Student Progress Report

Students in a course who are identified at risk for academic or clinical failure will be provided assistance by course lead faculty.
 
As students progress through curricular content and clinical practice, faculty shall guide student remediation in order to facilitate student success in the program. Faculty role includes evidence of a faculty/student progression plan that outlines student deficit, steps to achieve satisfactory performance, a timeline for a re-evaluation of student progression, and elements that support an eventual dismissal for students who do not meet required standards in either academic or non-academic conduct.
 
When a student’s academic or nonacademic performance in a course is unsatisfactory, that student is considered at risk for failure in the course. Once the need for student remediation is identified, the lead faculty of the course will:
 
1. Notify the at-risk student of concern and potential failure and prepare a Progress Report that will be discussed with the student.
2. Faculty will request signature/date of the remediation plan following a face-to-face meeting to review the Progress Report. Copies of the signed Progress Report will be given to the student, Registrar, and Academic Dean. (See Progress Report Form), with the faculty retaining the original signed copy.
3. The course faculty determines required and/or adjunctive learning activities, in conversation with the student regarding individual learning needs and recognized deficits.
4. The course faculty will document the measurable level of achievement or mastery of competency that must be met to demonstrate satisfactory performance and progression.
5. A timeline will be determined and delineated in which proficiency must be demonstrated.
6. Periodic follow-up between faculty and student prior to final determination of student status should be documented. This timeline will be included in the Progress Report.
7. Faculty will suggest additional available internal and external resources for the student as indicated. These sources may include but are not limited to counseling, financial aid, faculty, individual, group or peer tutoring, community resources, simulation experiences, textbooks, journal articles and review questions.
 
Saint Luke’s College Policy AP-035 - Approved 9.9.2015