Student Success

Navitas is a global leader in creating diverse and inclusive communities for international students – we believe that wellbeing and a sense of belonging profoundly and positively impacts student learning outcomes. In addition to building student support services and networks, Navitas is committed to removing the barriers that may impede student success. 

Our pathway programs offer targeted, evidence-based support at key stages in the learner journey as students transition from high school to university in a new country.  

Four core elements inform our student-centred framework and approach to support service and positive student outcomes:  

• proactive advising:  
  • Casual hallway conversations, social events, and other advising-run activities that create familiarity with the support available.  
  • Purposeful and practiced interactions that aim to subtly detect students lacking in essential needs  
• strengths-based learning: 
  • Allowing the space and feedback for students to identify and cultivate their strengths in the classroom and student leadership settings 

• • Providing opportunities for positive collaboration, peer-to-peer learning, and building trust as leaders 

• principles of community psychology 
  • Utilizes collaborative approaches, strengths-based interventions, and cultural competence to promote well-being, resilience, and positive change within diverse communities 
  • Open conversations with students and faculty about their needs  
  • implementation of prevention programs 
  • research, evaluation, and policy advocacy to inform evidence-based practices and systemic change 

• values-based leadership. 
  • Integration of institutional goals and initiatives with strategic planning processes 
  • Promotion of diversity, equity, and inclusion 
  • Student-centred approach that prioritizes holistic student success 

Utilizing the above framework, our students learn both inside and outside the classroom. They learn how to build resilience, develop leadership skills, communicate effectively, seek support, solve problems, manage their time, actively participate in their community, and advocate for themselves. They gain a sense of belonging through programs that encourage leadership, mentorship, social interaction, and extracurricular activities. 

We are extremely proud of our learners’ outcomes – we have a 91% student retention rate (well-above the undergraduate average) and at least 92% of students who complete a foundation program progress to degree programs at the partner university.  

All Navitas programs in Canada are signatories on the Okanagan Charter and uphold a commitment to cultivating resilience and reducing stigma through education.  Navitas promotes the mental health and wellbeing of our broader community including staff, instructors, and partner services. We provide all staff with mental health first-aid training and additional training for student-facing roles to ensure students are appropriately supported at every stage of their journey. 

Our strengths-based academic support framework aims to cultivate confidence in students as they build essential foundational skills. A strengths-based approach: 

• views learning as dynamic, complex and holistic 
• recognizes that students require opportunities to demonstrate their achievement of learning outcomes in different ways 
• starts from a position of what is present (strength) rather than what is absent (deficit)  
• empowers students to navigate their educational journey with self-assurance and resilience. 

In meeting students where they are, we embrace the diverse backgrounds, experiences, and skill levels they bring to their studies and our learning community. Through personalized support tailored to individual needs, we ensure that each student receives the guidance and resources they need to thrive academically. 

Navitas prioritizes the following academic support services for foundation program students to drive both academic and professional success: 

• small class sizes  
• continuous professional development for instructors 
• culturally inclusive classroom environments  
• addressing gaps in learning due to regional and national differences in curriculum 
• adaptive pedagogical strategies to meet individual student needs. 

University partner/Navitas collaborative approaches to student support are incredibly important to enhancing student success and include: 

• early alert interventions  
  • identification and utilization of indicators a student may be experiencing academic or personal difficulty; attendance and platform log-in tracking, academic probation, and instructor concern reporting  
  • Identifying and celebrating highly engaged students and connecting them with student leadership and academic, career, social, personal, and other developmental opportunities 
• instructor support and tutorials 
  • recognizing subjects that pose greater academic challenges and implementing additional support in the form of weekly tutorials and workshops at key times in the semester. 
• peer and instructor mentorship programs 
  • flexible guidance and support for a wide range of topics determined by the student in need 
  • students create connections with peers, alumni & faculty to build community 

Navitas has extensive experience in delivering curriculum on behalf of partner universities. Instructors that teach in Navitas courses are carefully chosen passionate subject matter experts, who are passionate about teaching international students, and adapt their teaching to support development, wellness, and success.  Our instructors are supported through advisory groups, professional development programming, and networking and engagement opportunities within and outside of their discipline areas. 

Please see outline of our standard academic support programming.

Non-academic support services are, like their academic counterpart, key to student success and wellbeing.  Students who feel supported and empowered to thrive personally have much better learning outcomes overall. 

