Initiating

As part of the consolidation with Georgia Southern University (GS), professional advisors will be advising EGSC students.

As part of the consolidation with Georgia Southern University (GS), an EGSC/GS team is proposing to replace EGSC’s 1 credit hour CATS 1101 Critical and Academic Thinking for Success freshmen orientation course with two 1 credit hour courses, as presented below along with their draft student learning outcomes (SLOs):

At Georgia College, Community-based Engaged Learning (CbEL) courses require student participation in service projects or community engagement (either on campus or through institutional partnerships with off-campus organizations) and integrate the service experience into course content.

The Capstone is the final embedded experience built into GC Journeys. To “Complete Your Journey” for Capstone, students must successfully complete the capstone course for their program/major. Experiences will be determined by the requirements of the department/major.

Having researched the ways in which faculty employ GeorgiaVIEW and students view their experience using it in their face-to-face, hybrid, and online classes, we plan to work toward improving the GeorgiaVIEW experience for faculty and students through more consistent usage of the LMS. Additionally, we will continue to research the possibility of incorporating a common course experience (i.e., course templates or shells to streamline the instructional design).

Pull together stakeholders from across campus to synchronize a robust and coordinated first-year experience that facilitates academic, social, and institutional integration that fosters student feelings of belonging.  This translates to student success, retention, and, ultimately, completion.

Cultivating an institutional infrastructure for meaningful faculty-student interactions is a multi-year commitment, and this initial assessment will focus on product development. Once the professional development options are in place, we can construct assessments that measure the impact on student retention and progression.

“Relationship Rich Education” by Peter Felton and Leo Lambert was selected as a text and framework to support and empower faculty to make meaningful connections with students, both inside and outside of the classroom, to foster student success.

AU recognizes the need to first improve semester to semester persistence. In Spring 2023, the institution set a Fall 1 to Spring 1 aspirational goal of 95%. Since then, the institution has seen continuous improvement in cohort persistence (i.e. Spring 2023--92.6%; Spring 2024—94.1%).  Several tactics have been implemented to achieve these ends.

A targeted initiative to monitor the academic progress of student-athletes through structured grade checks and midterm reports, with referrals to additional resources as needed. Coaches, academic advisors, and support staff collaborate to ensure timely support for those at risk.

Increase the number of nursing graduates by growth and development of accelerated pipelines into the BSN, adapting delivery methods for improved compatibility with the Corps of Cadets, and expanding program delivery to additional campuses