Probation Followed by Remediation
Academic Probation
If the cumulative grade point average in all faculty work falls below 60%, an undergraduate student is subject to academic probation. A student shall be removed from academic probation only when the cumulative grade point average in all faculty work is 60% or higher.
Remediation
AUM requires each entering undergraduate to take the English Placement Test (EPT), Arabic Placement Test (APT) and the Computer Literacy Placement Test (CLPT) prior to enrollment except those exempted in accordance with the bylaws and regulations of HEAC and AUM. These placement tests are not a condition for admission to AUM, but they should be in the near future a condition for enrollment. These examinations are designed to identify entering students who may need additional support in acquiring university entry-level English, Arabic and computer literacy skills. Undergraduate students who do not demonstrate university-level skills in English, Arabic and in computer literacy will be placed in appropriate remedial programs and activities during the first term of their enrollment.
Students placed in remedial programs in either English, Arabic or computer literacy must complete all remediation in their first year of enrollment.
Goal: Remediation aims to empower students on academic probation and build up their proactive agency.
Objectives: Each faculty needs to shoulder the following tasks:
1. To come up with intervention programs and the involvement of academic support systems to help students on academic probation recover from their learning difficulties.
2. To have advisors fully implement the new intervention program that includes group tutoring, learning strategy seminars, counseling workshops and rigorous follow up on student attendance.
3. To direct academic advisors to work closely with students on academic probation and strive to understand the multitude of difficulties and barriers that may impede learning. This can be done by having students self-assess themselves to learn about their perception of why they face academic difficulty and the goals and resources they would utilize to improve academic work.
4. To have advisors work with individual students to create more personal success plans and take ownership of their own education. This is attainable by having students write their learning outcomes (LO) with the aid of their advisors to help them play an active role in the decision - making process towards their empowerment. The effectiveness of the (LO) should be measured and monitored through an on-going assessment.
5. To have advisors leverage university resources to maximize the effect and efficiency of the intervention program.