With this in mind, we prioritize building a connected community by providing: 

• engaging orientation programs through academic presentations and facilitated social connections 
• Extended orientation support services delivered at critical points relevant to their transition 
• student leadership opportunities that range in commitment and responsibilities 

We set the stage for students to forge meaningful relationships with peers, faculty, and staff, and ensure they receive the support they need to overcome obstacles and achieve their personal and learning goals. We ensure this by providing: 

• proactive advising and transitional support with enrolment assistance and adjustment to university life  
• retention programs & social interventions – tutorials, workshops, and group activities to cultivate community 
• running a weekly psychoeducational support groups 
• support for minor aged students to meet their unique needs as well as ensure compliance with legal requirements 
• student-run peer-to-peer programming as part of leadership groups 
• social, spiritual, and emotional health and wellness by offering on-campus workshops, promoting community organizations, and providing referrals to interfaith services 
• counselling and connection to wellness resources with an on-site case manager, art therapy, referrals to other paramedical practitioners to provide concurrent treatment 

By leveraging data-driven insights and fostering student-led initiatives, we aim to create an environment where every student feels valued, inspired, and equipped to make a positive impact in their communities and beyond. 

Please see an outline of our standard student support programming.

At Navitas, we utilize regional-specific research to inform our staffing ratios and best practices. We actively participate in and contribute to in recognized industry groups and forums such as NACADA (National Academic Advising Association), CACUSS (Canadian Association of College & University Student Services), NASPA (National Association of Student Personnel Administrators), ACPA (American College Personnel Association), and FYE (First Year Experience) to inform our resource planning, program development and implementation. We have four student-facing teams that work collaboratively to oversee foundation program operations.  Where possible, we align position titles with the partner university to provide continuity for students.  

• Academic Success: oversees academic programs, supports faculty, and ensures academic standards are met; also provides advice on extra-curricular academic services. 
• Student Success: provides advice, resources, workshops, and strategic interventions to promote academic and personal success. 
• Student Experience: manage events, activities, and student leadership opportunities to build connected learner communities. 
• Wellness Team: promotes physical, mental, and emotional wellbeing through counselling services, health education, wellness initiatives, and collaboration with community resources that support holistic wellness, academic accommodations, and community awareness. 

In addition to professional staff, Navitas utilizes a paraprofessional, co-operative education, and peer support model across foundation programs with an international student cohort. These roles provide an important additional level of student support that has been well-received across our foundation program cohorts. Based on the current targets, the staffing ratios for the U of A foundation program would be as follows: 

• For the first year, the ratio would be 1 professional staff member to 14 students, incorporating a combination of professional staff and student positions.  

Upon reaching full capacity, the staffing ratios for the program would ideally adhere to the following standards: 

• 1 professional staff member per 80 students (with a maximum ratio of 1:100) 

• 1 staff member per 50 students, inclusive of paraprofessionals, co-op placements, and peer support (with a maximum ratio of 1:75). 

Additionally, our centralized learning and teaching team provides comprehensive support for global reporting, professional development, education technology, and curriculum development. This team facilitates collaboration and innovation across our educational programs worldwide.to maintain teaching and learning excellence across all Navitas initiatives.  

The success of a foundation program relies on the strength of the partnership and should be one built on collaboration, trust, and transparency. Navitas prioritizes the following university partnership elements:  

• Clear objectives and alignment of goals – thorough understanding of each party’s expectations, values, and long-term objectives. 
• Collaborative decision-making – through our tested and proven governance structure, our university partners have complete oversight of academic quality and integrity, overall strategic planning, and day to day operations of the college. 
• Communication – our proven governance structure ensures there are multiple channels of communication for U of A staff to have open and transparent dialogue with the Navitas team.  Additionally, our attendance at the University senate, where appropriate, ensures any policy changes are reflected in our practices. 
• Flexibility and adaptability – Navitas is a nimble partner that recognizes that the higher education environment and student markets are dynamic. We adapt to change and can and do adjust strategies based on evolving conditions. 
• Continuous improvement – student and staff feedback and review cycles provide an important opportunity for ongoing improvement across all elements of the foundation program. 

The University and Navitas will jointly agree to implement a governance structure that includes: 

• An Academic Advisory Committee to include the Board of Studies and academic representatives such as Provost or designates and Deans (to provide academic oversight and review academic outcomes and make recommendations). 
• A Joint Management and Governance Committee to include senior members such as the President and Vice-Presidents – to oversee partnership opportunities and contracts. 
• An Operations Committee to include student services and affairs representatives such as Dean of Students, residence services, counselling and clinical services, interfaith services, campus and community recreation activities and student ombuds (to ensure student satisfaction, retention, and outcomes). 
• A proposed fourth Strategic Enrolment Management Committee to include marketing, recruitment, and admissions representatives such as the Director, Recruitment Marketing, Director of International Recruitment and Registrar (to manage pipeline and enrolment targets). 

Course Moderation 

• All of the courses we deliver on U of A behalf will undergo a rigorous course moderation process that will ensure foundation program courses are courses that are equivalent to UA course offerings 
• Regular ongoing communication between administrative staff, foundation program instructors and U of A Course Coordinators to ensure that the academic standards for the foundation programs are maintained at a level equivalent to UA 
• Upon completion of the term, the Course Coordinator signs off on final grade distribution and the moderation process. This allows students to transition seamlessly to UA upon completion of the Foundation Program to obtain a UA credential  

Please see course moderation flow chart.