Early Communication Program (ECP)
Coordinator: Aimi Moss*
AACC’s Early Communication Program (ECP) looks at new student orientation along a continuum and works closely with the Office of New Student Programs. The ECP embraces ongoing and effective early communication with both students and parents upon acceptance into the University. The ECP includes several offices and areas in the UM-Flint community. Purposeful collaboration between all departments engaged in early communication produces cohesive, energetic, and inclusive information sharing. Early and ongoing communication with new students strives to connect students to the University in more meaningful and substantial ways.
Part of the ECP includes helping students understand major/course selection, graduation requirements, and career development. To help reach the ECP goal of “connecting students to the University in more meaningful and substantial ways”, AACC also includes academic expectations during the freshman year, the importance of campus involvement in research, coop/internship, field placement, and service learning into the communication piece. In addition to introducing students to all that the University has to offer, the ECP seeks to identify any dis-connections and/or stressors that students may be experiencing prior to their arrival on campus.
College Student Inventory (CSI)
Coordinator: Maggie Golembiewski*
The College Student Inventory (CSI) is a 100-item survey that asks questions about both academic and social areas. The CSI has been administered to all freshmen during summer orientation sessions since 2001.
AACC’s CSI Program connects students with an advisor/counselor two weeks after attendance at orientation to discuss their individual CSI report and to develop a plan of action based on their strengths, weaknesses, and interests.
Everyone learns in a different way and everyone has had different life experiences. The report helps the advisor get to know the student so they can focus on the most important concerns right away. Then the advisor can target specific activities for each student. So, for example, if a student is undecided about their major, the advisor can help them begin to explore their options; if they are very interested in politics the advisor can help them get involved with student government; if they lack confidence in their math skills the advisor can help them find a math tutor.
This meeting lays the foundation for a strong advising relationship. The student leaves their initial meeting knowing that they can come back for assistance or information anytime questions arise.
Early Academic Assessment Program (EAAP)
Coordinator: Jeff Dobbs*
Since the Fall 1999 semester AACC’s Early Academic Assessment Program has systematically provided feedback to freshman and other high risk students during the sixth and seventh weeks of the semester. The Academic Advising and Career Center staff requests mid-term grades from the faculty who are teaching the courses that the freshmen are enrolled in. Faculty response to the request is voluntary. The mid-term grades are mailed to the student along with encouragement to seek assistance from the instructor, tutors and/or their academic advisor.
Academic Advantage Plan (AAP)
Coordinator: Jo Ann Shabazz*
The Academic Advantage Plan (AAP), an active intervention program devised by AACC, calls not only for systematic monitoring of students’ academic progress, but also for systematic assistance for students vulnerable to academic problems. Academic failure often results for at risk students unable to meet university demands without guidance. Frequently these students are unaware of the support services offered by the University or are uncertain of how to use them effectively. This program reaches out to students on academic warning to offer guidance as well as access to services that will support their efforts to succeed. The program promotes stronger institutionalized support for students in jeopardy of losing their opportunity for further education.
Students are identified at the end of each semester who have fewer than 55 credit hours completed and are below a cumulative 2.0 grade point average. All students that meet this criteria are required to meet with an academic advisor to consider all factors pertinent to their academic progress and to implement needed steps to improve their chances for success. By placing a “hold” on their records, the students are not permitted to register for classes for the next major semester until the meeting requirement is met.
The required advising appointment encourages students to identify factors influencing their academic performance. Students are encouraged to initiate dialogue with those faculty with whom they currently have classes. Support services that the University offers to foster academic success are pointed out to the students such as the writing center and tutorial services, among others. Appropriate University policies and procedures are detailed for the students as they relate to their current schedules to avoid repeating mistakes of overloading, poor timing, lack of readiness, lack of course prerequisite, etc. The appointment develops the first step in a continued relationship between the student and the advisor. As assistance is provided to students that have personal issues that disrupt concentration, the student becomes connected to a University staff member and a meaningful relationship is established. That relationship along with disseminating institutional information serve as the strong foundation base in helping the student succeed.
Strategic Contact Intervals (SCI)
Coordinator: Aimi Moss*
AACC’s Strategic Contact Interval (SCI) program systematically engages students throughout their academic career. Identified chronological milestones call for individualized contacts from AACC Advisors/Counselors. The primary goals found in the SCI program is gauging a student’s commitment and connection to their academic, social, and personal purpose as well as providing a clear path to achieving academic and career success. A standard contact interval plan would include:
YEAR “ONE” (0-25 credits)
Mid-term first semester: Academic rigor check-in (tutoring schedule, faculty office hours)
End of first semester: Ensure winter registration all set, financial questions, major selection
End of first year: Career counseling appointments (define experience education plan, register for Career Connection, register for ResumeMaker, begin maintenance of professional resume), major selection, student involvement
YEAR “TWO” (25-55 credits)
Start of second year first semester: Follow-up on end of first year meeting
Start of second year second semester: Follow-up on experience education plan
YEAR “THREE” (56-84 credits)
Start of third year first semester: Implement experience education plan
Start of third year second semester: Continue implementation of academic/career plan, begin job search strategy talks, begin career programming knowledge orientation
YEAR “FOUR” (85 credits and above)
Start of fourth year first semester: Continue implementation of academic/career plan, fully engage in job search strategy, fully engage in career programming.
Start of fourth year second semester: Intense follow-up of academic/career plan, intense job search assistance.
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