Frequently Asked Questions For...  

FAQ:   What is Structured Learning Assistance?  Structured Learning Assistance, also known as SLA, is an academic support system to assist all Ferris students. The program features weekly study and practice workshops where students master course content to develop and apply specific learning strategies for the course.

FAQ:   Is SLA a remedial program?  SLA targets high-risk for failure courses, not students. The service is available for all Ferris students who chose to sign up for an SLA course. Once a student signs up for an SLA course, the student is required to attend only when their grade in that class falls below a 2.0 (C) average (or requirement set by the professor). Many students who are doing okay in the class still attend the SLA workshops because it is an opportunity to improve their grade in the course.

FAQ:   How does a course become an SLA course?  There are a number of factors in determining eligibility of a course for SLA support. 1) Is the course historically a high-risk-for-failure course? (course difficulty), 2) Is the course a required course for most programs, 3) Is this course part of a sequence, that if failed, will disrupt or end progression through a program?, 4) Does the professor want an SLA workshop attached to his/her course?, 5) Is the SLA program able to fund the course under consideration, or 6) Does the course meet Perkins funding requirements?  Please contact the SLA program coordinator if you are interested in participating in the SLA program.

FAQ: What is required of me, if I agree to have an SLA workshop attached to my course?  Professors are not required to attend SLA workshop sessions. You are however invited (and encouraged) to drop in on a session to show support for the workshop and your facilitator. This will also make students feel you really are interested in their academic welfare. SLA workshops are not to be used as extensions of lecture time. Below, you will find a list outlining other requirements:

1. Agree to allow the assigned facilitator sit in on your lecture.

2. A brief introduction of your facilitator (to the students) on the first day of class.

3. Encourage your students to make use of the SLA workshops.

4. Meet with your facilitator (before lecture, after lecture, a set appointment time, phone calls, emails) to discuss SLA student needs or concerns, clarify facilitator questions.

5. Uphold SLA policies regarding workshop attendance.

6. In a timely manner, supply the facilitator with a list of students required to attend SLA workshop.

7. Supply the facilitator with examples of test material.

8. Allow 10-15 minutes of lecture time near the end of the semester for facilitator to conduct SLA program end-of semester evaluations.

FAQ:   Do I have to have an SLA workshop attached to my course?  Professors participate voluntarily with the SLA program. While the time demands are minimal, your active support within the classroom helps impart a unified front to the students.

FAQ:   What are the benefits of having an SLA workshop attached to my course?

1. SLA workshops help students develop skills necessary to achieve success in specific course content.

2. Facilitators cultivate positive classroom behaviors.

3. Students are more often prepared, in terms of materials and knowledge, to actively participate.

4. SLA students often exhibit more self confidence as the semester progresses.

5. Often you will notice improved quiz and test scores compared to a non-SLA section of your same course.

6. You will receive additional student feedback through your facilitator.