Systematization of accompaniment strategies and monitoring of the academic performance of the first-year university student

Abstract

  Objective: The systematization of the accompaniment strategies and monitoring of academic performance aimed at accompanying first-year university students in the 2022-1 semester is presented Case: Two and a half years after the COVID-19 pandemic, the university continues to take on the challenge of recovering essential learning and closing the gaps, strengthening the socio-emotional aspect, and attending to the diversity of students in the classroom within the framework of an inclusive approach and a quality education. To achieve this, it has been necessary to locate the barriers of the context that could affect the participation of students in the training process, through the application of an initial evaluation for diagnostic purposes in the areas of science and reading comprehension as a starting point and identification of gaps to implement remedial activities and scaffolding so that students achieve the expected learning in the first year. Remedial cut strategies focused on personalized attention through thematic advice, micro-lessons, and accompanying workshops on reading comprehension. The students with academic risk were identified using tools created for this purpose: The Performance Monitoring Tool and the Risk Identification Tool. The results of the 2021-I cohort were satisfactory, with 90% of students passing the first-year courses.