Identify students at-risk using ACT, a tracking system that targets the high-risk population by means of real time alerts, this based on factors such as the attendance and grades during the semester. The ACT system defines a student at risk as one with difficulty to attend courses regularly and has low grades in the first semester as reported by faculty. A learning specialist trained in ACT coordinates appointments with students, develop an academic support plan for each student and help them overcome their academic difficulties.

For more information on the tracking system used for this component visit https://www.upr.edu/ee/

Do! Will help students develop the necessary skills or success using Structured Learning Assistant Sessions (SLAS). The Structured Learning Assistant Model (SLAM) grew out of a need to reach large numbers of students who do not seek academic assistance voluntarily.

A key component of the SLAM is undergraduate Learning Assistants. These Assistants help peers by facilitating discussions, manage course material, offering study tips, and motivating. Learning Assistants are also knowledgeable in teaching and learning theories in math and sciences, and meet with faculty weekly to develop understanding on content of courses in the areas of Science, Mathematics and Business Administration.

Freshmen students with remedial needs will have the opportunity to receive SLAS with a learning assistant leader during the summer and first- and second-year courses.

This initiative is intended to provide academic advising to Second Tier Students who have one or more of the following characteristics.

• Have intentions to be reclassified to another field of study.
• Did not had academic progress during their first semester.
• Are not clear about their academic, vocational, or professional interests.

This component has a Virtual Advising Model that works as a network that receives referrals from academic departments, CAE, CEDE, and other institutional offices. The goal is to help students construct an academic and professional development plan.

First year adaptation to college online seminar that includes topics such as: critical thinking, study strategies, connection with available resources, organization and planning of time, exploration of careers, counseling, financial literacy instruction, and academic and extracurricular activities.

This program is designed to create and expand students’ opportunities to obtain a experience through internships, work-based learning, and customized innovation instructional courses and workshops. It will also include the option of an Innovation Certification. For professors, innovation training will offer faculty a certification that reflects their knowledge, skills, and tools to strategically integrate and align the innovation culture and process with their educational and career endeavors.

For more information on the Innovation Certification for Faculty of this component visit https://www.upr.edu/cayey2/title-v-faculty-cert/

A Student Innovation Center will be developed on the third floor of the library to provide appropriate learning spaces to facilitate collaboration, teaching, practice, and other innovation and entrepreneurship curricular activities.

Will provide support through peer and faculty mentoring for innovation, entrepreneurship, and financial literacy in topics such as knowledge of markets and economics, business development, higher education financing and repayment, and other skills aimed for building personal and financial understanding and responsibility.