STUDENT LEARNING SUPPORT POLICY: SERVICES, IMPLEMENTATION STRATEGIES, RESOURCE ALLOCATION, AND FOLLOW-UP

Policy number	EULER-QA-LS-2025-01 — Student Services, v1.0
Approved by	University Foundation Governing Board and University Executive and Academic Board
Effective date	07/05/2026
Next scheduled review	[Effective date + 3 years]; service metrics reviewed annually
Policy owner	Global Academic Chairman, with the QA / IQA Office and the International Faculty Coordinator
Responds to	AAC Expert Report (June 12, 2025), Standard 6, Condition 2 (Condition 22 of 34)
Publication	University website (Student Support Hub + Policies pages), LMS, program handbooks, and EGNYTE — “Current and Active Policies”

 

1.  Purpose and Scope

This policy ensures that every EULER student has access to effective, equitable, and timely learning support, and establishes the formal structures — services, implementation strategies, resource allocation, and follow-up mechanisms — that deliver it. It directly responds to AAC Condition 22 (Standard 6, Condition 2):

“Learning Support Policy: Develop and implement formal policies on student learning support, including strategies for implementation, resource allocation, and follow-up mechanisms.”

The policy applies to all enrolled students in all EULER programs and covers three categories of support: academic (tutoring, writing assistance, research-methods guidance, thesis supervision, language support), technical (LMS/CMS navigation, database access, IT and software assistance), and personal (well-being resources, study-skills coaching, disability accommodations).

2.  Guiding Principles

• Accessibility: every service is available to every student regardless of geography, time zone, or technical capacity — asynchronous first, with scheduled live sessions where needed.
• Proactivity: support is not only requested but offered — the early-warning system identifies at-risk students and reaches out before failure, not after.
• Equity: reasonable accommodations for students with disabilities or other learning needs, under the University’s published Inclusion and Support for Disabled Students policy.
• Proportionality: at the University’s current scale, several support functions may be held concurrently or contracted; the register of current assignments is maintained by the Global Academic Chairman so every function always has a named holder.

3.  The Support Services

Service	What it provides	Responsible
Foundational skills (built-in)	ACA-401 taken first by every student; orientation document + personal video orientation session; templates, checklists, sample papers; training videos (Word styles, Zotero)	IFC; ACA-401 instructor
Writing support	Guidance on academic writing beyond ACA-401; Grammarly Premium provided free to every student; revision feedback through the instructor loop	Writing Support Coordinator
Academic success coaching	Study-skills and time-management coaching; support plans for at-risk students; pace adjustment with the IFC	Academic Success Coach
Research and library support	Database access guidance (JSTOR and equivalents), citation tooling, research-methods help; thesis-stage support through supervision (≥ 3 documented meetings)	Library/research support; thesis supervisors
Language support	Tutoring for students working in English as an additional language	Language Support Tutor (external, not provided by EULER)
Technical support	LMS/CMS access, software, and connectivity troubleshooting	IT Support (some support by EULER; typical IT issues are local and not provided by EULER)
Disability accommodations	Request-based, individually reviewed accommodations (Section 8)	EULER senior officials to review each case
Well-being resources	Referral to the University’s contracted well-being platform and external resources; confidential	Student services coordination (external provider)
Peer mentoring	Senior students paired with new students, coordinated through the Board-selected student representatives	Student representatives; IFC

4.  Implementation Strategies

4.1  Onboarding and visibility

• New-student orientation includes information on the support services, how to access them, and their response-time targets.
• A Student Support Hub page on the website and LMS lists every service, contact route, response target, FAQ, and external resources; program documentation and or pages carry a “Support Services” section linking to it; the Hub is mentioned in the handbook(s).

4.2  In-course support — the standing baseline

Instructor feedback within the 72-hour standard (3 business days excluding Friday-Sunday), revision-and-resubmit teaching on Response and Major Papers, IFC monitoring of course target dates and deadlines, and the University’s deliberate flexibility on extensions (requested through the IFC) constitute the permanent first line of support for every student in every course.

