outside of Canada.

Develop a more comprehensive way to disseminate information to international students.

Offer awareness courses to students, faculty and staff to help improve understanding of other cultures and ways of living, as well as to better accommodate and support international students.

Create more University-wide international events for all students to attend.

Rationale

Obstacles to OvercomeSome students may be interested in work or study-abroad programs. Some may wish to participate in volunteer placements, co-op positions and internships outside of Canada. Students who wish to have a fully integrated international experience abroad currently face several challenges, including obtaining accurate information in a timely manner on program specifi cs, costs, fi nancial aid, transfer of course credit, admissions timelines and potential confl icts with University of Alberta timelines and policies. As one example, Alberta Education currently does not recognize international practicum placements for students in the Faculty of Education. Eff orts to minimize or eliminate these deterrents would do a great deal to support individual student initiative regarding the pursuit of international learning opportunities.

Alternative IdeasOther students may want to enrich their experiences on campus through language training, cultural courses, interaction with international students and part-time volunteer opportunities. For some, leaving campus for a semester or for a year is simply not an option; personal commitments relating to work and family life may not allow for such activity. For those who wish to learn more about other parts of the world while never setting foot off campus, more could be done to provide a diverse off ering of on-campus programs and activities. Th is could include opportunities as straightforward as encouraging international and Canadian students to interact more frequently within the context of specifi c programs or events. For example, this year the Faculty of Education hosted the “Teaching the World in our Classrooms” day during International Week to promote cultural awareness and understanding. Nine international graduate students shared with undergraduates what education looks like in their home countries. It was a very successful experience and may become a regular annual event.

Preparing Our Students for Life as Global CitizensTh e International Centre has undertaken leading-edge work in the promotion of cultural awareness and understanding. Th e International Lectureship on Human Rights annually hosts a visiting lecturer whose life and work represent an outstanding commitment to the values of a civil society. Students have a unique opportunity to listen to a global leader in human rights issues and to gain a sense of their relationship to all human beings – both here at home and throughout the world.



“From a cultural standpoint, it’s been trying to bring a different culture within the corridors of the university. I have an adopted sister from Ghana and I’m helping other students within my department. Basically, it is a social responsibility. Within my department, there are international students. They are guests in our country, so you should put out that welcoming hand and you should try to incorporate them into your larger understanding of community or family. You try and reinvent your own community.” – Aboriginal student

International Students at the U of ATo remain an excellent institution, it is important that the University welcome the best students – from both local and international communities of origin. When students arrive from other countries, they expect a high calibre international experience at the University of Alberta and in the City of Edmonton. Indeed, interaction with international students provides Canadian students with new experiences, but the time spent here on campus also constitutes an important international experience for newcomers.

According to International Student Services, as of December 2004 the University of Alberta was home to 2383 international students – 1219 undergraduates and 1164 graduates. Th ese individuals come from 111 diff erent countries from around the world.6 Th e diversity of this student community makes it diffi cult to generalize about the international student experience but we might point to one common thread - an expectation of quality. Like all students, international students in focus group sessions expressed a desire for new knowledge, access to excellent libraries and laboratories, and opportunities to engage with leading academics.

Th ough some students have world-class experiences here, there are barriers to learning and social enrichment to be overcome. Despite active programming at the International Centre, some international students continue to feel isolated or to socialize in small compatriot groups. Language barriers, academic pressures and cultural patterns of socialization also can aff ect interaction between Canadian and international students. International students have identifi ed the following as signifi cant barriers to a quality student experience: stress of academic work, feelings of loneliness, fi nancial worries, cultural diff erences, and concerns about being able to make friends with Canadian students.

Under enormous pressure to succeed, some students devote the majority of their time and energy to studies and may not participate in social or recreational activities that might assist them to acquire a sense of belonging or to enrich their overall experience. Adequate support is required to encourage increased interaction among Canadian and international students, and to develop and host regular meetings, workshops or activities that promote cultural awareness and understanding.

“I would defi nitely recommend the U of A for international students. I think the International Centre and the study-abroad programs and everything the U of A has are excellent.” – international student

“I cannot get really involved in Canadian life because of language problems and custom differences.” – international student

“I really feel, okay, the International Centre is doing a great job, but if you asked me from four months experience, I think there’s not much international activity at this university. I’m sorry to say that I don’t think the university is doing much for international students apart from the occasional symposiums or meetings that the International Centre organizes, there’s nothing else. I think that is limiting.” – international student


“I wanted to become a Canadian. It was the fi rst thing. Oh gosh, become a Canadian as soon as possible. Community relationships are branching out from the International Centre. You almost suddenly realize that nobody wants you to be a Canadian, they want you to be from where are you and whoever you are and they encourage you to actually be that.” – international student

Ideas that Work – Innovation and ExcellenceTh e International Centre organizes the annual celebration of International Week, an important campus-wide opportunity to share ideas and experiences across cultural boundaries.

Th e Study Abroad program off ers students an opportunity to complete a full year of study at a partnering university in another country.

Th e University of Alberta program in Cortona, Italy is a wonderful model of the possibility of pursuing a University of Alberta program of study while immersed in another language and culture.

In Edmonton, the international student group known as AIESEC works to promote global understanding by off ering University of Alberta students exchange opportunities with international partners in 91 diff erent countries. By attending conferences and participating in everyday tasks in a new community, AIESEC participants develop professional skills and an international perspective while meeting new people.

Th e 1999 Bologna Declaration signed by the ministers of education of France, Germany, Italy and the United Kingdom envisioned a unifi ed European Higher Education Area. At the heart of the Bologna Process in Europe is the projected introduction by up to 45 European Higher Education Area member nations of a standardized credit system and an academic documentation protocol designed to make it easier for students to pursue coursework at universities in any member country. Th is European reform is likely to enhance student exchanges between Europe and North America as well.


Recommendation 2.6Conduct a comprehensive review of Aboriginal student engagement at the University of Alberta, including transition assistance, access to services, and opportunities for community involvement. Expand institutional links to Aboriginal communities to build cross-cultural awareness and understanding at the University of Alberta. Expand access to cultural traditions, Elders, ceremonies, supports, mentors, and on-campus social space.

Possible Strategies

Involve members of the Indigenous community, Elders and students more actively in teaching, role-modeling, and developing research that is meaningful to them.

Provide increased support for Aboriginal students (undergraduate and graduate), including dedicated physical space and funding.

Expand off-campus community delivery of university education for Aboriginal students.

Give students credit for community-based work.

Actively recruit Aboriginal scholars and foster their participation in academic planning.

Create a comprehensive strategy for all University of Alberta Aboriginal initiatives, with a focus not just on transition assistance, but rather on the complete university experience for Aboriginal students.

Rationale

Making Aboriginal Learning a PriorityTh e University of Alberta has the potential to be a leader in Aboriginal learning. A comprehensive strategy for all Aboriginal initiatives will be an important fi rst step, remembering that the issue is not only about transitional assistance, but also about providing a well-rounded university experience. Th is experience must be supported by our continued vigilance in making the university a welcoming place for Aboriginal student engagement. It is important to consider how Aboriginal traditions, values and communities can mesh with the collegial atmosphere at the University to best support Aboriginal students.

“I think with the growing number of Indigenous students not only in my program but in other programs as well, I feel welcome. I feel comfortable.” – Aboriginal student

‘”When I walked across the stage (at convocation), after you get your papers and you get the handshakes, it wasn’t until I saw the elder and the Native Student Services’ staff on stage with the blanket and the eagle feather that made me cry. Because when you are honoured by your own community, it’s like these people know how hard it is for us to get through.” – Aboriginal graduate student

Helping Students Create a Sense of CommunityMany Aboriginal students who are the fi rst from their communities to come to the U of A have stood ready to help orient those who come afterward. Aboriginal students in focus group sessions conveyed the importance of establishing a sense of community while at the U of A, and the need for newcomers to feel immediately at home. In this regard, encounters in the fi rst week are critically important, as support and connections cannot wait until October. Current orientation and transition programs may be reassessed in light of these suggestions.



Several students cited Native Student Services (now the Aboriginal Student Services Centre) as extremely important to their well-being on campus, their sense of community, and their academic success. Restored funding for a full range of support programs would assist transition eff orts. Advisors can provide academic, personal and fi nancial counselling to current and prospective students, and to those transferring in to a University of Alberta degree program from other educational venues. A revitalized Aboriginal Students Union (ASU) could be another important point of contact for student engagement in campus life and the academic planning process for now and for the future.

Continued support and resources will help to create a welcoming student experience year-round. Th is could include providing dedicated community meeting spaces for Aboriginal students, ensuring adequate funding and family support services are in place, and encouraging the practice of Aboriginal traditions and activities on campus. It is important that the University consider how it can best provide services on campus to support Aboriginal students both in their academic pursuits and in their connections to home communities.

“My position is that as a First Nations, Métis, Inuit, a space for us on campus is long overdue. If you look at the International Student Centre and the programs and services that are available to them and you compare them to what we have, it’s criminal really.” – Aboriginal graduate student

“From a cultural standpoint, it’s trying to bring a different culture within the corridors of the university.”– Aboriginal student

Student FundingJust as we have identifi ed a need to adjust funding and billing cycles to accommodate year-round students in Medicine and Dentistry, we need to be mindful that student loans and benefi ts negotiated between bands and federal agencies need to be accommodated into the billing cycle, as well. All students can worry less, and have more time to concentrate on their studies, when the cycle of fi nancial transactions is harmonized across institutions.

Building Links with Aboriginal CommunitiesEff orts to incorporate community perspectives into the student experience will help to address Aboriginal learning and social needs. Aboriginal focus group students reported feeling tension between their perception of a competitive, individual-oriented university experience and that of a culture of origin which may emphasize a more collective and community-focused notion of responsibility. In order to address this issue, the University needs to involve the Aboriginal community in developing programs and supports that best suit the needs of Aboriginal students. Collaboration with Elders, leaders in specifi c communities, Aboriginal scholars and Aboriginal students will be critical to the success of this process.

More might also be done in order to accommodate Aboriginal protocols and perspectives on campus. Several Aboriginal students interviewed did not speak about “volunteering,” a practice encouraged at the U of A, but they spoke about “giving back to the community,” and “serving the community.” Th e terms of reference might be diff erent, but the heartfelt desire to make the world a better place, and to be ever mindful of how to contribute to the lives of others was an important value, stressed many times.

“I think there is a sense of social responsibility. Individually, we come here as students, but there is an obligation to return something back to your community. We need to get better tools to change the social situation on reserves, off reserves, in urban settings and in rural Alberta. We come here to be educated so that we can make changes in our communities. Individuality is secondary to the communal aspects of the culture.”– Aboriginal graduate student


Pathways to KnowledgeTh e University has a 35-year history of off ering off -campus courses and programs in collaboration with Aboriginal communities in Alberta and the far north. A more truly collaborative model for sharing knowledge and promoting student success has evolved in the process. Th is collaborative approach has great potential benefi t for the university community and its mission, as well as for future students.

It is critical that the University prioritize two-way communication. We need to build pathways to Aboriginal communities (both rural and urban) and we need to build pathways back to the University. Ideally, cultural awareness on the part of the broader university community will increase while, simultaneously, new Aboriginal students will be encouraged to pursue post-secondary education. In order to support Aboriginal students, the University of Alberta might establish one or more liaison staff positions to communicate with educational counsellors in all 44 bands in the province, as well as those counsellors working at schools that serve the Métis settlement areas. Liaisons can develop an understanding of the intricacies of individual band funding relationships, and an active knowledge of the pressures faced by students who simultaneously honour commitments to their home communities and to the University, providing appropriate support services to these dedicated students.

Ideas that Work – Innovation and ExcellenceTh e Aboriginal Teacher Education Program in the Faculty of Education off ers students the opportunity to complete a degree without leaving their home communities, through partnership arrangements with local colleges.

