Our research found that pathways students are generally prepared for their programs, but also expressed some challenges in navigating new course expectations, encounter social challenges, and are lacking some key skills and foundational knowledge. Additionally, if students enter the program at an upper semester from within Seneca they are less likely to have attended orientation events, or to have received library instruction; therefore, do not have key information about academic supports relevant to their new program. Students who completed a 3-year diploma are generally more prepared, while students who have lower GPAs may be less prepared.

The research found the following skills that pathways students may need to improve on, and these are the basis for the Academic Skills for Pathways Student Program.

• Critical thinking and data analysis skills
• Research skills
• Writing and citation skills
• Understanding of theory and discipline's foundational concepts
• Time management and organization skills
• Collaboration and group work

Work experience typically benefits pathway students and includes:

• Applied skills
• Industry knowledge
• Greater confidence and williness to speak out
• Higher levels of organization and engagment with their learning

Similar to non-pathways students, their habits for accessing academic support are varied. The research found:  

• Some pathways students may be more comfortable reaching out for help ​
• Struggling degree students who did well in diploma may not seek help​
• Internal pathways students are less likely to attend orientations—may miss degree level resources​
• Students tend to reach out when marks are impacted or they fail courses​
• The main points of contact for help for them are faculty, program coordinators and student advisers

This program has been shaped around these concepts to support students in finding academic help in a modality most comfortable to them to support the previously mentioned skills. While also supporting you the instructors and staff that have the most interactions with the students.

The findings suggested that: 

• Resources should be short/to the point and well-labeled
• In-person resources are preferable (students are tired of online learning)
• Resources should be available at the point-of-need
• The use of resources and services should be incentivized/mandatory
• Resources should be embedded in courses
• Supports should be available to all students (not just pathways students)

The research suggests the best way to promote services include social media, outreach by a variety of stakeholders (advisors, librarians, instructors, learning centre staff, etc.) and through email blasts to all students and relevant stakeholders.