A department of Student Affairs, Student Academic Success Services (SASS) provides essential academic support to students. The unit’s programs and services are designed to enhance students’ capacity to fulfill their learning goals and academic potential at Queen’s. Staff at SASS are committed to creating a collaborative learning environment emphasizing the critical role of academic and writing skills.
SASS will offer students opportunities to identify, access, and use, according to their needs,
- one-to-one academic skills advising sessions with Learning Strategies Advisors
- one-to-one writing consultations with Writing Consultants, including specialized consultations for EAL and international students
- learning and writing skills workshops and specialized programs
- peer learning and writing support
- handouts and other materials on the SASS website
in order to become more self-reliant, confident, and proficient in their learning, studying, and writing; and to
- collaboratively discuss strategies and techniques in order to develop their skills in critical thinking, reading, learning, studying, effective writing and communication, and academic self-management; and
- clarify and define their own learning and writing goals
in order to modify and apply strategies to achieve them.
SASS: Learning outcomes
Depending on specific programs, services, and resources used, students will
- identify critical thinking and rhetorical strategies for generating, refining, supporting, and applying ideas, arguments, and information in order to communicate them for specific purposes to a range of audiences
- practice and implement strategies for logically organizing information and/or arguments in order to achieve coherence and rhetorical effectiveness
- identify both strengths and areas for improvement in their writing in order to effectively revise their own work for clarity and accuracy
- familiarize themselves with conventions and requirements of university and disciplinary writing in order to produce scholarly and stylistically appropriate assignments
- recognize how to acknowledge in their writing ideas and information from sources in order to use the work of others responsibly and in keeping with the principles of academic integrity
- identify and express their own academic goals, strengths, and areas for improvement in order to enhance their capacity to fulfill their learning goals and academic potential
- assess and refine their academic skills in order to optimize their grades and their experience as students
- modify their study and learning habits in order to meet the academic expectations of each course
- identify strategies for developing positive personal work habits in order to take responsibility for their own learning and become confident, efficient learners.
Queen’s is committed to an inclusive campus community with accessible goods, services, and facilities that respect the dignity and independence of persons with disabilities.
Our resources and programming are available in an accessible format or with appropriate communication supports upon request. Please contact SASS at firstname.lastname@example.org or 613-533-6315.
SASS at Queen’s is committed to an inclusive, diverse campus community which welcomes and respects all members. The focus of our work is supporting students as they develop their academic skills and confidence. We recognize that this development can be profoundly affected by the degree to which students have a sense of belonging, authority, and agency within their university community.
SASS staff intentionally use an equity lens in our staff hiring and training processes, our online and workshop content development, and our professional practices. We recognize that students do not all learn in the same way, and that there are multiple ways of knowing; we make efforts to learn about and honour these ways of knowing in our work. We value the contributions of all Queen’s students to academic life.
We reject any form of harassment or discrimination, and we work together to identify and challenge systemic barriers that impede inclusion and student success. We understand that many members of the Queen’s community are, and have been, marginalized, and we are doing the difficult work of developing awareness of our own mistakes and our role in oppressive systems. As a team, we continue to learn how we can do more to recognize, respect, include and empower community members of all identities and lived experiences, and sincerely respond to the needs of all students whom we serve.
Please visit Inclusive Queen’s to learn about related initiatives and resources at Queen’s.