Th e Canadian Indigenous Languages and Literacy Development Institute (CILLDI) provides a unique opportunity to earn university credit while learning about selected Canadian Indigenous languages and cultures. Participants include undergraduate and graduate students interested in learning an Indigenous language or gaining expertise in the areas of linguistics, language and literacy, curriculum development, second language teaching and research. CILLDI has been expanding to include a wide range of courses based on needs expressed in Indigenous communities.

Th e School of Native Studies hosts regular tea and bannock events to assist in creating a sense of community. Staff , students and faculty know each other, and they have made a commitment to maintaining these relationships throughout the academic year.

Th e First Nations House of Learning at the University of British Columbia creates a welcoming space for students.

Th e University of Saskatchewan has hired a Special Advisor – Aboriginal Initiatives who reports directly to the President. Th e University of Saskatchewan is now signing Memoranda of Understanding with Aboriginal band councils in an eff ort to engage all internal and external stakeholders in supporting Aboriginal student achievement.


Recommendation 3.1Create a compelling vision of the University of Alberta undergraduate student experience and communicate this vision to families, community leaders, alumni and media in order to involve them in educating prospective students about what to expect from university.

Possible Strategies

Communicate to students and families a more comprehensive range of the unique responsibilities and benefi ts of an education at a research-intensive university.

Celebrate and profi le the undergraduate research experience as a key element that differentiates the University of Alberta from other post-secondary learning opportunities.

Promote the concept of educating the whole person and emphasize the intrinsic value of a well-rounded student experience.

Include both academic and social considerations in the University’s key messages about learning, discovery and citizenship.

Profi le the unique accomplishments of University of Alberta students and alumni in stories presented to local, provincial and national media.

Rationale

Unique Opportunities for Intellectual and Creative DevelopmentIn its 1998 Report, the Boyer Commission on Educating Undergraduates in the Research University outlined the Boyer Commission on Educating Undergraduates in the Research University outlined the Boyer Commission on Educating Undergraduates in the Research Universityopportunities off ered by a university education:

1. Opportunities to learn through inquiry rather than the simple transmission of knowledge.2. Training in the skills necessary for oral and written communication at a level that will serve the

student both within the university and in post-graduate professional and personal life.3. Appreciation of the arts, humanities, sciences and social sciences, and the opportunity to experience

them at any intensity and depth the student can accommodate.4. Careful and comprehensive preparation for whatever may lie beyond graduation, whether it is

graduate school, professional school, or fi rst professional position.

Th e Boyer Commission Report outlines also four additional opportunities available to students in a research-intensive university:

1. Expectation of and opportunity for work with talented senior researchers to help and guide the student’s eff orts.

2. Access to fi rst-class facilities in which to pursue research – laboratories, libraries, studios, computer systems, and concert halls.

3. Many options among fi elds of study and directions to move within those fi elds, including areas and choices not found in other kinds of institutions.

4. Opportunities to interact with people of backgrounds, cultures and experiences diff erent from the student’s own and with pursuers of knowledge at every level of accomplishment, from freshman students to senior research faculty.7student’s own and with pursuers of knowledge at every level of accomplishment, from freshman

7student’s own and with pursuers of knowledge at every level of accomplishment, from freshman

Support prospective students in making informed and strategic choices regarding a university education.3


Why choose an education at a large university over a smaller college setting? Central to the question of a vision for the University of Alberta student experience is the need to promote a shared understanding and to communicate the value of a mutual investment in knowledge. Th e University of Alberta conducts research, creates knowledge and inspires thought, and this work adds an important dimension to the broader campus environment. Positive interactions on campus with graduate students, researchers and professors provide undergraduate students with an enriched experience. A number of students in focus groups indicated that they would recommend the University of Alberta to others due to the high quality study atmosphere, the university’s reputation, the diversity of the student population, and the top notch research facilities available on campus.

“My brother is coming to the U of A next year and I really encouraged him to come to the U of A… it was mainly because of the academics. The University of Alberta is one of the best in Canada, especially for science…. So there are a lot of world leaders in research, a lot of famous people; very big names come to the U of A to do their research.” – graduate student

“It’s kind of like you don’t realize how much you’re going to learn outside of the classroom until it happens. You don’t come in there with the goal of developing as a person; you just kind of do as a by-product of being in the environment.” – 4th year undergraduate student

A Well-Rounded Experience A dynamic research environment has the potential to contribute to a dynamic learning environment, which in turn has the potential to engage students in new ideas, new perspectives and new experiences. Students and their families need clear messages about the unique benefi ts of a University of Alberta education in order for students to engage fully in the opportunities available to them. Each well-informed and well-prepared student will then in turn assist in the creation and enrichment of an equally dynamic learning environment for others. Th e University has a responsibility to communicate to students and their families the value of the experiences and skills gained at the University of Alberta, and to respond to all inquiries about the U of A in a timely manner. Students themselves have an equally important responsibility to make informed decisions about how and where they choose to pursue a post-secondary education. Personal initiative is the key to an informed and enriched student experience.

“I came in and I got involved with a whole bunch of different things. I met new people and started making new friends and everything, so I was learning outside of the classroom, but it wasn’t the university teaching me those things; it was my friends and the student groups that I was a part of.” – 4th year undergraduate student

“I defi nitely came here with the expectations of meeting a lot of new people. I ended up being the only one from my high school that came to the U of A and so it was a little terrifying at fi rst to come here. But it’s nice because you make so many new friends, so many so quickly. Because there’s so many people in the same situation as you. And it’s easier to become outgoing. I found I can be more myself here now than I ever could during high school.”- 1st year undergraduate studentst year undergraduate studentst

Ideas that Work – Innovation and ExcellenceTh e Students’ Union’s Revolutionary Speakers series off ers students exposure to challenging ideas from leading thinkers in social change and community mobilization.

Th e Offi ce of Public Aff airs has recently designated a staff person to work solely with rural media in the province to ensure that key University of Alberta student success stories reach families and decision makers in a wide range of smaller communities across Alberta.

Th e Offi ce of the Senate organizes the “All Roads Lead to U” high school recruitment event each fall in conjunction with Open House weekend. Th is event is an informal opportunity for students, parents and teachers from smaller centres to ask questions and connect with U of A students and volunteers before exploring the campus.


Recommendation 3.2Invest in our current students as ambassadors for the University. With the assistance of these ambassadors, expand institutional links to rural and urban communities in Alberta, across Canada and around the globe.

Possible Strategies

Encourage and support current University of Alberta students to talk to high school students about university life and learning.

Build pathways out to rural communities and build pathways back to the University. Make connections with key role models such as presidents of college student associations – invite these student leaders to visit our campus once a year.

Establish a personal presence in rural communities in order to understand and address student questions about the challenges and benefi ts of pursuing a U of A degree. Bring current students out to communities.

Tailor orientation sessions to address the concerns and expectations of rural students.

Rationale

Ambassadors – At Home & in the CommunityCurrent students have important roles to play as ambassadors. Students also have a role to play with respect to increasing student engagement. Peer support developed through proximity and shared experience can foster long term and meaningful relationships. It is for this reason that some faculties include volunteer student ambassadors at every faculty-wide event. Other faculties pay students to work as ambassadors, selecting students with strong communication and community service skills.

“It is a great idea to have students as ambassadors – to share their stories and to tell their peers, ‘I am here at the U of A because…’” – Faculty Dean

Off campus, student ambassadors are also invaluable. Students may serve as a fi rst point of contact for prospective students and community members from areas outside of the Capital Region. Students need not focus only on academic life when promoting their positive experiences at the University of Alberta. Rather, they can share information and stories about extracurricular activities, community involvement and membership in specifi c organizations.

Making Connections in Rural Communities

“I grew up in a small town in Alberta which was only sixty people, and it was an hour-and-a-half bus ride to school, the high school. And so I never knew anybody in the city of Edmonton when I’d fi rst come here… at fi rst you feel kind of alienated, and it’s scary to come in and you don’t know anybody.” – Aboriginal student

“The student population at U of A alone is twice as big as the town I had lived in all of my life. In the beginning, there was no way I wanted to go somewhere that huge.” – Students’ Union member

“I went home every weekend my fi rst year because I did not like the city.” – Students’ Union member

Focus group students from rural communities identifi ed particular challenges, including the intimidating size of the University and some of the larger classes. Th ey also identifi ed the absence of nearby social and



family support networks, a lack of awareness regarding the many academic and extracurricular programs and supports available, and a reluctance to incur signifi cant expenses while being uncertain of the corresponding benefi ts in terms of personal development and future earning power. In a survey conducted in October 2005, students from rural Alberta identifi ed tuition, living expenses and access to fi nancial aid as major concerns.8

Student ambassadors and University of Alberta graduates working in rural communities can share their experiences in dealing with similar challenges, and can demonstrate that the learning, research outcomes and skill development obtained from a University experience can directly benefi t any community. Th rough their eff orts to describe what they study and why it is important, as well as their contributions as community members, students and recent graduates can become powerful advocates for University education.

Ideas that Work – Innovation and ExcellenceOne example of positive student to prospective student interaction is an initiative in the Faculty of Engineering. University students run “Discover-E camps” which provide younger students with some exposure to university programs and activities. Currently, there are 1200 participants each year. Th e focus is on grades 4 to 9 but the program is now expanding to include high school students. Discover-E Camps took place in Yellowknife, Fort McMurray, Fort Chipewan, and Grande Prairie, as well as on the Edmonton main campus in summer 2005.

Th e U of A’s Augustana campus provides a university education in a small-town setting. Th e community and the campus have an excellent relationship that provides a small and comfortable environment, which in turn facilitates a smoother transition to post-secondary learning for some students.

“The community welcomes this school (Augustana) with open arms and they’re proud – they love having us here – you can feel it.” -Augustana student


Recommendation 3.3Revise admissions timelines and review application and registration procedures to position the University of Alberta as an institution of fi rst choice. Timely offers of acceptance infl uence prospective students’ decisions about attendance at the University of Alberta versus competing institutions, and are critical to the success of student arrangements for accommodation and employment.

Possible Strategies

Ensure students have access to calendar information that is current and correct.

Ensure the registration process provides a welcoming fi rst impression.

Review the application decision-making process in order to accept students earlier – perhaps based on Grade 11 marks.

Review the coordination of schedules that predict how many students will need certain courses at certain times in order to fulfi ll degree requirements. Refi ne the registration system to improve student access to key course requirements.

Rationale

The Importance of Timely AdmissionsFocus group students expressed dissatisfaction with the University’s confi rmation of admission process. Notices of acceptance to the University of Alberta are delayed until after provincial exam marks are released. Th ese marks indicate whether a student has maintained suffi cient marks to transform a conditional admission into a confi rmed one. Th is decision making process is several months behind that of other universities. Th is delay creates not only academic uncertainty for students, but also personal uncertainty about accommodations, costs and the like. Th is uncertainty can also have a trickle down eff ect to other services on campus. For example, the residence system has a high cancellation rate – at least some of which is attributable to students deciding they do not want to be booked into residence rooms if they feel uncertain about their academic status.

Late admissions can cause issues for both students and faculties. Some faculties were still accepting students for the 2005/2006 academic year on the last day of August – just a few days before the beginning of classes. Most signifi cantly, the University of Alberta may be losing talented students to other institutions that consider earlier marks (i.e. Grade 11) when admitting students.

Other DeterrentsWhen asked, students raised concerns including frustration about class cancellation, the lack of coordinated timing of tuition payments and student loans, insuffi cient information on specifi c courses and professors, lack of guidance about course selection, infl exibility to transfer between programs and hours of operation for administrative offi ces on campus. Focus group students reported diffi culties accessing helpful information about academic program requirements and professors, which complicated their eff orts to construct course schedules. Some students indicated that last-minute course cancellations left them with few or no real options, because all other sections or options were already full. Th ere was also frustration about how courses are scheduled; some students end up staying an extra semester or a full year in order to complete degree requirements.

