All faculty and staff in the School of Pharmacy are committed to student success, and therefore have a strong desire for all students to perform well academically. When student performance does indicate academic deficiencies, the UWSOP is committed to intervening in a timely and appropriate manner.
Early warning and intervention (EWI) is defined as identifying and addressing academic deficiencies while the course is still ongoing. When students perform unsatisfactorily on key course assessments (exams, major projects, etc.) during the first half of the semester, the course coordinator and advisor communicate with the student to develop an early warning and intervention plan. The purpose of the early warning and intervention plan is to address the student’s learning strategies and understanding of the material in a timely manner and to promote their success in the overall course.
This policy is intended to advance communication about student progress among the student, faculty, and staff. It is intended to provide a reliable and consistent method of addressing specific knowledge and skill deficits while the course is still ongoing. Addressing unsatisfactory performance early in the course is intended to promote students’ success in the overall course and PharmD curriculum.
Reasons for Policy
The early warning and intervention policy is intended to comply with Standard 17.2 of the Accreditation Council for Pharmacy Education’s (ACPE) Standards 2016 on student progression and unsatisfactory performance in the PharmD curriculum.
The early warning and intervention policy outlines the process for faculty and staff to monitor and communicate about students’ competency and progress throughout the curriculum. This communication includes addressing personal or learning issues that the student may be facing. This policy is intended to communicate available options, emphasize proficient knowledge and skills, and promote transparent and consistent procedures. Through these policies, the faculty and staff of the University of Wisconsin-Madison School of Pharmacy will attempt to remedy academic deficiencies in specific content areas in a timely manner.
This policy applies to all required pre-APPE PharmD courses, not including elective courses.
This policy applies to students who are at risk of earning a D or F in the course, not for improving performance that is already satisfactory.
Students may initiate the early warning and intervention process by scheduling a meeting with their advisor. Ideally, it is recommended that students initiating the process should be in contact with their advisor no later than the midpoint of the course.
If a Pharmacology/Toxicology student is enrolled in an affected course, the student is eligible for early warning and intervention.
The early warning and intervention procedures may be used multiple times within a semester and multiple semesters.
- After each major assessment milestone (e.g., exams, projects, COPS hours), the course coordinator shall review student performance.
- The course coordinator shall send the list of students who are at risk of earning a grade less than “C” in the course to the corresponding class advisor. The class advisor can also request a list of students from the course coordinator.
- The advisor shall arrange a meeting with each student to identify learning needs and begin developing an intervention plan.
- The student shall meet with the course coordinator (preferably before the next assessment) to review content and develop a written intervention plan.
- The student shall finalize the intervention plan, with assistance from the advisor and course coordinator, and send the finalized intervention plan to advisor to indicate the student’s individual commitment to the plan.
- The advisor shall monitor the student’s course performance for improvement.
- If the student’s performance does not improve, the advisor shall schedule a meeting with the student and course coordinator to discuss challenges the student may be facing and the student’s adherence to the intervention plan.
- If a student’s performance warrants the early warning and intervention procedure three times (either within the same semester or across semesters), the student is required to meet with the Student Promotion and Academic Review Committee.
- Failure of the student to comply with the stipulations and expectations of the intervention plan, to include all meetings with the advisor and/or the course coordinator, will abrogate the opportunity for later remediation for the course.
- Regular course attendance and participation
- Follow-through on meeting with advisor and course coordinator
- Develop the intervention plan, with assistance from the advisor and course coordinator
- Ongoing communication with advisor about performance in the course
- Adherence to the early warning and intervention plan
- Contact students (referred by the course coordinator) whose performance warrants intervention and arrange for an in-person or by-telephone meeting, as soon as possible and prior to the next course exams/activities.
- This meeting is an opportunity to discuss factors affecting the student’s performance, including identifying the need for:
- Assistance with time management, study strategies, stress management, and other personal issues
- Adjustments to work hours, professional commitments, and other commitments
- Alternative methods/reviews with content-related faculty to support for examinations/activities, and/or tutoring resources
- Considerations when meeting with the course coordinator to further develop the early warning and intervention plan
- Assist the student with the development of the early warning and intervention plan
- File the early warning and intervention plan in the student’s record
- Share the trends in early warning and interventions with the Student Promotion and Academic Review Committee (SPARC)
- Course coordinator
- Include the early warning and intervention policy and remediation policy in the course syllabus
- Identify which assessment activities and situations may trigger the early warning and intervention process
- Notify the advisor which student performances warrant intervention
- Meet with the student to assist with the development of the early warning and intervention plan
- Discuss how content from the previous exam relates to previous coursework and upcoming content
- Director of Assessment
- Update Outcome Tracker records to provide information on student’s previous performance
- Monitor the progression of students who used the early warning and intervention procedures
- Communicate the progression trends to the Assessment and Curriculum committees
- Assessment, Curriculum, Student Promotion and Academic Review Committees
- Evaluate the effectiveness of the early warning and intervention policy
- Student Promotion and Academic Review Committee
- Will determine a consistent policy for meeting with students whose performance has warranted early intervention
Approved May 30, 2018