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Although early test scores and high school averages did not differ between attendees and non-attendees, attendees showed higher course grades, persistence, sessional GPA, and cumulative GPA. Adjusting for prior achievement, each workshop was linked to a 0.11–0.27 rise in sessional GPA on a 4.3 scale, highlighting stronger learning outcomes.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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students?","Question",{"text":63,"@type":64},"First-year students are expected to be self-directed, yet some may lack challenge or perseverance and can fall behind in introductory courses, especially where failure rates are high.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were the learning skills workshops structured?",{"text":68,"@type":64},"Workshops combined transferable, fundamental learning skills with course-specific examples, developed collaboratively between Student Services and teaching faculty.",{"name":70,"@type":61,"acceptedAnswer":71},"What effect did the workshops have on student performance?",{"text":72,"@type":64},"Workshop attendance increased by 45%, and while first-test scores and high-school averages did not differ, workshop attendees earned higher course grades, persistence, and GPAs than 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uwindsor.ca](celt. uwindsor.ca)  \n[www.stlhe.ca](www.stlhe.ca)  \nDOI: 10. 22329/celt.v10i0 .4744  \nStudent Services support, including learning skills assistance, can be integral in empowering learners. First-year students are expected to be self-directed in their learning, yet may have neither been challenged nor experienced negative consequences for a lack of perseverance. Academic skills professionals can be partners with teaching faculty in student success by helping to build transferable learning skills, especially for high-fail introductory courses. In this paper, I report on supplementary workshops developed to target fundamental skills with course-specific examples. This partnership included incentivizing academic support with both carrots and sticks; instructors in introductory biology strongly urged students receiving D grades or below on the first test to approach Student Services for support, while sociology faculty incorporated workshop attendance into the introductory course with participation grades. Following such incentivizing of learning skills, workshop attendance increased by 45%. In both courses, first test scores and highschool averages for students attending workshops did not differ from students not attending workshops. However, students who attended learning skills workshops had significantly higher course grades, persistence, sessional grade point averages (GPAs), and cumulative GPAs than students not attending workshops. Controlling for high school average, each learning skills workshop attended was associated with a 0.11 to 0.27 increase in sessional GPA on a 4.3 point scale.  \nWhilwiethiancadCeamnaicdiasnuppopos-tsehascondaarlyoinngstihitutioornys (Gilbert, Chapman, Dietsche, Grayson, & Gardner, 1997), learning skills workshops may be seen as tangential by both faculty and students (Tait & Entwistle, 1996) . This paper describes a partnership between Student Services and faculty teaching highfail introductory courses at a small primarily undergraduate university on the Prairies. Through dialogue with instructors, I used targeted workshops to combine transferable, fundamental skills with course-specific examples. Faculty ‘incentivized’attendance to encourage students to identify workshops as a series for multiple opportunities for relationship-building and engagement. This cooperative endeavour between faculty and Student Services emphasizes the importance of both partnerships in student success, and assessment measures for academic support services beyond simple utilization data (Keeling, Wall, Underhile, & Dungy, 2008) .  \nFirst-year students need to be self-directed in their learning, yet Côté and Allahar (2007) argue that direct-entry learners may not have been challenged in high school, or may not have experienced negative consequences for a lack of perseverance. Among those expressing concern, Slavin (2007) argues that a reliance on teaching to standardized testing has decreased thinking skills and emphasized memorization. Changes in the student population include more goal-directed students focused on education as a means to specific careers, shifts in the knowledge economy and more grade-focused students who eschew trial and error learning (Frost & Connolly, 2016) . Professional designations have increased, yet some of the highest failure rates occur in pre-professional programs (Kirby, 2007) .  \nAcademic support within Student Services is centered on student learning research and approaches to learning and studying (Biggs, 1987) . Institutions may embed specialized academic skills staff within faculties or schools, utilize a learning commons  \napproach, or have generic learning support within an Academic Skills Centre. Regardless of centralization, learning skills staff can help with the disparity between the target understandings of instructors and the actual understandings","cbCaioYzOsg3S8XY","https://ap.wps.com/l/cbCaioYzOsg3S8XY","pdf",340628,"English","# Introduction\n## Student learning challenges and self-direction\n## Partnership between Student Services and faculty\n# Workshop design and implementation\n## Targeting fundamental skills with course examples\n## Incentives to increase participation\n# Outcomes and assessment\n## Attendance changes\n## Impact on test scores vs course achievement\n## GPA effects after controlling for background\n# Theoretical and contextual background\n## Self-regulated learning and metacognition\n## Surface vs deep approaches to learning\n## Motivational and informational factors","[{\"question\":\"What problem does the study address for first-year students?\",\"answer\":\"First-year students are expected to be self-directed, yet some may lack challenge or perseverance and can fall behind in introductory courses, especially where failure rates are high.\"},{\"question\":\"How were the learning skills workshops structured?\",\"answer\":\"Workshops combined transferable, fundamental learning skills with course-specific examples, developed collaboratively between Student Services and teaching faculty.\"},{\"question\":\"What effect did the workshops have on student performance?\",\"answer\":\"Workshop attendance increased by 45%, and while first-test scores and high-school averages did not differ, workshop attendees earned higher course grades, persistence, and GPAs than non-attendees.\"}]","Learning Skills Workshops Supporting First-Year Courses - Paper | PDF",1792087879,25]