Focus group participants also requested more support from student advisors regarding the completion of course plans. Several students indicated they rely mostly on student-generated information and guidance from peers who had already taken specifi c classes and programs.



Recommendation 3.4Clarify and respond to expectations on the part of prospective students and their families. Communicate ideas and strategies for university preparation that go well beyond the information on programs of study. Connect prospective students and families with current students and families.

Possible Strategies

Offer high school students more opportunities to become knowledgeable about the skills required for effective participation in a university education.

Connect with parents. Help parents to understand what the university will do and what it will not do with regard to student support and engagement.

Create a parent web site to encourage University of Alberta parents to connect with each other.

Communicate key messages regarding preparation for a university education to students as early as Grade 9.

Address student uncertainty about how it might feel to attend the University of Alberta.

Rationale

Early Transition ProgramsFirst year students and newcomers can experience the additional burden of social adjustment issues in conjunction with academic stresses. Some do not have the skills required to cope eff ectively when living away from home for the fi rst time, especially if they are not living in residence.

“Some students come into university with unrealistic expectations of themselves and university life. The workload is not comparable to that of high school and the work and study environment is much different than what most people are used to. There are a lot of stresses and pressures that University students are faced with. Dealing with the new environment, the large class sizes, the new material, unfamiliar faces, etc…”- Student Distress Centre submission

Th ese challenges can aff ect student success. In order to deal with these challenges, the University should expand early transition programs prior to orientation. Th e more prospective students know about the many dimensions of university life before they get here, the better.

In addition, eff orts to engage current students with prospective students in elementary, junior high and senior high may create a positive culture of expectation and participation. Students can feel more comfortable talking to and asking questions of other students than they might if they were interacting with teachers or staff members. University of Alberta students are both academic achievers and responsible community leaders. Who better to deliver this message than students themselves?

“I read to kids for the ABC Head Start and I think it’s kind of cool that you tell them that you go to University and they’re so excited and they want to go because they want to be a doctor or whatever. It’s kind of nice knowing that like people look up to you just for going to school.” – 1st year undergraduate studentst year undergraduate studentst

“I think it would really help is if there was an outreach to high school students where students would actually go out to the high school classrooms and speak to a large assembled audience and talk about the student groups and how important they are and all the other things apart from just going to classes. Talk about the university experience in general on more of a person-to-person basis rather than teacher-student basis.” – 4th year undergraduate student



Encouraging Students to Talk About Their First Year ExperienceProspective students have expectations and questions about university and might welcome an opportunity to talk to fi rst year students about their experiences in the beginning of their academic careers. Th ere are diff erences in teaching styles and learning expectations between high school and university; it could be helpful to hear about those diff erences from students who are close to their own experiences.

“The student comes here thinking that they’re going to be handed everything that they need or should know or want on a silver platter or have it right in front of them so they can just come and pick whatever they want and go…. Maybe students need to realize that they have to take a more active role in their future… Maybe there needs to be a message the university can send them when they come in – “You need to go out there and help yourself because there’s a lot of resources…” – Aboriginal student

Parents Play an Important RoleParents are a critically important stakeholder group, for they are key fi gures in motivating their children to become successful university students. Parents read the university rankings in Maclean’s magazine and make key decisions about their family’s investment in post-secondary education. Parents who are informed and aware of the benefi ts and responsibilities of university life can serve as an important support for students.

Some programs on campus do focus on parent information and orientation. For example, the Students’ Union runs a program for parents on the Saturday before school starts. Th is session provides parents with information and answers to their questions, allowing them to be more involved, which can benefi t students as they begin their transition to university life.

Ideas that Work – Innovation and ExcellenceEach year, the Faculty of Engineering invites parents to a Dean’s Forum. Roughly 400 parents and siblings attend for a few hours to learn about student programs and then the faculty opens all buildings for tours. Th is event is designed to convey the message that it is important that both parents and students are fully aware the range of opportunities within Engineering.

In 2004, the Faculty of Agriculture, Forestry and Home Economics took students from a fi rst year university class to a grade 5 / 6 class to talk to the elementary school students about life and studies at university. Th is investment of time and energy really resonated well with both parents and children. One parent said that she “had no idea that the U of A would come out and do a program with students of that age.” Such initiatives may plant a seed in the minds of both students and parents that the University of Alberta is a welcoming place to continue learning.

Th e Parent Programs web site at Arizona State University’s West campus off ers helpful information and ideas to assist parents in supporting student success. Th e web site conveys the message that each student’s educational experience is unique and is a direct result of their partnership with administration, faculty, staff and family.


Recommendation 4.1Expand and personalize welcome services to students who are new to Edmonton or to the University of Alberta community.

Possible Strategies

Send personal welcome letters from members of the student associations, Alumni Council, Senate and senior administration to new students before they arrive at the University of Alberta.

Send welcome teams to meet as many new students as possible on arrival. Increase resources to departments that already have a welcome service to help maintain and improve such services.

Extend the hours for the provision of on-site welcome services at the airport, or have an on-call service for students to register their arrival and pick-up. Send sky shuttle tickets or discounts for students arriving at the International Airport.

Consider a week-long introductory session prior to orientation for students who are new to Edmonton.

Ensure whenever possible that someone who comes from the same home community as the newcomer conveys the initial welcome to the University of Alberta.

Rationale

Feeling WelcomeFocus group respondents refl ected on the importance of their arrival experience. Th e University of Alberta does provide many events and activities to welcome students and to enhance their student life experiences. Current initiatives include Orientation, Week of Welcome, departmental orientation sessions, support services and various student associations. We can do more to personalize this welcome.

Several international students spoke of arriving from their homes with limited language skills, no Canadian currency, and no idea of how to get to the University or where to go for assistance once at the University. To deal with this challenge, additional welcome teams at the airport might meet students, get them to campus and help them move into their new homes at the University of Alberta.

Newcomers need multiple opportunities to ask questions and request guidance. Although the current orientation sessions are helpful for new students to learn about the diff erent services provided on campus, they do not off er a relaxing atmosphere for new students to make friends and bond with other students in their faculty. Some students indicated that they had expected to be able to meet new people more easily at Orientation; some found it diffi cult to interact with others due to the intensity of the program. Perhaps a week-long orientation for students new to Edmonton prior to the two-day orientation for all students would assist in creating student networks. Giving participating students more time to solidify some friendships in their cohort group might make starting university a lot less daunting.

“No, you cannot really meet people there because it is so rushed. It’s like two hundred people just in a room, talking, with some slides, and then you just walk out and go home; that’s it. And maybe you get a souvenir.”- international student

“Yes, I went to the orientation, and they really made me feel welcome there because it was a big throng. All of us were new, right? So we all got to know each other, and we saw each other then in the classes the week after, so it was really like a family as a start. So, yes, I did feel welcome.” – graduate student

Prioritize the fi rst year at university as a critical opportunity for student engagement and revitalize the undergraduate experience for all newcomers.4


“I guess it just didn’t seem like there was any special kind of welcome made.” – 4th year undergraduate student

Ideas that Work – Innovation and ExcellenceTh e Faculty of Law has students doing “phone-outs” to prospective students and provides a welcome barbeque for new students.

At Augustana Faculty, senior students meet fi rst year students on arrival, gathering around the family’s vehicle, helping to unload personal belongings, and ushering new students to their residence.


Recommendation 4.2Create enhanced and personalized transition assistance for both local and international students who are new to the Edmonton and University communities, through the provision of academic support services, library services, student services and opportunities for community involvement.

Possible Strategies

Increase resources dedicated to counselling and peer support, especially for the fi rst few months after arrival.

Make efforts to overcome obstacles to the practice of cultural traditions and traditional activities on campus.

Foster increased awareness of cultural differences and the cultural adjustments that international students can experience.

Address student concerns about how they are going to meet new people in such a large and diverse community.

Design orientation sessions geared specifi cally to transfer students.

Rationale

One Person at a TimeTh ere can be extraordinary value in a single positive encounter with another person in such a large and diverse campus community. Feedback from focus groups suggests that front line campus personnel play a central role in that ensuring students are not only informed, but are also valued as contributing members of the campus community.

First student: “I think the librarians are absolutely fantastic…I didn’t understand the reserve system and she walked me through it. She let me see her computer screen as she did everything. Hers is different, so then she went out and logged on like she was a student and walked me through how to do it again…it was really nice of her to do that.” Second student: “Yeah, I think they’re the unsung heroes actually.” – 1st year undergraduate studentsst year undergraduate studentsst

Each encounter with a student is an opportunity to promote and support active engagement in social and academic campus life. Students who want to get involved and search for resources are also in the process of defi ning their role in the university community. Students are not just seeking information – they are also seeking a sense of place and a sense of belonging.

Transfer Students Some transfer students feel the University is not adequately addressing their transition needs. Th e timing of their arrival sometimes results in students missing formal orientation programs, hindering their adjustment to the campus community.

“I just don’t think there were a lot of things done to accommodate transfer students. There was the whole week of welcome that I got the pamphlet for, but because it started a week before school started, I didn’t actually feel like coming up from Calgary before. So I kind of opted out on that, but it was kind of a bad choice on my part because I didn’t really get to know the campus, and I’m sure you learn a lot through that whole week of welcome. But still, I think it’s geared towards fi rst year undergrads who are just entering university. And I’m not aware if – maybe there is a program for transfer students, but if there was, I think that would be a really great idea if they did do something like that. But I didn’t get any pamphlets for it.” – Transfer student



International Students Focus group data suggests some international students, too, could benefi t from enhanced transition assistance. Th e International Student Services unit conducts an annual survey during student orientation to assess what international students are most looking forward to about coming to Canada and what they are most anxious about. Respondents consistently highlighted the following: making friends with Canadians; making friends with other students from around the world; improving English skills; living independently; and starting a new life.

Some International Centre initiatives designed to address these concerns include pre-arrival advising, a summer calling program and additional student support services. Notwithstanding these initiatives, “many international students continue to feel isolated or to socialize only in narrow compatriot groups. Language, academic pressure and cultural patterns of socialization are factors in limiting the interaction between Canadian students and international students.”9 New opportunities for Canadian and international students to interact will assist in introducing newcomers to the greater community.

“International students have broad and differing expectations. Apart from getting a good education, they come to experience and encounter different cultures, and learn a new language. However, student activities are campus-centered and do not extend to the community. The university can improve the international students’ experience by helping them intermingle with the community. Also, there is not enough exchange between international and Canadian students.” – student member of the Council of Faculty Associations

“I found it very hard the fi rst time to get to know places. I was just wondering if it is possible to create something like a Big Brother / Big Sister program. Those people who come after the orientation, they can still get oriented in different ways. It is a huge commitment, yes, but it should be able to work.” – international student

“I don’t think we can emphasize enough what the International Centre has done for the international students to help them settle, to establish primary networks and to help improve their communications with others. Three of my best friends today, I met on the fi rst week coming here at U of A and International Centre. I mean, so I’m saying yes, defi nitely, U of A has done it, but I would say from my perspective most of the credit goes to the International Centre for that.” – international student

Ideas that Work – Innovation and ExcellenceThe International Centre provides a variety of services and support for international students as they adjust to the University of Alberta environment. The Transitions event is a three-day orientation session in late August and early September that introduces hundreds of international students to each other and to the campus community.


Recommendation 4.3Extend orientation sessions over the fi rst term and hold follow-up information sessions throughout the academic year.

Possible Strategies

Extend orientation to include small group sessions throughout the fi rst term.

Consider weekend faculty or departmental retreats for students one or two months into the fi rst term.

