The Canadian Journal for the Scholarship of Teaching and Learning - Volume 15 - Issue 2 - Article 11 - Awareness, Use, and Value of Student Support Programs Through the Lens of Science Students, Professors, and Staff

Oct 15, 2026

Science students encounter field-specific barriers, so this study evaluates how they use institutional science-focused and university-wide support services and programs. The research identifies obstacles to use, examines group differences, and measures professors’ and staff familiarity while collecting participants’ recommendations for programming improvements. Data from 308 students and 40 staff and professors in the Faculty of Science show significant variation in participation rates and familiarity, with most services rated helpful by both groups. Demographic differences were limited, and suggestions emphasize mental health support, student engagement, stronger relationships with faculty, and a healthier learning environment.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Abstract

Study purpose and research questions

Participants and data collection

Key findings

Recommendations and implications

The Canadian Journal for the Scholarship of Teaching and Learning | Volume 15 | Issue 2 | Article 11 | | --- | --- | | Summer 08-31-2024
Awareness, Use, and Value of Student Support Programs Through the Lens of Science Students, Professors, and Staff
A. Dana Ménard
University of Windsor, [admenard@uwindsor.ca](admenard@uwindsor.ca)[ ](admenard@uwindsor.ca)Sira Jaffri
University of Windsor, [jaffris@uwindsor.ca](jaffris@uwindsor.ca)[ ](jaffris@uwindsor.ca)Kendall Soucie
University of Windsor, [ksoucie@uwindsor.ca](ksoucie@uwindsor.ca)[ ](ksoucie@uwindsor.ca)[Dora Cavallo-Medved](Dora Cavallo-Medved)
University of Windsor, dcavallo@uwindsor.ca Chris Houser
University of Waterloo, [chouser@uwaterloo.ca](chouser@uwaterloo.ca)
Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)
[https://doi.org/10.5206/cjsotlrcacea.2024.2.14211](https://doi.org/10.5206/cjsotlrcacea.2024.2.14211) | | Recommended Citation Ménard, A. D., Jaffri, S., Soucie, K., Cavallo-Medved, D., & Houser, C. (2024) . Awareness, use, and value of student support programs through the lens of science students, professors, and staff. The Canadian Journal for the Scholarship of Teaching and Learning, 15(2). [https://doi.org/10.5206/cjsotlrcacea.2024.2.14211](https://doi.org/10.5206/cjsotlrcacea.2024.2.14211) Awareness, Use, and Value of Student Support Programs Through the Lens of Science Students, Professors, and Staff Abstract Science students face specific challenges associated with their field of study. The purpose of this study was to assess science students’use of support services and programs, identify barriers to use and group differences, determine professors’ and staff’s familiarity with programs and solicit ideas from all participants about what programming changes should be made. Survey questions were completed by 308 students and 40 staff and professors in our institution’s Faculty of Science. Students’participation rates and professors’ and staff’s familiarity with programs ranged significantly but most services were rated as helpful by both groups. Few demographic group differences emerged in program use. Participants recommended a number of improvements to the Faculty of Science including strengthening mental health awareness and support services, fostering student engagement in science, building students’ relationships with professors and cultivating a healthy learning environment. Implications for program development in science faculties are considered. Les étudiants et les étudiantes en sciences sont confrontés à des défis spécifiques liés à leur domained'études. L'objectif de cette étude était d'évaluer l'utilisation des services et des programmes de soutien par les étudiants et les étudiantes en sciences, d'identifier les obstacles à l'utilisation et les différences entre les groupes, de déterminer la connaissance des programmes par les professeurs, les professeureset le personnel et de solliciter les idées de tous les participants et de toutes les participantes sur les changements qui devraient être apportés aux programmes. Trois-cent huit étudiants et étudiantes et 40 professeurs, professeures et membres du personnel de la Faculté des sciences de notre établissementont répondu aux questions. Les taux de participation des étudiants et des étudiantes et la familiarité des professeurs, des professeures et du personnel avec les programmes variaient considérablement, maisla plupart des services ont été jugés utiles par les deux groupes. Peu de différences démographiques sont apparues dans l'utilisation des programmes. Les participants et les participantes ont recommandé un certain nombre d'améliorations à la Faculté des sciences, notamment le renforcement de lasensibilisation à la santé mentale et des services de soutien, la promotion de l'engagement des étudiantset des étudiantes dans les sciences, l'établissement de relations entre les étudiants, les étudiantes, le

FAQs

What was the purpose of the study on student support programs?

To assess science students’ use of support services and programs, identify barriers and group differences, evaluate professors’ and staff familiarity, and gather ideas for programming changes.

Who participated in the survey?

The study used survey questions completed by 308 students and 40 staff and professors in the Faculty of Science at the institution.

What improvements did participants recommend for science faculty programs?

Recommendations included strengthening mental health awareness and support services, fostering student engagement in science, building relationships with professors, and cultivating a healthy learning environment.

Oct 15, 2026

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