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About Student Learning Support

What is SLS?

SLS is a group of services and programs aimed at helping students engage more effectively in their academic studies. We teach essential academic skills and study techniques that help students to more effectively express their intelligence, apply their knowledge and communicate their ideas. 

Who is SLS?

We are a group of dedicated professionals who come from a variety of backgrounds – education, counseling, teaching, academia, mentorship, coaching - you name it. We’re an eclectic bunch. What we have in common is a love of learning and a desire to help instill that sentiment in students at Ryerson.

Why visit SLS?

Part of being a good student involves getting help and guidance along the way. It’s what good students do. SLS is a place for precisely this – a group of people whose job it is to help you – to build your academic skills, to increase your confidence in the work you do, to make you better at engaging in your coursework, to improve your communication, literacy, numeracy skills, to remove barriers that might be getting in your way, and to make friends and connections on campus. The real question is, why wouldn’t you visit SLS?

Where is SLS?

Visit us in our new home on the 4th floor of the new Student Learning Centre at the corner of Yonge and Gould Streets. Contact our main office at 416.598.5978 or by email sls@ryerson.ca.

Mission and Values

Mission

Student Learning Support (SLS) facilitates exceptional learning experiences that help Ryerson students develop their academic skills and nurture the broader dispositions that lead to academic success.  

Values

Our mission is supported by the following values:

  • Access -- so that all Ryerson students can benefit from Student Learning Support programs and services, when, where, and how they need them
  • Authentic and respectful communication -- to build an environment of transparency, trust, confidence, and recognition of individuality for students and the SLS workplace
  • Situated learning interventions that foster academic or professional excellence -- so that learning solutions and environments are timely and deeply authentic to the academic or professional challenge, promoting development and achievement
  • Risk-taking, creativity, and collaboration -- to encourage new ideas, practices, skill acquisition, creations and new and meaningful relationships, for the development and success of students and SLS staff  
  • Realism and smart choice-making -- in the context of institutional demands, realism and smart choice-making guides  our stewardship of resources and our implementation of programs so that they are sound, useful, relevant, and a priority
  • Growth through challenge -- to honour the student experience from a developmental perspective, and offer interventions that nurture, not dependence but resilience and self-reliance

Reports

Student Learning Support provides students with academic skill building programs to be successful at Ryerson University. We support undergraduate, graduate and continuing education students with academic accommodation, math, writing, study skills and English language support. SLS offers individual help, facilitated group study, workshops, specialized programs, and customized course support, among other activities.

Faculty Survey on Student Writing

(PDF) Winter 2015 Survey Results

Student Use and Satisfaction Results

Infographic: Fall 2013 in Student Learning Support
Infographic Fall 2013 in Student Learning Support
Infographic: Spring, Fall and Winter 2014-2015 in Student Learning Support
Infographic Spring, Fall, Winter 2014-2015 in Student Learning Support
Infographic: Test Centre Report 2014-2015
Test Centre Report
Infographic: Test Centre Report 2015-2016
Test Centre Infrographic Spring 2015, Fall 2015 and Winter 2016

Student Learning Centre

On February 23, Student Learning Support (except the Test Centre) moved to the fabulous new Student Learning Centre at the corner of Yonge and Gould streets. You can find us all on the 4th floor there.

For up-to-date information about this exciting new building, check the SLC Blog.

The SLC Building

Policies and Guidelines

General statement on policy - we acknowledge the importance of academic integrity issues on Ryerson campus and the need for students to take full responsibility for their own work. However, the nature of our work as responders to student academic struggles, and providers of academic support necessarily puts us into grey territory related to the collaborative effort. Indeed, we acknowledge that the idea of learning and studying as a strictly solitary act is problematic. Doing our work effectively may occasionally mean being, what some would view as, excessively collaborative in the learning process. We are very vigilant and strive to ensure an appropriate balance of good learning support for students and responsible dedication to academic integrity, but realize that this is a delicate balance.

We are guided by the idea that blind adherence to policy leads to a kind of orthodoxy that limits possibilities for effective and appropriate work and that open and ongoing discussion is preferred.

General Policies

  1. SLS operates as a civil learning community - our goal is to ensure a free exchange of ideas in an atmosphere of mutual respect and we require all interactions in SLS to be in accordance with that principle. 
  2. SLS is committed to respecting the personal privacy of all visitors - personal information is collected under the authority of the Ryerson University Act, and may be used to support decisions related to program planning and development, reports, and professional training.
  3. SLS is committed to removing barriers to access – we will do our best to eliminate barriers to our services and create mechanisms for identifying where we have failed in those attempts.

Procedural Policies

  1. SLS offers service to Ryerson students only – there may be instances where we reach out to community members or other educational institutions in the interests of making connections with the wider educational community but we are here to support Ryerson students.
  2. Ryerson students can book up to two individual appointments per week in SLS – our goal is to be available to the broad Ryerson community of students. A two-appointment-per-week policy allows for equitable distribution of time and prevents over-dependency on the service.
  3. SLS reserves the right to deny reservation privileges – those students who fail to show up for three consecutive appointments or contravene SLS civility policies, risk losing their reservation privileges.
  4. SLS appointments must be cancelled 12-hours in advance to allow a fair opportunity for other students to book the appointment time. Students who cancel 2 appointments with less than 12-hours notice or miss 2 appointments in a semester, may be prevented from booking future appointments.

Service Policies

  1. SLS will focus on the process over content – SLS staff cannot be expected to be subject-matter experts and the primary focus of their support will be upon the student learning processes as opposed to the specific content of their work.
  2. SLS will; employ a flexible, mixed approach to academic support – on the one hand, a minimalist, conversational approach to help students develop their own ideas and, on the other, a more directive approach to scaffold student learning development. One size does not fit all.
  3. SLS will avoid editing and proofreading student written work– we recognize that proofreading and editing is an important aspect of an effective writing process so aim to nurture this skill development in our students. Editing for the students, in most cases, tends to increase dependency and can contravene certain principles of academic integrity.
  4. SLS will not contribute directly to the content of student work – this includes direct editing and proofreading of written assignments, help with take-home exams, math homework, etc. The reasons for this are obvious.
  5. SLS will employ appropriately modified techniques for students who require accommodations – we recognize that students with learning disabilities or other exceptionalities will not benefit equally from standard policy and procedure.  
 

       

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