Rationale

An Important FoundationOrientation to the university is critical for incoming students, particularly given the size of the campus and a current student population of over 35 000 people. Orientation introduces new students to the U of A community, walking them through the basics of campus life – both academic and social. Th ough it takes place within a limited time frame the two days of orientation do cover a lot of information.

Addressing Student NeedsEach year staff in the orientation program conduct evaluations and suggest changes to meet the needs of incoming students. Th is year, students provided a number of suggestions for improvement. For example, some students wanted to be able to meet with professors and faculty advisors. Some were looking for more information on stress and time management – strategies with which to balance the confl icting demands of academic, work and social life. Some wanted more advice on how to develop appropriate study skills and how to make the transition from high school to university more eff ectively. Even after attending orientation, some students felt that they still had problems navigating around campus and they remained unsure of how to participate in student engagement opportunities.

Follow UpAccording to some students in our focus groups, orientation can be rushed and crowded, and it is diffi cult to retain all of the information provided. To reduce the overload of campus introductions and information in the fi rst week, student clubs and associations might present in the second or third week of classes. Follow up contact information must also be easily accessible to students throughout the entire fi rst term.

Some students suggested extending the orientation program so that it had several follow-up information sessions through fi rst term. Follow up sessions would provide students with more opportunities to digest information as they adjusted to the campus environment. In addition, by maintaining the same orientation groups throughout an extended process, more students might get to know each other.

Holding orientation before classes have started certainly has some benefi ts, but it does not serve to build relationships or support networks. In early September new students have little idea regarding what their classes are going to be like or which aspects of university life and learning might pose new challenges. Disappointing results from the fi rst lab assignment or fi rst midterm may come as a surprise to those students who did well in high school and perhaps felt a little invincible at the start of the term. Faculty retreats organized by each specifi c faculty student association would off er an opportunity for a second round of answers, assurances and opportunities to make new friends. Such retreats might include a weekend camp where orientation leaders and undergraduate group cohort leaders from each faculty facilitate sessions regarding eff ective studying and helpful resources, as well as reintroducing opportunities to get more involved in campus activities.



“All you need is one friend here – someone to have coffee with. The same is true for all of us.” – Faculty Dean

Ideas that Work – Innovation and ExcellenceTh e My Undergraduate Groups (MUGs) service of the Students’ Union off ers new students who are registering for Orientation an opportunity to join a group led by at least one MUGs leader. Members of a MUGs group spend the two days of Orientation together and then continue to meet with each other throughout the term. Th e MUGs leader acts like a mentor for the members of the group, sharing ideas and strategies from personal experience and putting the group members in touch with appropriate University services and offi ces.


Recommendation 4.4Identify a positive and engaging fi rst year experience as central to effective student engagement in learning, discovery and citizenship. Incorporate undergraduate research and co-op experiences to help students connect theory to practice, explore different areas of interest, and possibly ignite a passion for a particular fi eld of study.

Possible Strategies

Increase undergraduate research and co-operative programs that encourage students to integrate academic learning with real life and work experiences.

Increase opportunities for early and ongoing acquisition of core skill sets such as critical thinking, oral and written communication, independent judgment, and problem solving through practicum experiences and internships outside of the classroom.

Increase the use of small group seminars in fi rst year.

Choose cohorts of fi rst year students from the same program to comprise orientation groups.

Rationale

Creating a Spirit of InquiryIn their fi rst two years of study, most undergraduate students discover the world of research through introductory courses on the fundamentals of how to do research, including information on how to navigate through the library system and databases, how to set up experiments and how to write reports and papers. Students also benefi t from opportunities to interact with instructors who are actively involved in their own research projects. “Teachers who weave their research experience into the courses they teach, use text books they have written and bring colleagues into the classroom are all adding to the quality of the undergraduate learning experience.…Th e award winning Philosophy 101 ‘supersection’ is taught by senior faculty members and uses a team of Graduate Teaching Assistants, thereby ensuring that undergraduates are exposed to senior researchers in their very fi rst philosophy class.”10

Other interactive opportunities include cohort learning, interdisciplinary projects, tutorials, guest lectures, workshops, and group project work. By working with other students to design a research project, to present fi ndings or to engage in active debate, students can start to form their own opinions on a topic, critically analyze data, come to unique conclusions about theoretical and practical issues and enhance their ability to work with others and to develop theories. Academic social networks that form inside or outside of the classroom assist students in engaging with ideas and with each other. Students with strong social-academic groups may start to include academics in other areas of their lives. Th ey may critically examine their fi eld in their down time and debate academic issues with their friends outside of classes. Th e natural progression of such networks may be that students will develop an “academic social group” centered in their fi eld of study.

“Somewhere you need that small class experience early on.” – Faculty Dean

“If we can fi nd a way to get students in their fi rst year really involved in student groups on campus and in things that they are interested in within their fi elds of study, I think we will start to see mentor-student relationships starting to grow on their own.” – 4th year undergraduate student



“It is crucial to make a connection with a professor in the fi rst six weeks before you go home for Thanksgiving.” – Faculty Dean

Ideas that Work – Innovation and ExcellenceTh e Industrial Internship Program in the Faculty of Science off ers about 100 students opportunities to work in a corporate setting while supervised by faculty advisor.

Each year, undergraduate students make over 100 poster presentations at the Faculty of Medicine and Dentistry’s Annual Summer Research Day.

Th e Faculty of Pharmacy and Pharmaceutical Sciences has had a Service Learning Program requirement in place since 1994.

Community Service-Learning (CSL) in the Faculty of Arts off ers students an opportunity to volunteer with a local organization as part of a university course - earning course credit by becoming involved in community issues and initiatives. CSL integrates volunteer work with classroom studies. Instructors and partner organizations work together to design volunteer projects and experiences to meet the needs of community members and fulfi ll the objectives of academic courses. Students, in turn, refl ect critically on how their experiences help them to develop as scholars and as citizens.


Recommendation 4.5Support mentorship as instrumental to learning, discovery and citizenship. Create additional opportunities for students, faculty and staff to become mentors both inside and outside the classroom.

Possible Strategies

Compile a list of alumni and community leaders from outside the University system who are interested in mentoring students, and expand mentorship programs for newcomers.

Encourage mentoring between tenured faculty and sessional instructors.

Encourage faculty-based celebrations on campus after mid-terms and fi nal exams.

Schedule some meetings, workshops and activities (similar to those offered during fall and winter terms) during spring and summer terms to target students, faculty and staff who remain on campus year round.

Rationale

MentoringMentors are experienced and trusted advisors or guides. Mentorship helps to create shared goals and shared community. Mentors know and appreciate a student’s situation and progress and are prepared to assist by setting standards, off ering advice and providing encouragement. Mentoring can result in the development of long-term and meaningful relationships on campus among students, faculty and alumni. Interestingly, when this topic was introduced in student focus group discussions, some students focused primarily on relationships with professors and academic supervisors, and others noted that they had experienced mentorship relationships with other students.

“I don’t know if I have one overall mentor. I have fellow students that I’ve learned a lot from; I don’t know if I’d call them mentors. But I don’t really feel that way with any of my professors, and I wish I did.” – 4th year undergraduate student

“As far as mentoring goes, I really look up to my fl oor coordinator in residence just because he is so passionate about what he does. He makes me want to continue because he’s really enjoying the courses he’s in and it makes me want to get through the fi rst year stuff that’s maybe not quite as pertinent to my degree.” – 1st year undergraduate studentst year undergraduate studentst

“I guess my mentor would have to be my supervisor, who, aside from just teaching me science, has a lot of philosophies, and he’s a very opinionated kind of person. So not necessarily that I strive to become what he is, but I just think he tries to teach me more than just science, and he goes out of his way to make me a better person as a whole rather than just a good scientist, and I think that’s a really good point.” – graduate student

Individual Relationships MatterBuilding relationships requires a combined eff ort. Professors have great experiences and advice they can share with students both inside and outside the classroom. Some of them have worked in government or in the private sector, in addition to academia. Here again, student initiative also plays a critical role. If students approach professors, they can create new learning opportunities. Some departments organize events specifi cally to facilitate interaction between students and professors – it is merely a matter of attending.



Encouraging a More Universal ExperienceAccess to professors and staff , and opportunities for relationship building, can vary signifi cantly among faculties and within departments. Th ere is no uniform mentorship experience considered characteristic of the University of Alberta: this allows students to choose how to make the most of their time here and to have a truly enriched student experience. However, this may also mean that some students have a less fulfi lling experience than their peers do. University-wide initiatives could encourage a more universally positive student experience – particularly with respect to interactions among students, faculty and staff members.

“I had heard that some supervisors and students get close and they go out together and meet each other’s families… but it is not the same in our department. I have a friend from the same country, he and his supervisor, they go home, they have phone numbers, call each other, lend ski equipment, you can take my car, do this, do that, I will drive you or drop you off at the airport, this sort of thing. That would be awesome. But now, in my experience that didn’t happen. Keep your distance and once a year, after you have cleaned the lab, we go out and have pizza or, in the summer, they invite us to their house for a potluck thing, which is good but there’s no relationship.” – international student

Ideas that Work – Innovation and ExcellenceUniversity Teaching Services off ers seminars and workshops in which award-winning teachers serve as mentors and facilitators to their peers.

Th e Faculty of Arts and the School of Native Studies both off er Undergraduate Student Researcher Awards Programs. In the Faculty of Arts, over 50 students apply for over 15 awards each year. Th ese students learn the grant application process, design the research, work directly with a faculty mentor, create poster presentations and receive recognition during faculty visiting committee events.


Recommendation 4.6Assign the best instructors to fi rst year classes. Encourage, celebrate and reward best teaching practices. Ensure that instructors without a teaching background receive instruction in teaching techniques, and ensure that instructors build solid oral and written communication skills.

Possible Strategies

Support the University’s best communicators and most experienced teachers to be fi rst year instructors.

Build on the instructional gifts and talents of faculty members, and expand tutorial sessions that are limited in size and are taught by experienced faculty.

Recognize and reward faculty members and sessional instructors who are committed to students and who engage students outside the classroom.

Welcome new faculty members to a culture that defi nes teaching as deep engagement with students.

Examine the long-term impacts of relying on sessional instructors to fulfi ll core-teaching responsibilities. Reassess the responsibilities and supports offered to sessional instructors.

Profi le those professors who continue to inspire students, including the individual and team winners at the Celebration of Teaching and Learning.

Rationale

Supporting Best Teaching PracticesStudent assessment of professors hinges on two key issues: the professor cares and the student has contact with the professor. Students in focus groups valued close relationships with professors who recognized them and took time to talk with them outside of class. Professors who get to know students by face and name can have an indelible positive impact and can set the tone for a student’s perception of university and attitude regarding future educational pursuits.

Professors who are personable, show interest in the student and the subject, make an eff ort to engage students and recognize and respond to their students enhance students’ University of Alberta experience and their sense of connection to the community of learners and their alma mater.

“I have a really great professor. I lucked out on that class, although it was really big. She always had great offi ce hours, and she would just meet you whenever, wherever.” – 2nd year undergraduate studentnd year undergraduate studentnd

“Good teaching here at the U of A is value-added. The research makes the teaching strong.” – Faculty Dean

My professor was excellent because he was so passionate about what he was teaching and he just looked like he was up there having fun every time he walked into class… He didn’t feel like he was some god at the bottom of the lecture hall. He was really approachable.” – 1st year undergraduate studentst year undergraduate studentst

Given the enormous impact of a great teacher on student academic and social enrichment, it is critical to have the best instructors in fi rst year classes. Th e encouragement and support of best teaching practices in the newcomer year is a key priority. Best teaching practices might include:creating in-class cohort groups to increase opportunities for teamwork and after-class learning among

smaller groups of students;



off ering tutorial sessions that are limited in size and are taught by experienced faculty; providing opportunities to work with researchers and connect theory to practice; and providing incentives to instructors who are passionate about teaching and who are willing to handle

the large class sizes of the newcomer year.

