Refer students to academic support resources via an online course guide or syllabus.
QM7.3:
Course instructions articulate or link to the institution’s academic support services
and resources that can help learners succeed in the course.
Overview
UHD seeks to bring stability to the learning experience across all modalities. These
faculty demonstrations of academic support services resources in Canvas showcase the
various tools and features available within Canvas and provide an important list of
academic and non-academic resources provided by UHD to enhance student success. These
resources are applicable for all students and for all class modalities. Our students
are often unaware of where they can go for academic help, and that these resources
are free to all students.
Videos
Dietrich von Biedenfeld, JD | Assistant Professor, Business Law Faculty Demonstration
Dietrich von Biedenfeld, JD | Assistant Professor, Business Law Faculty Demonstration
Dietrich von Biedenfeld, JD | Assistant Professor, Business Law Faculty Demonstration
Kit Cho, Ph.D. | Associate Professor of Psychology Faculty Demonstration
Joyce Hallaway | Lecturer, Math & Statistics Faculty Demonstration
Strategies and Tips
Although these resources can be duplicated in your syllabus, it is recommended that
you embed them in your course LMS (Canvas) page for ease of access. (These resources
will be organized in a module which you can incorporate in your own course page.)
Links for these resources are not expected to change frequently, but you should always
go through the links at the beginning of each semester to ensure they are still active.
Protip: Canvas makes checking the validity of links nearly effortless! Go to Settings
→ Validate Links in Content (right side of the page in the Course Detail tab).
Tips for accessing Academic Resources on Commons:
Navigate to the Home page of your Canvas course. On the right-hand side choose “Import
from Commons”
In the search bar, type in “UHD”.
Locate and click on the UHD Academic Resource Page. (Note all the other outstanding
UHD resources available here.)
You should now see the description page. From the right-hand side, click on “Import/Download”.
Choose the course(s) in which you wish to insert this page.
Edit page to fit your needs.
Research
Both academic and non-academic support are critical to student achievement in higher
education (Schneider & Preckel, 2017).
More than 20% of college students report experiencing a basic needs hardship (e.g.,
food or housing insecurity; Freudenberg et al., 2019).
First-generation and non-traditional college students experience greater challenges
adapting to and navigating the college environment (Schwartz et al., 2017), having
their basic needs met (Goldrick-Rab, 2018), and are less likely to seek out college
resources that can enhance their success (Stephens et al., 2014)
Lower-performing students are less likely to use effective learning strategies (Geller
et al., 2018)
Resources
Academic
Academic Advising – Students who attended advising sessions more frequently have higher grades (Mu
& Fasnacht, 2019).
Career Center – Career advising helps build students’ self-efficacy and independence (Cunningham
& Smothers, 2014).
Study/Learning Strategies – Strategies and peer-reviewed article by Putnam et al. (2016) –Students with a higher
GPA were more likely to use effective learning strategies such as self-testing and
less likely to use ineffective strategies such as cramming (Geller et al.,2018)
Non-academic
Basic Needs (food market, housing, financial) – The inability to meet students’ basic needs (e.g.,
food security) has both direct and indirect (via worse mental health) negative impact
on their GPA (Martinez et al., 2020).
Accessible Education Center – Provides students with information on the availability of assistive technology
and services, in addition to an environment/community to help combat the sense of
isolation (Moriña & Biagiotti, 2022).
Office of Student Life/Affairs – Provides students with a variety of services to enhance their academic experience
and sense of belonging, which predicts greater persistence, engagement, and well-being
(Gopalan & Brady, 2020).
References
Cunningham, K., & Smothers, A. (2014). The effect of career cruising on the self-efficacy
of students deciding on majors. NACADA Journal, 34(2), 16–25. https://doi.org/10.12930/NACADA-13-033
Freudenberg, N., Goldrick-Rab, S., & Poppendieck, J. (2019). College students and
SNAP: The new face of food insecurity in the United States. American Journal of Public
Health, 109(12), 1652-1658.https://doi.org/10.2105/AJPH.2019.305332
Geller, J., Toftness, A. R., Armstrong, P. I., Carpenter, S. K., Manz, C. L., Coffman,
C. R., & Lamm, M. H. (2018). Study strategies and beliefs about learning as a function
of academic achievement and achievement goals.
Resource: Academic Support Services 
LC7: Highlight Academic Support 
QM7.3: 