4.3  Proactive outreach — the early-warning system

1. Triggers: the LMS/CMS track engagement — no login to LMS for 14 days (LearnDash notification Add-On), an approaching course deadline with periods outstanding, or a failed oral examination.
2. Alert: a trigger notifies the Academic Success Coach and the IFC automatically.
3. Outreach: the Coach or IFC contacts the student within 3 working days to offer support — tutoring, time management, technical help, pace adjustment, or referral.
4. Support plan: where needed, a short, written plan (actions, owner, review date) is agreed with the student and logged.
5. Review: program-level grade distributions and completion rates are reviewed on a regular basis (ideally monthly); students with declining performance are contacted proactively.

4.4  Requests, response targets, and logging

• All support requests (except emergencies) route through the central support channel published on the Hub; targets: technical issues within 24 working hours; tutoring appointments scheduled within 48 hours; personal (non-emergency) support within 48 hours; emergencies referred immediately to the well-being platform’s 24/7 line.
• Every interaction is logged in the student’s confidential support record — date, type, outcome, follow-up — accessible only to the student and authorized staff.

5.  Resource Allocation

Resource	Allocation	Funding source
Writing Support Coordinator (ACA and ACA-401D instructors)	Instructors as contracted	Operational budget
Academic Success Coach (IFC Assistant)	As contracted	Student services budget
IT Support Specialist	ACA-401D instructor	Overall Contractor / Instructor Budget
Disability Services Officer	0.2 FTE (shared role)	Student services budget
Peer mentors (student stipends)	Up to 5 students × 2 h/week	Student services budget
Grammarly Premium licenses (all students)	Institutional subscription	Operational budget
Well-being platform; help-desk/ticketing; database subscriptions	Institutional subscriptions	Student services / IT / library budgets

 

• Annual budgeting: each support function submits its request in the University budgeting cycle; direct student support (writing, well-being, early warning) has first priority; 5% of the student services budget is reserved as contingency.
• The resource table is reviewed annually by the University Executive and Academic Board against the follow-up metrics of Section 6, scaling allocations with enrollment.

6.  Follow-Up Mechanisms

• Satisfaction: the end-of-course feedback survey and an annual support-services survey rate accessibility, timeliness, and effectiveness; results are analyzed by the QA / IQA Office.
• Case follow-up: after each resolved request, the student is asked whether the issue is resolved; unresolved cases can be reopened and are escalated to the Global Academic Chairman within 5 working days.
• Indicators: requests by category, response and resolution times, satisfaction scores, support-plan closure, and impact on retention and completion (outcomes of supported vs. unsupported students) — reported in the quality dashboard and reviewed annually by the University Executive and Academic Board.
• Action plans: any service below target should receive an owned action plan, monitored quarterly by the QA / IQA Office through the closed loop.
• AAC reporting: an anonymized, aggregated summary of support activity and metrics is included in each annual quality assurance update.

7.  Accessibility and Accommodations

Students with disabilities may request reasonable accommodations through the Disability Services Officer, in accordance with the University’s published Inclusion and Support for Disabled Students policy, and with appropriate documentation.

Accommodations may include extended deadlines, alternative learning material (e.g., PDF to audio), alternative assessment formats (e.g., adjusted oral-examination arrangements), and additional time. Decisions are documented, confidential, and reviewed annually.

8.  Roles and Responsibilities

Role	Responsibility
Global Academic Chairman	Policy owner; oversees the support system; maintains the register of function holders; decides escalations
Deputy International Faculty Coordinator	First-line academic navigation: orientation, pacing, extensions, early-warning outreach
Instructors	72-hour responses; formative feedback and revisions; flag struggling students
Support function holders	Deliver their services within the published targets; log interactions
QA / IQA Office	Metrics, surveys, action-plan monitoring, annual review, AAC reporting
Student representative(s)	Coordinate peer mentoring; carry student input on services to governance

9.  Evidence of Compliance

• This approved policy, signed and dated.
• Student Support Hub captures (LMS) and the orientation module.
• Early-warning configuration and anonymized outreach/support-plan records.
• Support logs, response-time metrics, and the annual service review with any action plans.
• The resource-allocation table as budgeted, and accommodation records (anonymized).