Ideas at Work – Innovation and ExcellenceTh e University Teaching Program for Graduate Students (UTP) is a free, voluntary program for full-time graduate students who are interested in acquiring fi rst hand teaching skills and experience. Th is program consists of a certain number of hours of formal classroom time, designated sessions provided by University Teaching Services or participating departments, completion of an in-class practicum and creation of a teaching dossier.


Recommendation 4.7Conduct an open and transparent university-wide assessment of the faculty evaluation process to balance rewards for best teaching and best research practices.

Possible Strategies

Conduct a university-wide review of faculty evaluation processes.

Transform the faculty evaluation process to encourage deep engagement with students.

Emphasize a reward system recognizing contributions in teaching, research and service.

Rationale

Teaching and Research – A Delicate BalanceExcellent teachers transfer knowledge from research. Feedback from students in focus groups and consultation sessions suggests that at times good teaching is undervalued, as some professors may not have a strong foundation in teaching practices, some may not be interested in teaching and some may feel pressure to prioritize research over teaching. With regard to the evaluation of faculty, some consultation session participants expressed the concern that the process of rewarding research success appears to be more straightforward than the process of rewarding teaching excellence. It can be more diffi cult for a department chair to present someone for a merit increment for teaching than to make a research case.

“Rarely does a chair muster up the courage to go to Faculty Evaluation Committee to reward an excellent teacher – one has to produce a huge teaching dossier. In contrast, it is very easy to present someone for a merit increment for research – simply list the journal articles.”– Association of Academic Staff: University of Alberta executive member

Th e criteria used in faculty evaluation committees are a critical factor in support of teaching. Each faculty has its own process within approved guidelines. It may be complicated and problematic to establish University-wide measures for best teaching, as valuation may be very subjective. Nevertheless, this is a critical conversation to begin in our University community. To refocus on teaching students there will have to be new methods of evaluating and rewarding the quality of contact with students.

Eff orts to reframe excellence in both teaching and research as a campus-wide initiative also need to be conveyed to the student body. A more symmetrical approach to teaching and research would send a critical message to faculty and students about the value the academic community places on the learning environment.

Ideas that Work – Innovation and ExcellenceAugustana Faculty recently undertook a comprehensive review of the faculty evaluation process, noting the importance of a scholarly approach to teaching, a response to the results of student and peer evaluations of teaching, and refl ection on how teaching has infl uenced student learning.



Recommendation 4.8Provide professors and student faculty associations with the resources and information to support student success. Improve the profi le of counselling and academic guidance services for newcomers.

Possible Strategies

Provide additional resources and support to student advisors. Offer students increased opportunities for one-on-one meetings with counsellors for personal and program guidance, support and information.

Create integrated student service areas at the faculty level – one-stop shops that allow for private consultations with students.

Increase opportunities for students to transfer to a different faculty in an effort to match programs of study with individual skills and interests.

Improve university-wide student retention rates by allowing students who withdraw after fi rst year to reapply to a different faculty using their high school marks rather than their university marks.

Increase supports and academic performance improvement opportunities for students who are struggling with classes or who fail to meet the requirements for promotion to the next year.

Ensure that professors have current and accurate information about student support services.

Rationale

Investing in Student SuccessStudents who visit the Academic Guidance Centre have identifi ed their lack of preparation for the rigors of university as a barrier to their learning. New challenges include the amount of work, the speed at which it comes, and the degree of diffi culty. Th ese students sometimes fi nd the workload to be unmanageable or fi nd their focus distracted by the newfound freedom or social opportunities of university life. Although these students enter with qualifying grades, they may not know how to use higher-level strategies of studying, time management, writing research papers or organization.

Learning styles that diff er from the teaching styles of one’s professors, the demands of a new environment and the level of personal responsibility for academic achievement all add new stresses to students who have just begun a University program of study.11 Th e negative impact of these challenges is multiplied when students do not yet possess the required life management skills or are living away from home for the fi rst time, especially if those students are not living in a university-supported residence.

Someone to Talk ToStudents have a responsibility to seek help when they need it. Off ers of help must also be available both early and often during the fi rst year on campus. In a community of close to 50 000 people, who do you approach when you are in trouble? Student advisors who are visible, accessible, consistent and informed play a vitally important role in supporting student success.

“And sometimes, I’ve had to go several times to talk to different advisors just to see what their opinions are, because I don’t know who to trust because they differ in their answers.” – transfer student



“Everybody has different learning styles, and it’s hard to accommodate everybody. I mean, personally, I did really well in high school, but I have troubles with exam styles here; they’re so different from what I’m used to. And so maybe if there was some way of accommodating to everybody’s learning styles, maybe you’d get a truer sense of how everybody’s learning.” – 2nd year undergraduate studentnd year undergraduate studentnd

Ideas that Work – Innovation and ExcellenceTh e Academic Guidance Centre in the Students’ Union’s Centre for Student Development off ers students the opportunity to ask fellow students any questions relating to academics at the University of Alberta.


Recommendation 5.1Increase dedicated offi ce space and social space for graduate students.

Possible Strategies

Re-examine provisions for graduate student offi ce space.

Maintain and expand current graduate student social space on campus.

Rationale

Providing the Resources Necessary for SuccessIn addition to studying, graduate students play important roles: they help conduct research, they teach classes and they serve as ambassadors to the outside world. In doing so, graduate students contribute signifi cantly to the undergraduate learning experience. As such, an appropriate share of campus resources is necessary for graduate student success.

Th e graduate student experience varies among departments. Some graduate students have a well-supported experience while completing their degrees; others feel isolated and disadvantaged due to a shortage of resources. Th e problem of disparity among programs, departments and faculties is inherently complex. Increased access to graduate student social space may facilitate increased interaction among individuals and groups and increase the opportunities to foster friendships and gain insights about peers from other programs.

Social Space: Key to a Positive Student Experience Space is a fundamental issue to graduate students. Student focus groups indicated that additional common areas should be available on campus. Th ese would ideally include both graduate student specifi c spaces and common areas like SUB and HUB that are available to all during out-of-class time.

“Key issues are graduate student offi ce space and graduate student social space – not just a Killam Centre solution – as lack of social space in departments is killing any culture and sense of community.” (the Killam Centre is a proposed new central service location for graduate students) – Graduate Students’ Association member

“…we keep having to renovate whatever little hole we have. And we have this little tiny eating area for the graduate students, which they were seriously considering knocking over so they could put some fridges and freezers in there for research. But we really are lacking space…” – graduate student

Improved interaction is important not only among graduate students themselves but also among graduate students and faculty members. Today’s graduate students will be tomorrow’s teachers and researchers. Th ere needs to be out-of-class space available for faculty members and graduate students to interact with each other in a friendly and collegial manner.

An Incubator for Interdisciplinary IdeasAnother benefi t of increasing graduate student social space is that this space serves as a vehicle for developing creative, interdisciplinary ideas. Graduate students spend much time researching and working on individual projects. Some focus group students expressed a desire to share their fi ndings with peers from other programs and departments in order to solicit diverse feedback and comments. Such inter-program discussion can lead to creative interdisciplinary ideas and approaches enriching both the graduate student experience and the work conducted on campus.

Recognize the unique needs of graduate students in the University of Alberta community.5


“… you have so little interaction, because most of the time you’re spending time in the lab, and maybe at lunch you can go meet some people and talk about what’s going on.” – graduate student

“[We need to facilitate] an opportunity for people to come together, to connect with one another, to develop support networks because there are Aboriginal graduate students out there who are not here, who are very isolated. Sometimes that connection makes all the difference in terms of success.” – Aboriginal graduate student


Recommendation 5.2Raise awareness of current policies on student rights and responsibilities regarding graduate student life, including family support services, medical and dental coverage, and advisor-student relationships.

Possible Strategies

Develop a comprehensive communications plan to disseminate information more effectively to the graduate student population on campus.

Encourage graduate student supervisors to be more personally involved with and supportive of their students.

Rationale

Graduate Student Engagement – An Ongoing ChallengeFor a variety of reasons, it can be diffi cult to get graduate students involved in out-of-class activities and events on campus. Some cited a lack of awareness as the main reason; and others said that academic work was their main priority. One point that seemed consistent was that graduate students who had become more involved within the campus community felt their experience had been improved and enriched. Some even expressed regret at not having become involved earlier.

“We are disengaged at the graduate level.” – Graduate Students’ Association member

“Looking back on it, you wish you had gone in, started sooner, but there’s that curve that takes maybe your whole fi rst year, half your fi rst year, whatever, before you get to know a lot of people and get involved in a lot of things […] you look back and it’s wasted time, but maybe that’s just part of the process” – graduate student

Enjoying Graduate Student LifeGraduate student life raises many issues. According to the Ombudsman Service, graduate students often present concerns related to balancing family life with education. Many graduate students are in a diff erent place in their lives than are undergraduate students. Academic expectations are diff erent. Some students are married or supporting children or other family. In addition to social interaction and academic life, graduate students may have concerns about family support services, medical and dental coverage, academic employment, issues of intellectual property and their rights and relationships with advisors and other faculty members.

Upon arrival, some focus group students found it daunting to navigate through the University system in the initial stages of their transition but suggested the people they encountered on campus were helpful. Th ey highlighted the Graduate Students’ Association (GSA) as being a benefi cial resource. Th e GSA off ers students a comprehensive health and dental insurance plan, advice on academic employment, less expensive photocopying and fax services, information about the University and its programs and various social activities throughout the year.

“I’ve found that most of those people are very helpful in different departments, whatever they are. You go and visit with any of them, and they’re usually more than willing to go out of their way to help you.” – Aboriginal student

“I like having the Graduate Students’ Association. Even just in the summer…‘Okay, we’ve got a barbeque.’ It’s just nice to come out and see all the other graduate students out of the lab, and it’s funny because you’re like, ‘Oh, you’re doing graduate studies? I did not know.’ You just don’t see these people, and you know them, and they’re here, so that’s always fun to have. I think we should have more things like that.” – graduate student



Advisor-Student RelationshipsTh e advisor-student relationship is critical to the graduate student experience. A positive experience can create a world-class learning opportunity, whereas a negative experience can be damaging both professionally and personally. Most focus group students spoke about the relationships with their advisors very positively.

Some departments focus more on the development of faculty and graduate student relationships than others do. Students who spoke about this engagement spoke very proudly of their departments and the University of Alberta, conveying a greater sense of belonging.

However, some graduate students did report stress caused by diffi culties communicating with their supervisors, including clarifying expectations. Any graduate student might encounter this problem, but our discussions with students suggest that the issue is further complicated in the case of international graduate students who may be dealing with language barriers or cultural diff erences, thereby increasing the stress and discomfort associated with a tense advisor-student relationship.

“I think it depends on the personality of the person. We all have people that we can work with and deal with and we have people we cannot deal with and I’m very lucky that in my supervisory and co-supervisory relationships, I have both sides of the spectrum. One person I cannot deal with at all and the other person I get along with fantastically.” – international student

“I think within my own current little department they make a point of, every Friday is coffee and doughnuts between the professors and the grad students. And so, I mean, that’s really great. I mean, all the grad students there, they get together with the professors… It’s starting to get almost too big for the little room we have it in.” – graduate student


Recommendation 5.3Celebrate the contributions of graduate students to the undergraduate experience of discovery in the laboratory and the classroom, and acknowledge the formal and informal connections between graduate and undergraduate learning.

Possible Strategies

Increase the number of graduate teaching assistants to help undergraduate students with questions and assignments.

Increase opportunities for interaction between undergraduate and graduate students.

