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Below is a description of the University of Pittsburgh Learning Skills Center's Academic Success program. In the earlier years of our Center, we ran a program for probation students. Since our students are formally reviewed academically at the end of the year, so much was lost by the time they ended up on probation. So, we presented an idea of an early intervention program to our College of Arts and Sciences and this is what has resulted. For the investment of time and energy we put into it, we and the students get better results than we did when we worked with probation students. We also learned that individual contact is very important. Circumstances that have caused problems can vary widely. So, although the end result is the same (poor performance), causes are very diverse. If you wish to know more, contact me and I'll put you in touch with the member of our staff who coordinates ASP. Georgine Materniak University of Pittsburgh Academic Success Program The Academic Success Program is a joint retention program of the LSC and the College of Arts and Science(CAS). It is to provide an early intervention for students experiencing academic problems and to reduce the potential for probation at the end of the first year. At the end of each fall term, the grades of students who have just completed their first term in CAS as a freshman, transfer, or relocated student are reviewed. Students who have a term QPA of less than 2.0, and/or who have less than a C- in a skills course or in a sequential course, are sent a letter from the CAS Dean. In the letter, students are instructed to see their academic advisor and are strongly encouraged to contact designated staff at the LSC. Typically, 700 students make up this cohort; the LSC actually assists about 100 students. The LSC conducts a highly individualized approach to providing assistance to ASP students. When an ASP student contacts the LSC, an individual appointment is arranged with a member of the professional staff of the study skills component. Students complete a detailed intake form and a study skills survey. The staff member reviews the results immediately with the student and conducts an interview to gain more insight into possible causes of the student's first term academic difficulties. The student and staff member work out a plan of action which usually includes participation in one or more of the LSC's support services and referrals to other campus resources such as personal or career counseling. Students are monitored closely over the term and adjustments are made to their individualized program as needed. Students evaluate the program at the end of the term and the LSC collects data on the students' spring term performance. Comparisons are made of the QPAs of students who participated in the ASP program to those students who choose not to participate. Results show that participants consistently earn a term average of above a 2.0 while their counterparts' term QPA is an average of less than 2.0.