(163) Expanding Academic Resources For Student Success: Developing a Portfolio of Learning-Support Services With Limited Funding

Objective : To explore ways to implement innovative learning-support programming with limited funding in order to address student performance challenges and promote academic success at the University of Wisconsin School of Pharmacy.

Methods: Peer learning groups were organized in eight core courses in the PharmD program. Groups were led by two students who had achieved high grades in the course the previous year. All students in the cohort were invited to join the learning groups, which met weekly for two hours. Volunteer tutors were recruited to supplement the tutoring provided by the Rho Chi Honor Society. Students identified by early warning indicators met with academic advisors to discuss study skills, learning strategies, and time management. Advisors participated in professional development reading groups, podcast discussions, and online courses focused on expanding their learning-support skills. They learned new strategies and developed a portfolio of tools, such as a learning inventory and resource modules for students on academic probation.

Results: In the 2023-2024 academic year, approximately 70% of first-year (P1) and 49% of second-year (P2) students participated in 29 study groups (16 in fall, 13 in spring) for four P1 and four P2 courses each semester, led by 46 volunteer leaders. An additional 18 students volunteered as individual tutors. Students who received failing grades were less likely to have participated in a peer learning group. Advisors are more effective in providing individualized learning support to advisees.

Conclusions: Advisors enhanced their skills in providing learning support through targeted professional development activities. Peer learning groups had a positive impact on student performance, confidence, and connectedness with peers and gave advanced students opportunities to gain skills needed to pursue careers in academia.