Rationale

The Value of Undergraduate-Graduate Student InteractionIn addition to the formal relationships fostered between undergraduate and graduate students through teaching assistantships and sessional teaching contracts, there are benefi ts from encouraging increased interaction in less conventional settings. Some undergraduate students are intrigued by the research conducted by their graduate student peers and may be encouraged to pursue graduate studies. Graduate students may off er insight and advice gained through years of academic work. Th ey are teachers, yet they are students; this leads some undergraduate students to approach graduate students instead of faculty members when issues or concerns arise.

Graduate Students and the Undergraduate Learning Experience Graduate students play a unique and fundamental role in the learning experience of any research-based university. Th ey can serve as a link between the undergraduate student population and a possible future in graduate studies, and they are the undergraduates’ fi rst point of contact with post-graduate work and life. Undergraduate student focus groups provided positive feedback about their interactions with teaching assistants who were approachable, friendly, accessible and able to recognize students on an individual basis – even in large classes.

“The TAs (Teaching Assistants) I had were just awesome. They were very enthusiastic, very encouraging, and they generally wanted us to learn.” – 4th year undergraduate student



Recommendation 5.4Raise the University of Alberta’s national and international profi le as a destination of choice for graduate students. Engage those graduate students working in communities outside Edmonton as ambassadors for the University of Alberta.

Possible Strategies

Double the number of graduate students and improve the undergraduate to graduate student ratio from 6:1 to 3:1.

Celebrate the excellent work of graduate students and enlist graduate students as advocates of graduate studies at the University of Alberta.

Invest in the University of Alberta’s national profi le so that it becomes a destination of choice for graduate students from across Canada and throughout the world.

Create a compelling vision of the University of Alberta as a centre of excellence for graduate work and communicate this vision to undergraduate students in Canada and around the world.

Rationale

A Matter of Profi leIn order to attract some of the best and brightest graduate students from across Canada and throughout the world, the University of Alberta must continue to raise its national and international profi le. Government priorities and public interest focus on innovation, research and the development of a highly skilled workforce in order to compete in a global economy. Graduate students at the University of Alberta have a role to play in the future, and opportunities here are attractive to prospective students. Th e University of Alberta off ers graduate students a diverse and welcoming community and opportunities for academic achievement in world-class centers of excellence. In order to remain competitive, the University of Alberta must increase the current number of graduate students.

Graduate students at the University of Alberta are well-rounded individuals who can make signifi cant contributions to the campus community while they complete their academic programs. Some graduate students lead active volunteer lives, as well as studying and working as research assistants, teaching assistants or sessional instructors. Th eir academic work, in conjunction with their personal contributions to the betterment of the community, will enhance the profi le of the University and contribute to attracting other bright, successful and caring individuals to pursue graduate studies here.

“The University of Alberta mantra has been to bring in private dollars to build new buildings – we need to reframe our public message and fi nd something for students to get behind.” – graduate student

“I did a research project for a year and, at the end of that I impressed a professor in the department who had connections in Switzerland, and so he asked me to apply for a summer student program there, which I got accepted to because of his recommendation. And I got to go in the summer with all expenses paid for four months to work at a research institute. There were three Nobel Laureates when I got there. So it doesn’t get better than that.” – graduate student

“I volunteered for a few things, like for WISEST – Women in Science and Engineering – and that is really a good program. Just in Reading Week we had ‘Choices’, it was called, where Grade 6 students came over to campus, so I did that and did the Lego Robot Lab, and it was so much fun. And it’s so nice to see girls get excited about science. So something like that does enrich your own experience.” – graduate student



Student RecommendationsFocus group sessions indicate that some graduate students would strongly recommend the University of Alberta to others. Some students based their willingness to provide recommendations primarily on academic opportunity; others pointed to less tangible factors – for example, the diversity that exists within the campus community. Th e common thread among these students is that, in conveying this recommendation, they refl ected upon a positive experience in a specifi c program or group which encouraged them to feel attached to the University.

“I think in the Faculty of Education what I liked best was just the diversity, that there was just lots to do. The student association was always organizing something. There were lots of smaller professional associations, because that’s part of the teaching profession. There’s an association for pretty much every different curriculum area. So they would always have some event or things.” – graduate student

“I have attended four different universities and the U of A was the best, hands down…but we need more ‘propaganda’…more reasons for students to be proud of being “Green and Gold.’” – student member of the Council of Faculty Associations

Advocacy: Graduate Students as AmbassadorsGraduate students are students, researchers, teachers and ambassadors. Some focus group students indicated that they wanted their work to be more widely understood and appreciated; they felt that they had important contributions to make and that their research aff ected real communities – not just the world of academia.

Identifying and celebrating outstanding and well-rounded graduate students will serve to create a shared understanding – within both the university and external communities – regarding the unique and important roles played by graduate students within a research-intensive university like the University of Alberta.

“Appreciation of my work as a graduate student on a broader scale out in the community would go a long way to instilling pride in me, in what I do.” – Graduate Students’ Association member

Ideas that Work – Innovation and ExcellenceTh e Faculty of Graduate Studies Outreach Program provides opportunities for graduate students to participate in activities that promote learning and the dissemination of knowledge among elementary, junior, and senior high schools in the community, as well as to colleges, community groups, or industry. Th e Outreach Program offi ce initiates, promotes, and facilitates extramural outreach opportunities and contacts for graduate students.


Recommendation 6.1Increase student knowledge of University of Alberta history and traditions.

Possible Strategies

Commemorate important events, individuals and ideas in the University’s history and share these stories with current students.

Encourage celebrations of past and present achievements in scholarship and service within and across faculties.

Work with members of the Alumni Association to personalize 100 years of university history – the University’s tremendous history comes to life through its alumni.

Rationale

Celebrating SuccessTh e University of Alberta is almost a century old. It has a rich and successful history, but this history needs to be conveyed to the student body. Students in focus groups knew little or nothing about the University’s past and its continuing legacy. Celebrations of current successes in the university community would benefi t from more information on great achievements from our past. Th ese include research breakthroughs, the development of new knowledge and the accomplishments of community leaders. Th e University of Alberta has been and still is home to some amazing minds and world-class scholars. Why do we know so little about them?

“We are not celebrating our alumni enough and not doing enough to acknowledge the contributions of staff to building the U of A community.” Non-Academic Staff Association member

“The U of A has been around for almost 100 years, yet there is very little in the way of celebrating this history on campus. Most of our buildings are fairly new, and most students don’t identify as being part of a 100 year tradition. In fact, the fi rst time that this realization came to me was when I attended events during the Alumni Reunion Weekend, and met people who went here in the 1940s, 1950s and 1960s.” – Students’ Union executive member

A Source of PrideStudent responses in focus group sessions suggest that some believe the University does not market itself in a way that tells them anything about our history; it does not promote the alma mater concept that is so prevalent among American universities. To overcome this barrier, the University should inform students about its rich legacies – including faculty and peer achievements – to provide students with the knowledge required to instill pride in the University.

Build student pride in the University of Alberta and create a sense of belonging through celebrations of success, community and alma mater spirit.6


Recommendation 6.2Connect students to alumni. Engage students as members of the alumni community from the moment they arrive on campus, and engage all alumni as students with a lifelong affi liation to the University of Alberta.

Possible Strategies

Invite alumni to talk to students in classes about the value of their University of Alberta degrees.

Increase opportunities for students to meet with alumni who are professionals in their fi elds.

Create a “buddy system” of two students to one alumnus.

Relocate alumni offi ces to a more visible part of campus.

Put proud and engaged alumni in front of future alumni.

Rationale

Transition into University LifeAlumni and students hold a shared University of Alberta experience in common. Alumni have important knowledge and unique perspectives regarding the campus community, as well as the benefi t of hindsight and opportunities for refl ection. Alumni are in a unique position to provide well-rounded transition advice to new students.

As a fi rst step in building relationships, University alumni could send personal letters of welcome to all new University of Alberta students. Such a personal touch could plant a seed of positive expectation, setting the tone for new students’ perspectives about university life. On campus, opportunities for increased interaction between current students and alumni might include faculty or department events in which alumni talk about student life opportunities. Alumni could share with students the success strategies that worked, or did not work, for them. In addition, alumni who do interact with students could be encouraged to provide e-mail addresses or other contact information so that students might follow up on particular ideas or initiatives.

Strengthening Bonds on CampusActive alumni play a key role in strengthening bonds on campus. As one example, fraternities promote continued contact and interaction with alumni by inviting them to return to campus to participate in any number of fraternity events, including charity work. Each fraternity has a number of charities or causes that it supports; current fraternity members and alumni work together on campus to achieve common goals. Th is type of interaction fosters bonds on campus, as well as allowing alumni to reconnect with their university experiences. In addition, some alumni contribute signifi cant time and resources to building projects, philanthropic endeavours and donations to undergraduate chapters and the campus community. Th e legacies of such contributions at the University of Alberta include Alumni Walk, Foote Field, and the Alumni Lounge in the Students’ Union Building.

Transition out of University LifeOpportunities to meet with alumni who are successful professionals in their fi elds add a valuable dimension to one’s education. It is important to provide students with additional support to help them transition out of their university experiences and into the work world. Possibilities include bringing alumni into classes to talk to students about the relevance of their degrees to their work. Th is contact could not only provide students with helpful transition information but also help them to identify more closely with alumni communications and programs off ered through the Alumni Association after they graduate from the University of Alberta.



Developing a More Cohesive Strategy Th ere are University alumni who are eager to be active on campus and are willing to volunteer their time to do so. Th e University should look at this time as a uniquely valuable contribution and work to build on alumni capacity in this area. Important connections between students and alumni should not be facilitated as one-off opportunities. A larger and more cohesive engagement strategy for the university community should build on the strengths of the External Relations portfolio, the student governments, the Senate and the Alumni Council.

“Alumni are not visible on campus. Alumni are willing to offer time – the key is creating a mechanism for building connections to students.” – Students’ Union member

“While I was at a conference at the University of Manitoba, I noticed that there was a prominent display that featured the names of all their Students’ Union Executives throughout their history. A feature such as this at the U of A would let students know that Peter Lougheed is a former SU President, and Joe Clark was the editor of the Gateway. Other such projects to increase the sense of history on campus might allow students to feel like they are part of something greater than their 4+ years at school.” – Students’ Union executive member


Recommendation 6.3Support student-led initiatives to engage peers in the University of Alberta community. Encourage, celebrate and reward student leadership.

Possible Strategies

Create and maintain an “internal relations” department or service with a special mandate to celebrate success and promote accomplishment to the student body and the campus community.

Synchronize awards and school pride events with orientation and other student activities, and promote increased student participation in these events.

Encourage students to get involved in student leadership opportunities and to practice self-governance through programs such as peer-disciplinary processes.

Encourage students to get involved in extracurricular activities in their fi rst year.

Rationale

Students Make Important ContributionsTh ere are students at the University of Alberta who make signifi cant contributions of their time, talents, energy and resources to volunteer and leadership activities. On campus there are two active student governments and over 300 registered student groups, including fraternities, departmental and faculty student associations and special interest groups. In addition, there are many individual students who do good work within the community. Indeed, students in focus groups highlighted the importance of student service at the University of Alberta. Some students described their commitment to community service and the freedom to choose from so many diff erent volunteer opportunities as being very important to them. Students are doing great work. Are we celebrating it enough? By increasing awareness across campus about student-led causes and initiatives, the University can help contribute to school spirit and pride.

