Factors for consideration would include:

  • previous academic performance (high school or collegiate), standardized test scores 
  • placement test scores 
  • current selected schedule of course work 
  • knowledge of student behavior 
  • at-risk factors (language skills, sport performance, personal issues, or other concerns).

Students to be monitored are assigned to the coordinator (most at-risk students) and the assistant coordinator (those considered less at-risk).

Appropriate frequency of monitoring (once a week, once a month, every other week, etc) is determined.
Monitor appointments occur at half-hour intervals.

Discussion with the student focuses on academic performance, concerns, and potential referral to appropriate support service.
Referrals are made as necessary to advisors, tutors, SI, Counseling and Psychological Services, Financial Aid, Compliance Officer, coach, residence hall personnel, student legal services, etc.

Individual assistance and counsel is provided in regard to transition to college issues, identification of goals, development of academic plans, development of independent and self-disciplined learning, and student ownership of personal, academic, and social responsibility.

Mentoring occurs in the development of study skills, time-management and study strategies, note-taking methods, and test-taking techniques.

Confidentiality is assured for personal issues. Only academic achievement is shared with coaches or administration (Buckley Amendment).

A student file is maintained through graduation in regard to progress, number and summary of meetings, and the student's use of support services.

Summary reports are developed by the Coordinator and Assistant Coordinator for each academic term, that reflect frequency of appointments. Learning Center use, and grade point.