A Structure of Interventions for a Coherent Approach to Student Success




Lévesque, Jean-Paul

This article presents a three-stage supervision approach based on existing success plans at Cégep de Matane, whose main focus is to offer first-term students the necessary human resources, measures and tools that will facilitate a harmonious transition and adaptation to the demands of college studies. In order to do this, two main principles were used to guide the actions of interveners: students are the main architects of their success and the supervision is to be considered within a perspective of student autonomy. The aim is to make it possible for teachers assigned to the program's introductory course to be able to rely on other resources developed and gradually put in place over time: the first-term pedagogical committee, a reference kit for the program's introductory course, that proposes activities to help students overcome the challenges faced in the transition from secondary to college, as well as a chart for detecting students at risk, and a three-stage intervention procedure: from the teacher assigned to the program's introductory course, to the teacher in charge of following up on students at risk, and to various professional resources. The author also briefly mentions three support measures appreciated by the students: the centre for assistance in French support CAF), peer tutoring, and the mid-term report, mentioning, in relation to the latter, that the success plan assessments confirm its relevance.


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