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

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 Quantitative Picture of FIU Students
100%
90%
80%
Student Retention

70%
60%
50%
40%
30%
20%
10%
0%
First Year Second Year Third Year Fourth Year Fifth Year Sixth Year
Dismissed 0.00% 12.88% 15.63% 16.91% 16.31% 17.03%
Discontinued 0.06% 0.15% 5.41% 10.73% 12.91% 17.39%
Graduated 0.03% 0.60% 3.26% 22.74% 43.77% 43.77%
Retained 99.91% 86.38% 75.71% 49.63% 27.01% 21.81%

Graduation Study of First Time in College (FTIC),

3.35%
Graduated On
2008 cohort
Time
Discontinued or
Information released by the Office of
18.46%
43.77% Dismissed Retention and Graduation Success,
Career in
Progress
September 2013
34.42%
Potential Fall
2013 Grad http://cssfounder.com
 Qualitative Concerns of FIU Students
I didnt think college was going to be this hard.

These classes are huge! Its 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 dont know what

happened.

I read the chapters, but when it came time to take the

test I blanked out.

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 AIP in High School
IDEALS REALITIES
Determining factors were Volume of students enrolled
scores on county and state in remedial reading, math,
assessments and science

School-based action plan: Individualized can become

Individualized Instruction difficult when all students
based on test performance have the same deficiencies

Different from Individualized Goals established because of

Education Program (IEP) standardized test results, not
curriculum objectives in
courses

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 ASP in University (FIU)
IDEALS
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 dont
Differentiate learning strategies
between disciplines
Improve retention rates
longitudinally
REALITIES
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
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 Components of the ASP
SESSION 0 Ground Zero SESSIONS 1 4:
Meet with Reading &
Strategies
Learning Coordinator Create academic plan for
semester, e.g. time
Discuss previous academic management, tutoring, work,
performance etc.
Pair with a Reading & Learn reading strategies and
Learning Tutor how to apply for studying
Begin networking with Create study guides
other tutors and Work with Reading &
departments Learning tutor and other
Subject Area tutors

SESSION 5: RESEARCH SESSION 6:

University Libraries,
Douglas Hasty
REFLECTION &
EVALUATION
Discussion between
student, tutors, and
Reading & Learning
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Coordinator
 Who is currently participating?
Exploratory
students
Social Work Out of students who
participated, 75% back
Dietetics in good academic
standing
Anyone
interested, e.g.
referrals from
DRC, other
academic
advisors, etc.

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 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)

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