The Academic Success Plan

Vicenta Shepard, Reading & Learning Coordinator

Center for Academic Success

Quantitative Picture of FIU Students

Study of First Time in College (FTIC), 2008 cohort

Information released by the Office of Retention and Graduation Success, September 2013

First Year Second Year

Third Year Fourth Year Fifth Year Sixth Year

Re-tained

0.999103674932776

0.863758589781894

0.757095906782193

0.496265312219898

0.270092620256947

0.218105766357932

Gradu-ated

0.000298775022408127

0.00597550044816253

0.0325664774424858

0.227367792052584

0.437705407827906

0.437705407827906

Discon-tinued

0.000597550044816253

0.00149387511204063

0.0540782790558709

0.107260233044517

0.129070809680311

0.17388706304153

Dis-missed

0 0.128772034657903

0.15625933671945

0.169106662683

0.163131162234837

0.170301762772632

5%25%45%65%85%

Stu

dent

Rete

nti

on

43.77%

34.42%

18.46%

3.35% GraduationGraduated On TimeDiscontinued or DismissedCareer in ProgressPotential Fall 2013 Grad

Qualitative Concerns of FIU Students

“I didn’t think college was going to be this hard.”

“These classes are huge! It’s really easy to get lost. It takes a lot to stay focused.”

“I never had to study this much in high school.”

“I used to be a really good student. I don’t know what happened.”

“I read the chapters, but when it came time to take the test I blanked out.”

AIP in High School

Determining factors were scores on county and state assessments

School-based action plan: Individualized Instruction

based on test performance

Different from Individualized Education Program (IEP)

Volume of students enrolled in remedial reading, math, and science

Individualized can become difficult when all students have the same deficiencies

Goals established because of standardized test results, not curriculum objectives in courses

IDEALS REALITIES

ASP in University (FIU)

Students are taught perseverance when encountering adversity “Who Gets to Graduate” by Paul

Tough (May, 2014) Engage in Help-Seeking

behaviors

Students are taught to be more metacognitive Monitor when they understand,

and when they don’t Differentiate learning strategies

between disciplines

Improve retention rates longitudinally

Volume of students on academic warning or probation

AIP is currently voluntary, not required

Collaboration and Communication is crucial between CfAS and Faculty Adjuncts Visiting Professors

IDEALS REALITIES

Components of the ASPSESSION “0” Ground Zero Meet with Reading &

Learning Coordinator Discuss previous academic

performance Pair with a Reading &

Learning Tutor Begin networking with

other tutors and departments

SESSION 5: RESEARCHUniversity Libraries, Douglas Hasty

SESSIONS 1 – 4: Strategies

Create academic plan for semester, e.g. time management, tutoring, work, etc.

Learn reading strategies and how to apply for studying

Create study guides

Work with Reading & Learning tutor and other Subject Area tutors

SESSION 6: REFLECTION &

EVALUATIONDiscussion between

student, tutors, and Reading & Learning Coordinator

Who is currently participating?

Exploratory students

Social Work

Dietetics

Anyone interested, e.g. referrals from DRC, other academic advisors, etc.

Out of students who participated, 75% back in good academic standing

What do the students have to say?

Students felt that their personal lives, e.g. work, family, social obligations, made the biggest impact on their academic performance (75% of Qualtrics respondents, Spring 2012)

Students felt they themselves made the most impact on their academic performance (78% of Qualtrics respondents, Spring 2012)

Students felt the Academic Improvement Plan was effective in getting back on track with their academics (82% of Qualtrics respondents, Spring 2012)

Students felt the concept of the Academic Improvement Plan was beneficial for students (86% of Qualtrics respondents, Spring 2012)