“… we’d go shovel snow for the Windsor Park community or go down to the Mustard Seed and serve dinner one night or something like that. Just the feeling you got when people who you did this for asked about you – you say that you’re a U of A student from Lister Hall and they were very grateful; they thought University students were wonderful. I guess it adds to the pride factor of going to school.” – 1st year undergraduate studentst year undergraduate studentst

“I listen to the campus radio station, read the newspaper quite a lot, but I don’t fi nd enough information talking about the University itself. I know there is so much going on, so much research and innovation, and you hardly ever hear about it. Maybe you read it in the local or national paper and you think ‘What! This happened at the U of A?’ I’d really feel more attached to my school if I knew what was going on here.” – transfer student

Involvement Can Be ContagiousTh e active culture of student service on campus is contagious, as students listen to other students. Focus group responses suggest that some students increased their involvement in engagement opportunities as a direct result of being inspired or encouraged by their peers. Along the way, students make new friends, develop a deeper sense of belonging to the University of Alberta and sharpen many professional and personal skills, but these are not the only reasons why students become involved. Th ey participate because others do, they see them and they want to do the same. Th e power of a role model and an opportunity to learn something new - this is why some faculties invite student ambassadors to all faculty events. Th is is also why it is important that students and the University work together to create more opportunities for students



to meet and learn from community leaders who are passionate about the contributions of the University of Alberta. Positive leadership examples and lasting personal connections are a source of extraordinary learning and inspiration.

“Relationships with all the different people you meet on campus support your university experience.”– graduate student

“My department has a very good undergraduate student group that really gets everyone involved. I think in my fi rst year here, the student group had sixty or seventy members. The last year I was here, enrolment was about a hundred and twenty, and that included faculty and graduate students. It really helps, having a good departmental student association.” – graduate student

“We need to create more opportunities, perhaps through student town hall meetings, for students to be in touch with leaders on campus…President, Vice-Presidents, Chancellor, etc…in order for students to provide input into the planning process and to create a shared discussion on what we are all trying to achieve.” – Alumni Council member


1. Th e Canadian Oxford Dictionary, 1998, p. 462.2. Report of the Boyer Commission on Educating Undergraduates in the Research University (1998), pp.12-13.3. Presidential Installation Address, p. 3.4. Additional information on the National Survey of Student Engagement is outlined in Appendix Th ree.5. Students’ Union Undergraduate Survey, p. 1.6. International Student Services submission to the Task Force, p. 1.7. Report of the Boyer Commission, pp. 12-13. Additional information on the recommendations of the Boyer Commission is outlined in Appendix Two. 8. Rural Engagement Initiative “All Roads Lead to U” Survey Results, p. 10.9. International Student Services submission to the Task Force, p. 7.10.Celebrating the Undergraduate Research Experience, pp. 1-2.11.Student Distress Centre submission to the Task Force, p. 2.

Endnotes

Th e most diffi cult part of research is not fi nding the answers, but discovering which questions are the right ones to ask. Th ese Springboard recommendations are intended to contribute to a “living process” of discussion, change and exploration regarding the rich potential inherent in the student experience at the University of Alberta, and to make it clear that questions about student engagement are vitally important to the future of our academic community.

Next Steps


Appendix One

University of Alberta Student Focus Group SessionsOnce the Task Force received approval from the Research Ethics Board and the University FOIPP offi ce, lists of students were generated randomly with the assistance of the Offi ce of the Registrar. Full-time and part-time students, including those who had withdrawn for a term, were invited to participate in focus group discussions moderated by Senators on the Task Force committee.

Discussion AgendaFocus group discussions explored the following four themes:- Expectations of University life (other than getting a university degree)- Experiences (with particular emphasis on outside the classroom learning experiences)- Campus connections and impact on learning, perceptions of the university and collegial attachments- Learning and social enrichment opportunities at the U of A

Question OutlineFocus group discussions welcomed student responses to the following questions:

Expectations of University life1. Apart from what you learn in class, what else did you expect to learn at the U of A? (Or, list some of your specifi c

expectations of student life at the U of A). 2. Is the U of A meeting some or all of these expectations? Mention specifi c examples if any.3. Highlight some specifi c social and developmental skills that you hoped to acquire while at the U of A. Have you

been successful in acquiring these skills? How supportive is the university in helping you acquire these skills?4. When you arrived at the university for the fi rst time, did you feel welcome? Why or why not? Do you still feel

welcome? 5. Did you receive any information at orientation about clubs and activities? Did this information help you engage

early and meaningfully in campus life?6. Do you have any suggestions on how to improve orientation programs at the U of A?7. Identify the deciding factor(s) in your decision to enroll at the U of A? For example, was it:

- Availability of on campus accommodation- Cost- Proximity to home - Facilities for students with disabilities - Student support services - Prizes for academic excellence - Preference for local university- Scholarships- Program not available elsewhere- Quality of student life

The Value of your U of A Experience8. Tell us about your experiences outside of the classroom and what you have learned from these experiences (Moderator

may limit the scope of the question to the most memorable and least enjoyable experience).9. If you could start all over again, would you attend the U of A? Why or why not?10. What do you like most about student life at this university and why?11. What do you like the least about student life at this university and why?12. What is the single most important action the U of A could take to improve your learning experience outside the

classroom?13. What do you consider the biggest barrier to enjoying your university life outside the classroom? For example,

academic, fi nancial, your uniqueness etc.14. Do you feel you are getting a better education from the U of A than you could have had elsewhere? Why or why

not?

Appendices


Your campus connections15. Describe the quality of your current relationships on campus with

- Other students- Professors and teaching assistants - Librarians and library technicians- Administrative personnel and university offi cers

16. What is the single most important action the U of A could take to improve the quality of these relationships?17. How do you develop connections with other students? Did you come to the U of A with an established group of

friends? Or did you meet your close friends at the U of A? 18. Do you interact regularly with your university friends or with colleagues? Where do you meet with friends and

colleagues on campus? Are there enough spaces to interact socially on campus?19. Do you have a mentor, role model, or someone you admire on campus? Who is this person and why do you have

him/her as a mentor or role model? Do you think the U of A is facilitating these kinds of relationships? 20. Are you a member of a club, fraternity or sorority? Why or why not?21. Do you belong to any other learning or social groups? Why or why not?22. Senators have discussed the idea of creating campus “cohort groups.” Do you know what this term means? Do you

belong to any cohort group? Would you consider joining one? Why or why not?23. Does the university provide enough resources and support to help students build (1) lifelong friendships (2) a sense

of attachment to this university?24. Do you have close friends at other universities? 25. How would you rate their university experience compared to yours?26. Would you participate actively in the alumni association upon graduation? Why or why not?27. Would you recommend the U of A to your friends/relatives/acquaintances? Why or why not?

Learning and social enrichment opportunities at the U of A28. Can you think of any resource/service you would like to see off ered on campus which will help enhance your

learning experiences outside the classroom?29. Comment briefl y on your satisfaction with any or all of the following services/support and self-improvement

mechanisms, in terms of how they have enriched your learning or social experience at the U of A.- Technological support- Libraries- Financial assistance- Fitness centres- Social space- Work experience

30. Have you done any community service/volunteer work during your program of study? If no, are there any reasons for not getting involved? If yes, comment briefl y on what value such service or work has added to your educational experience.

Appendices


Appendix Two

Report of the Boyer CommissionMembers of the Task Force reviewed materials on the student experience and student engagement, including a report released in 1998 by the Boyer Commission on Educating Undergraduates in the Research University entitled Reinventing Undergraduate Education: A Blueprint for America’s Research Universities.

Th e Boyer Report reviewed the overall student experience at large research universities, tracking student progress from the fi rst year experience to completion of the program. Available online, the following summary of the report outlines ten key recommendations for improving undergraduate education and the student experience:

I. Make Research-Based Learning the Standard 1. Beginning in the freshman year, students should be able to engage in research in as many courses as possible.2. Beginning with the freshman year, students must learn how to convey the results of their work eff ectively both orally

and in writing.3. Undergraduates must explore diverse fi elds to complement and contrast with their major fi elds; the freshman and

sophomore years need to open intellectual avenues that will stimulate original thought and independent eff ort, and reveal the relationships among sciences, social sciences, and humanities.

4. Inquiry-based courses should allow for joint projects and collaborative eff orts.5. Professional schools need to provide the same inquiry-based opportunities, particularly in the early years.6. Provision of carefully constructed internships can turn inquiry-based learning into practical experience; internship

opportunities need to be widely available.

II. Construct an Inquiry-Based Freshman Year 1. A student embarking upon a degree program at a research university should be adequately prepared to meet the

intellectual challenges of that program; if remediation is necessary, it should be completed before entering the program.

2. All fi rst-year students should have a freshman seminar, limited in size, taught by experienced faculty, and requiring extensive writing, as a normal part of their experience.

3. Every freshman experience needs to include opportunities for learning through collaborative eff orts, such as joint projects and mutual critiques of oral and written work.

4. Th e freshman program should be carefully constructed as an integrated, interdisciplinary, inquiry-based experience by designs such as:

A. Combining a group of students with a combination of faculty and graduate assistants for a semester or a year of study of a single complicated subject or problem. B. Block scheduling students into two or three fi rst-semester courses and integrating those courses so that the professors plan together and off er assignments together. C. If possible, integrating those courses with the freshman seminar, so that there is a wholeness as well as a freshness to the fi rst year. D. Taking advantage of time freed by advanced placement to explore areas not studied in high school in order to encourage students to range as freely as possible before selecting a major.

III. Build on the Freshman Foundation 1. Th e inquiry-based learning, collaborative eff orts, and expectations for writing and speaking that are part of the

freshman experience need to be carried throughout the program.2. Th oughtful and attentive advising and mentoring should integrate major fi elds with supporting courses so that

programs become integrated wholes rather than collections of disparate courses.3. Mentorships should begin as early as possible and should be maintained, whenever possible, throughout a student’s

academic career.4. New transfer students need to be integrated into the research experience with special seminars or similar courses

comparable to the freshman seminar.

Appendices


IV. Remove Barriers to Interdisciplinary Education 1. Lower division courses should introduce students to interdisciplinary study.2. Academic majors must refl ect students’ needs rather than departmental interests or convenience.3. Customizing interdisciplinary majors should be not only possible but readily achievable.

V. Link Communication Skills and Course Work 1. All student grades should refl ect both mastery of content and ability to convey content. Both expectations should

be made clear to students.2. Th e freshman composition course should relate to other classes taken simultaneously and be given serious intellectual

content, or it should be abolished in favor of an integrated writing program in all courses. Th e course should emphasize explanation, analysis, and persuasion, and should develop the skills of brevity and clarity.

3. Writing courses need to emphasize writing “down” to an audience who needs information, to prepare students directly for professional work.

4. Courses throughout the curriculum should reinforce communication skills by routinely asking for written and oral exercises.

5. An emphasis on writing and speaking in graduate courses will prepare teaching assistants for research, teaching, and professional roles.

VI. Use Information Technology Creatively 1. Faculty should be alert to the need to help students discover how to frame meaningful questions thoughtfully rather

than merely seeking answers because computers can provide them. Th e thought processes to identify problems should be emphasized from the fi rst year, along with the readiness to use technology to fullest advantage.

2. Students should be challenged to evaluate the presentation of materials through technology even as they develop an increasing familiarity with technological possibilities.

3. Faculties should be challenged to continue to create new and innovative teaching processes and materials, and they should be rewarded for signifi cant contributions to the technological enrichment of their courses.

4. Planning for academic units, such as block-scheduled courses for freshmen or required courses for individual majors, should include conscientious preparations for exercises that expand computer skills.

5. Active interchange between units on campus and through professional meetings should encourage and inspire faculty to create new computer capabilities for teaching and to share ideas about eff ective computer-based learning.

VII. Culminate with a Capstone Experience 1. Senior seminars or other capstone courses appropriate to the discipline need to be part of every undergraduate program.

Ideally the capstone course should bring together faculty member, graduate students, and senior undergraduates in shared or mutually reinforcing projects.

2. Th e capstone course should prepare undergraduates for the expectations and standards of graduate work and the professional workplace.

3. Th e course should be the culmination of the inquiry-based learning of earlier course work, broadening, deepening, and integrating the total experience of the major.

4. Th e major project may well develop from a previous research experience or internship.5. Whenever possible, capstone courses need to allow for collaborative eff orts among the baccalaureate students.

