PAACT

PAACT Brochure

PAACT Consent-Agreement Form.doc

The Problem and Rationale

Historically at the University of Florida, beyond the second year African American students have had lower grade point averages, retention rates, and graduation rates than other student groups. Enrollment and graduation figures reveal that the first two years are critical in determining the number and percentage of African American students who will be retained and graduate. Based on observation and consultation with other academic support officials, the MRRC concludes that a big factor in how well students perform academically is their ability to stay focused on achieving academic excellence.

Need

The need for a program which prevents students from moving in the wrong direction thus becomes overwhelmingly apparent.The need for the PAACT program was recognized and funded by the University of Florida for the 1998-99 academic year. The PAACT Program has proven to be highly successful in fostering a dedication to achieving academic excellence through camaraderie and positive group identification, and a number of activities that familiarize students with key personnel, offices, and other valuable resources at the University of Florida.

In addition to the transitional phase, PAACT includes a follow-up phase as well. All participating colleges were asked to develop and implement academic support services to their first generation and/or underrepresented students throughout the year. Both phases resulted in highly positive feedback from participating students, faculty, and administrators. As a group, the PAACT students have performed exceedingly well and have adjusted appropriately to the University of Florida.

Purpose

The purpose of a week long "PAACT Transition" and year-long Follow-up program is to:

• reach students in their earliest stage of student life
• help prepare them for combat against any negative influences that await them
• aid them in adjusting to the many challenges they will face
• assist them in achieving academic excellence and graduation with distinction.
• assure that all colleges provide academic support services for their first generation and/or underrepresented students
• monitor their academic progress

The objective of this program is to produce a more psychologically, socially, politically, and, morally sound group within the student population. Through an effective week-long program of familiarization and initiation to the new environment, continual career-long advisement through specific support services, and thorough follow-up of students through counselors and advisors in their respective colleges, the goal for a higher standard of studentship will be attained.

Specifically, the Transition Program, along with the Follow-up Support Phase in each college, sets a goal of

• raising the number of African American students achieving grade point averages from 3.0 to 4.0 by 10%
• raising the retention rate after the four years by 10%, and
• raising the six year graduation rate of the cohort group by 10%

Activities will be coordinated through OASIS in the College of Liberal Arts and Sciences and will consist of plenary presentations for general information and skills and break-out sessions with college representatives and support groups for instruction in critical tracking courses and computing laboratories. Procedures will include a number of workshops instilling or improving student skills in test taking, time management, coping skills in accordance with the academic environment, note taking, rapport building with faculty, library and other reference and multimedia skills, campus familiarization, academic commitment, self management, and in other relevant areas.