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[quote=Anonymous][quote=Anonymous]College prof here.  Great advice and great support from PPs!  I'd just gather their advice together into a plan.

0.  Mental-health and medication check: Does DD need a counseling tune-up or a medication rebalance?  What plans (gadgets, reminders, something else?) can be put in place to ensure that she takes her meds?

1.  The consequence of this academic experience for DD should be not a dressing-down, but rather a couple of mature, honest, proactive conversations that will try to help prevent this happening again.  (A GPA below 2.0 in the spring semester could land DD on her school's version of academic probation, and no one wants that.)  Here are some possible deliverables for those conversations.

2.  List #1: What were the contributing factors / situations / events that produced less-than-ideal outcomes in this semester's classes?

3.  List #2: What choices / actions could produce better outcomes next semester?  What resources exist on campus to support those choices?

4.  Goals outline: In light of the above, what specific steps does DD agree to take?  This outline could be a list, a calendar, a spreadsheet, or something else; it could get detailed enough to include website URLs, professors' email addresses, locations of campus offices that DD agrees to consult, dates of upcoming study-skills workshops, etc.

5.  Follow-up plan: Should DD agree to update a written goals outline with actions that she takes?  Should she agree to regularly scheduled supportive check-ins with you or with a trusted third party?

6.  Support plan: To whom or what will DD reach out when the going gets tough?  How can those people / resources be put on notice on DD's behalf?

7.  Consequence plan: How will DD address falling short of individual goal items?  (*Everyone* falls short on things or gets behind, so DD needs to be prepared for that and meet it honestly and head-on.)  What will you and DD do together to help her aim for the best possible decision-making?  What kinds of changes could be made in her schedule or expectations a semester from now if things don't go as well in the spring?  (Summer courses, as another PP mentioned, might help--so might taking 12 cr in a semester in order to get grades up.)

You are right to take DD seriously, first and foremost.  Once she is in a good place with herself, you can address the GPA--which I think you are taking with an appropriate degree of seriousness, as well.  2.0 is right on the edge--as an adviser, if I had a student with a 2.0, I would be reducing their courseload and strongly encouraging academic and personal support.
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THANK YOU! I love a laid out course of action, and this really helps.[/quote]

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