VIII. Educate Graduate Students as Apprentice Teachers 1. All graduate students should have time to adapt to graduate school before entering classrooms as teachers.2. Graduate apprentice teachers should be assisted by one or more of the following means: seminars in teaching,

thoughtful supervision from the professor assigned to the course, mentoring by experienced teachers, and regular discussions of classroom problems with other new teachers.

3. Graduate students should be made aware of their classroom roles in promoting learning by inquiry. Th ey should not be limited to knowing the old modes of transmission of knowledge without understanding the role of student and faculty as joint investigators.

4. Graduate courses need particular emphasis on writing and speaking to aid teaching assistants in their preparation for teaching as well as research functions.

Appendices


5. Graduate students should be encouraged to use technology in creative ways, as they will need to do in their own careers.6. Compensation for all teaching assistants should refl ect more adequately the time and eff ort expected.7. Graduate students should be encouraged through special rewards for outstanding teaching. Financial awards should

be established for outstanding teaching assistants. Th e permanent faculty should make it clear through these awards and through all they do that good teaching is a primary goal of graduate education.

IX. Change Faculty Reward Systems 1. Departmental leaders should be faculty members with a demonstrated commitment to undergraduate teaching and

learning as well as to traditionally defi ned research.2. Th e correlation between good undergraduate teaching and good research must be recognized in promotion and

tenure decisions.3. A “culture of teaching” within departments should be cultivated to heighten the prestige of teaching and emphasize

the linkages between teaching and research.4. Prestigious professional research meetings such as national disciplinary conferences and the Gordon Conferences

should contain one or more sessions that focus on new ideas and course models for undergraduate education.5. Sponsors of external research grants can and should promote undergraduate participation, as the National Science

Foundation has begun to do, thus facilitating the research experiences of undergraduates.6. Rewards for teaching excellence, for participation in interdisciplinary programs, and for outstanding mentorship

need to be in the form of permanent salary increases rather than one-time awards.7. Teachers capable of inspiring performance in large classes should be recognized and rewarded appropriately.8. Committee work at all levels of university life should be greatly reduced to allow more time and eff ort for productive

student-related eff orts.

X. Cultivate a Sense of Community 1. Research universities need to cultivate a sense of place through appropriate shared rituals that are attractive to the

widest possible constituencies within the student population.2. Th e enriching experience of association with people of diverse backgrounds, ethnicities, cultures, and beliefs must be

a normal part of university life.3. Residence halls should nurture community spirit.4. Commuting students must be integrated into university life by making their participation easy and attractive.5. Collaborative study groups and project teams should be used as a means of creating customized communities for

residential and commuting students.6. Common interests, such as that in maintaining the beauty of the campus setting or supporting charitable or service

projects, should be cultivated by creating teams that build community as they work toward a shared goal.7. Major issues forums, multicultural arts programming, and other extracurricular sharing of ideas, opinions, and arts

bring students together, particularly when groups or clubs sponsor or help sponsor the events.8. Campus programming, such as lectures and performing arts programs, taken as a whole, need to touch the interests

of as many audiences as possible.

Although the Boyer Report is now seven years old, Task Force discussions with University of Alberta students revealed many common themes.

Appendices


Appendix Three

National Survey of Student EngagementIn 2004 the University of Alberta participated in the National Survey of Student Engagement (NSSE) run by the Indiana University Centre for Postsecondary Research, along with almost 500 campuses in the United States and eight participating G10 universities: Alberta, BC, McGill, McMaster, Queen’s, Toronto, Waterloo and Western Ontario. Th e survey measured the degree to which over 700, 000 students are involved in eff ective educational practices linked to greater learning and development. NSSE created fi ve clusters or benchmarks of eff ective educational practice: 1. Level of academic challenge2. Active and collaborative learning3. Student-faculty interactions4. Enriching educational experiences5. Supportive campus environment.

NSSE fi ndings conclude that a challenging curriculum featuring active and collaborative learning and student interactions with faculty members greatly enhances students’ sense of engagement in college and university life. Students need to have enriching educational experiences inside and outside the classroom that complement the goals of the classroom and engage students in learning. Other valuable educational experiences include internships, community service, and senior capstone courses that provide students with opportunities to synthesize, integrate, and apply their knowledge. A supportive campus environment is also a key factor to the student experience, as it was found that students perform better and are more satisfi ed at colleges which are committed to student success and cultivate positive working and social relations among diff erent groups on campus. Th e University of Alberta’s Strategic Analysis Offi ce collected the University of Alberta’s results and published detailed data from the survey. Th e data was calculated through the fi ve NSSE benchmarks noted above, which are made up of groups of items on the survey and are expressed in 100-point scales. Th e arithmetic average (mean) of the corresponding items is calculated for each student after each item is rescaled to range from 0 to 100. Each benchmark score for the University of Alberta is the weighted mean of students’ scores. Th e University of Alberta’s benchmark scores were compared with the means of all benchmark scores for the eight participating G10 universities.

Appendices


Appendices


In 2004, NSSE also initiated Project DEEP (Documenting Eff ective Educational Practices). Project DEEP was created to discover and document any shifts from passive, instructor-dominated pedagogy to active, learner-centred activities. Questions on student engagement represented three cluster of deep learning activities:- higher order learning activities that require students to utilize higher levels of mental activity than those required for rote memorization- integrative learning activities that require integrating acquired knowledge, skills and competencies into a meaningful whole- refl ective learning activities that ask students to explore their experiences of learning to better understand how they learn.

Th e high-performing institutions that participated in the project have higher than predicted graduation rates and NSSE benchmark scores. Project DEEP results noted that there are many roads to becoming an educationally engaging institution and no particular blueprint for success. Project DEEP also noted the value of experimenting with home-grown ideas and adapting promising practices discovered at other institutions, building upon successes and learning from others.

Appendices


Boyer Commission on Educating Undergraduates in the Research University. Reinventing Undergraduate Education: A Blueprint for America’s Research Universities. 1998.

____________ Reinventing Undergraduate Education: Th ree Years after the Boyer Report. 2002.

Coates, Hamish. “Th e Value of Student Engagement for Higher Education Quality Assurance.” Quality in Higher Education, Vol.11, No. 1, April 2005.

Merrow, John. “Th e Undergraduate Experience: Survival of the Fittest.” Th e New York Times, April 24, 2005.

National Education Association Higher Education Research Centre. A Unifi ed European Higher Education Area in 2010. 2005.

National Survey of Student Engagement – Centre for Postsecondary Research – Indiana University Bloomington. Student Engagement: Pathways to Collegiate Success – 2004 Annual Survey Results.

Samarasekera, Indira V. University of Alberta Presidential Installation Address. 2005.

Students’ Union, University of Alberta. Students’ Union Undergraduate Survey. 2005.

University of Alberta Augustana Faculty. Criteria for Merit Increments, Tenure and Promotion. 2005.

____________ Cohort Learning Initiative Working Group. Terms of Reference. 2005.

____________ Faculty of Physical Education and Recreation. What Are You Waiting For? 2005.What Are You Waiting For? 2005.What Are You Waiting For?

____________ Offi ce of Strategic Analysis. National Survey of Student Engagement - Benchmark Report: Selected Summary. 2004.

____________ Offi ce of the Vice-President (Research). Celebrating the Undergraduate Research Experience.2005.

____________ Rural Engagement Initiative. IMI Strategies. “All Roads Lead to U” Survey Results. 2005.

____________ Subcommittee on the Undergraduate Experience, Committee on the Learning Environment. Th e Undergraduate Experience Report. 2005.

____________ Working Group on Teaching and Research. Integrating Research and Teaching at the University of Alberta: Creating a Foundation for an Inquiry-Based Life. 2004.

University of California Berkeley. First Year Experience Task Force Report. 1999.

Woolf, Daniel. “Campuses are “particle accelerators” for learning.” Edmonton Journal. November 5, 2005.

Select Bibliography


Th e Task Force would like to thank the following for their valuable information, resources and insights into student engagement.

Students in Focus Group SessionsTh ank you to those University of Alberta students who graciously took the time to off er information and perspectives on their student experience and student engagement. Participants in the ten focus group discussions included:- fi rst year undergraduate students- second year undergraduate students- fi nal year undergraduate students (in year 4 and above, including those ready to convocate in spring

2005)- graduate students- Aboriginal students- international students- transfer students- students at Augustana Campus- students at Campus Saint-Jean- University of Alberta students at Grande Prairie Regional College

Written SubmissionsTh e Task Force sent a request for written submissions to 22 campus stakeholder groups and 26 student groups at the University of Alberta. Student groups included faculty associations, residence associations, fraternities, the Aboriginal Students’ Council, the Students’ Union and the Graduate Students’ Association. Input was requested on four key themes:- Student expectations of university life and how well the University of Alberta is meeting those

expectations- Quality of the student experience and actions the University of Alberta might take to improve this

experience- Quality of those University of Alberta programs and practices which help student to engage eff ectively in

university life- Barriers to learning and social enrichment identifi ed by students.

Th e Task Force would like to thank the following for responding to the request for written submissions.

Academic Guidance CentreAcademic Support CentreAlumni CouncilAugustana Student and Residence ServicesChaplains’ AssociationInter-Fraternity CouncilInternational Student ServicesResidence ServicesSpecialized Support and Disability ServicesStudent Counselling ServicesStudent Distress CentreStudent OmbudService

Acknowledgements


Consultation SessionsPreliminary fi ndings from the focus groups sessions and written submissions were reviewed and draft recommendations regarding student engagement at the University of Alberta were developed according to fi ve key themes:

- Invest signifi cant resources in an enhanced student experience- Prepare prospective students for university life- Revitalize the newcomer experience for fi rst year and transfer students and build on the newcomer foundation throughout the academic program- Make student engagement a key University priority- Build student pride in the University of Alberta – create a sense of belonging through celebrations of success, community and school spirit.

In order to refl ect on the perspectives raised in the focus group sessions and submissions as well as to “road test” the preliminary fi ndings of the Task Force, a series of consultation sessions were then arranged with a number of deans and associations at the University of Alberta. Th e Chancellor and Task Force Co-Chairs held a number of informal, open discussions on three key questions:

- Do the preliminary fi ndings refl ect your experience?- What have we missed?- What is already working well?

Th ank you to the following individuals and association or committee members who graciously took the time to off er their insights during these consultation sessions.Carl AmrheinVice-President (Academic)

Marc Arnal, Yvette d’Entremont, Denis Fontaine, Mona LilesCampus Saint-Jean

Ellen BielawskiSchool of Native Studies

Roger EppAugustana Faculty

John Kennelly, Linda Prudhomme, and Frank RobinsonFaculty of Agriculture, Forestry and Home Economics

David LynchFaculty of Engineering

Mike MahonFaculty of Physical Education and Recreation

Michael PercySchool of Business

Th ank you to the University of Alberta Alumni Association for its contribution to the printing of this report.

Finally, the Task Force thanks the members of the University of Alberta Senate and community who provided invaluable assistance and advice during the preparation of this Springboard Report.

Fern SnartFaculty of Education

Gregory TaylorFaculty of Science

Daniel Woolf and Gurston DacksFaculty of Arts

Academic Advisory Group

Alumni Council Executive Committee

Association of Academic Staff : University of Alberta Executive Committee

Council of Faculty Associations

Council on Student Aff airs

Graduate Students’ Association

Non-Academic Staff Association Executive Committee

Students’ Council

Acknowledgements

To receive additional copies of this report, or for further information, please contact:

Th e Senate 150 Assiniboia Hall University of Alberta Edmonton, AlbertaCanada T6G 2E7Phone: (780) 492-2268Fax: (780) 492-2448E-mail: senate.offi [email protected]

Copies of this report are also available through the Senate home page at: www.ualberta.ca/senate

www.ualberta.ca/senate

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