Piloting

The Advising Center established as a pilot on the Waycross Campus requires faculty to schedule a minimum of one hour per work to provide academic advising to students on an ongoing basis. Student Support staff are assigned case loads of students for whom they provide referrals, conduct skills workshops, and address non-academic needs.

Pursuant to NISS recommendations, UNG launched a 1CH FYE course with a pilot group in fall 2025. The pilot group includes all associate degree-seeking students, bachelor’s degree-seeking students in Education programs, and all students with co-requisite learning requirements. Enrollment in UNG 1101 for fall 2025 is ~1600 students

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.

The Roadrunner Scholars is a residential and immersive summer bridge program designed for students requiring learning support math and English.  In this six-week program, students were enrolled in both learning support math and English as well as their credit course counterparts, and the Perspectives seminar. Roadrunner Scholars were provided tutoring assistance, peer education, development opportunities, as well as social activities.  All aspects of the program were provided at no cost to the student through scholarships offered by our Dalton State Foundation.  Students were invited to app

Support students financially through the enhanced use of data, coordinated student communications and outreach across units, and initiatives to address financial stop-outs and students losing HOPE.

The Academic Success Center (ASC) requests progress reports three times a semester to gather feedback on student performance. This helps identify potential barriers to student success and determine which students may need intervention and referral to campus resources to help them be successful. 

This activity expands the work ASU currently conducts within its University College. 

Albany State University currently does not require students to have standardized test scores prior to admission.  As such, it has been difficult to identify incoming students’ specific strengths nor areas that need improvement.  Our student success supports are therefore often too general to directly address specific student-related deficiencies.  To overcome this barrier to success, we are piloting a First Year Student Assessment Protocol (FYAP).

Program focused on associate level students, placed in learning communities, an additional requirement of a UNIV transition to college course, and embedded support services. The goal of the program is preparing students to transition or transfer to baccalaureate programs.

This initiative centered on training advisors to help students create fuller schedules (15 or more hours) and complete Area A requirements within 30 hours, aided by the use of scheduling tools and success markers in Navigate.