Committees for Academic Advancement and Growth

The Master's, Preclinical, and Clinical Committees for Academic Advancement & Growth (MCAAG, PCAAG, & CCAAG) convene on a regular basis to monitor students’ academic performance, provide proactive academic support when indicated (as defined within the policy for MD students and as aligned with the Program Handbook for Master's students) and work with students to develop a coordinated academic advising and support plan, as appropriate. All CAAGs place students into one of three support tiers depending on need, ranging from broad/general academic programming to targeted individualized support. The intensity and nature of the support is differentiated and tailored in support of a student’s specific needs.

Tier 1 support is for students of lower academic concern, and involves only continued monitoring by either committee, outreach to the student to establish a connection with the Office of Academic Advising, without specific recommended or required contact with academic advising officials.

Tier 2 support is for students of moderate concern. Students placed into this tier are contacted by a member of Geisel’s academic advising team in the Office of Academic Advising, as determined by the committee (i.e., the Preclinical or Clinical Dean, Student Affairs Dean, Director of Academic Advising, Program Directors, a faculty member, etc). Tier 2 students receive recommended academic support options (i.e, peer tutoring, meeting with faculty, meeting with an academic advising specialist from the Office of Academic Advising) and remain under committee monitoring and guidance, to support continued academic improvement.

Tier 3 students are those of most concern. Students placed into this tier are required to meet with an academic advising specialist from the Office of Academic Advising. The academic advising specialist performs a learning skills inventory and uses this information to develop an Individualized Student Support Plan (ISSP) which requires regular academic success meetings and may include required peer tutoring, faculty support, or other academic supports, based on identified need.  As students demonstrate academic improvement, they may be placed in a tier of less concern and may no longer be required to check in routinely. However, the student may continue to utilize services of the Office of Academic Advising if desired and/or needed. Students may be required to return to more structured, required engagement, if their subsequent performance warrants it.

If you have questions about the CAAG processes, please feel free to reach out to Dr. Eidtson or Dr. Knight to learn more.