1. The Academic Success Plan Vicenta Shepard, Reading & Learning Coordinator Center for Academic Success

2. 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

3. 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.”

4. 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 IDEALSREALITIES

5. 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

6. Components of the ASP SESSION “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: RESEARCH University 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 & EVALUATION Discussion between student, tutors, and Reading & Learning Coordinator

7. 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

8. 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)