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Augusta University 2023

Institutional Mission and Student Body Profile

Augusta University (AU) is Georgia’s designated health-sciences University and a dynamic, comprehensive research university offering more than 150 areas of study, across ten colleges through undergraduate, graduate, and professional programs. AU provides a rich intellectual environment for students to become leaders, scholars, researchers, educators and clinicians as they seek to advance their field and impact their community.  Among five strategic and three interwoven priorities, the new AU Strategic Plan is anchored by strategic priorities for Learning and Student Success.  This commitment reflects AU’s efforts to be a student’s destination of choice for education, health care, discovery and innovation.  Of course, the strategic goals developed through the new strategic plan will directly influence key priorities in our Momentum planning.

In 2021, more than 6,132 faculty and staff members served a student body of 5,496 undergraduate, 2,126 graduate, and 1,984 professional/post professional students enrolled in 10 schools or colleges. AU delivers 47 undergraduate majors, 51 undergraduate and graduate certificates, and 57 graduate and professional programs and is home to the state’s only public medical school and only dental school. Enrollment across all colleges within AU increased from Fall 2020 to Fall 2021, with Allied Health seeing the biggest gain at 3.8%.

Similar to fall 2020, the five most popular majors remained the same in fall 2021.   In fall 2020,

the five most popular undergraduate majors (in order) were Business Administration, Biology, Nursing, Psychology, and Kinesiology. However, in fall 2021 AU observed changes in the order of major popularity.  For fall 2021, the five most popular majors (in order) were Biology, Business Administration, Nursing, Kinesiology, Psychology.  In fall 2022, the same majors remain the most popular with a slight shift in the order.  Presently, the most popular majors (in order) are Biology, Business Administration, Psychology, Nursing, and Kinesiology.

Over the past several semesters we have seen enrollment growth in several programs.  Between Fall 2020 and Fall 2021, AU experienced a 13% growth in Biology majors.  Over the past two years, students enrolled in Cybersecurity continues to increase. In fall 2019 83 students were enrolled compared to 243 in fall 2021. From fall 2020 to fall 2021 Cybersecurity increased by 11.98%.  Three of AU’s Allied Health programs experienced notable growth from fall 2020 to fall 2021 as well.  Clinical and Laboratory Science increased from 20 students to 31 students (55%); Health, Society, and Policy increased from 16 students to 20 (25%); and Nuclear Medicine Technology increased from 21 to 24 students (14.29%).

(Source: AU Facts and Data Portal)  

Last year’s undergraduate first-year fall to fall retention rate had decreased from the previous year. The full time fall 2020 to fall 2021 rate had fallen from 73.5% to 70.2%. Like many other institutions, this drop was likely associated with external factors from the pandemic such as financial strain on students and shifts in employment opportunities.  However, this year’s retention rate has increased.  The fall 2021 to fall 2022 rate has now increased to 72.8% (see table one).  AU’s six-year graduation rate continues to increase as well (see table two).

Table 1 – Percent of First Time, Full Time Freshman Cohort Retained from Fall 1 to Fall 2

Fall 2015

Fall 2016

Fall 2017

Fall 2018

Fall 2019

Fall 2020

Fall

2021

Fall

2022

Fall 2014 Cohort

Fall 2015 Cohort

Fall 2016 Cohort

Fall 2017 Cohort

Fall 2018 Cohort

Fall 2019 Cohort

Fall

2020

Cohort

Fall 2021 Cohort

74.9%

75.1%

72.6%

72.7%

71.9%

73.5%

70.2%

72.8

 

Table 2 First Year, Full Time Freshman Six Year Undergraduate Degree Graduation Rates

 

AY 2013-14

AY 2014-15

AY 2015-16

AY 2016-17

AY 2017-18

AY 2018-19

AY 2019-20

AY 2020-2021

AY 2021-2022

 

Fall 2008 Cohort

Fall 2009 Cohort

Fall 2010 Cohort

Fall 2011 Cohort

Fall 2012 Cohort

Fall 2013 Cohort

Fall 2014 Cohort

Fall 2015 Cohort

Fall 2016 Cohort

6 Year

32.0%

30.2%

26.4%

27.4%

31.4%

39.5%

46%

50.1%

50.6%

 

(Source: AU Facts and Data Portal)  

Importantly, the fall 2021 undergraduate student population at Augusta University continues to be a highly diverse group of students, both demographically and academically. Most students were from the state of Georgia (89%) and were attending AU full time (79%).

AU student body is growing in diversity. Since 2020, AU has experienced a decline in the number of White students while the number of Black students has increased from 1,373 to 1,486. The number of Hispanic/Latino students has continued to increase from 451 in 2020 to 486 in 2021. (Source: AU Facts and Data Portal).

For peer institution comparative data, please visit https://www.augusta.edu/ie/facts/peers/php

Success Inventory

Faculty and Staff Outreach and Support (Augusta University-2023)

Strategy/Project Name: 
Faculty and Staff Outreach and Support
Momentum Area: 
Mindset
Data & Communications
Strategy/Project Description: 

To provide support services to faculty and staff engaged in student success activities.

Activity Status: 
Evaluation/Assessment plan: 

Evaluation Plan and measures:

Attendance of faculty and staff at outreach opportunities

KPIs:

Attendance of faculty and staff at outreach opportunities

Baseline measure (for each KPI):

Attendance of faculty and staff at outreach opportunities

In 2022, 110 faculty participated in instructional development (i.e. Growth Mindset Faculty Learning Community - 20 faculty/instructors; Small Teaching Faculty Learning Community - 30 faculty/instructors; HIPS - 20 faculty/instructors; Study of Teaching and Learning - 20 faculty/instructors; Transparency in Learning and Teaching - 20 faculty/instructors).

Current/most recent data (for each KPI)

This year, in alignment with the Strategic Enrollment Management (SEM) plan, we initiated the Undergraduate Student Success Committee. This group is designed to engage faculty and staff in the implementation of the goals and tactics embedded in the SEM. Over the previous year, we have had four site visits from retention consultants from Ruffalo Noel Levitz and monthly meetings with the Undergraduate Student Success Committee and staff members. This has led to the identification of Faculty Champions, a group that will collaborate with leaders from Faculty Affairs and Student Success to generate and support faculty engagement with student success inside and outside the classroom.

The Center for Instructional Innovation continues to support faculty across the University to develop interactive content and leverage technology to engage students and promote academic success.  They recently developed a new position and identified a Director of the Center for Teaching and Learning.

Goal or targets (for each KPI):

All academic support staff to attend at least one training opportunity

Time period/duration

2023-2024

Progress and Adjustments: 

Each college has identified one or two faculty champions. This group will promote faculty awareness and engagement of student success, including but not limited to, data utilized for retention and progression programming, progress reports and alerts, connecting student success to faculty promotion and tenure guidelines, and advocating for student success opportunities.

As second, related initiative is the Provosts Learning Communities. These are small groups of faculty members (8-10) who explore teaching and learning topics with colleagues from across campus. Together, in a supportive and non-evaluative community, members will meet regularly throughout the academic year to discuss a topic of interest.

Plan for the Year Ahead: 

A team headed by Faculty Affairs and Student Success will guide the faculty group in student success related activities. They will be meeting over spring 2024 to outline the plan and prepare for fall 2024 implementation.

 

One option in the final planning stages is a series of professional development opportunities related directly to specific populations classroom engagement and performance. The three-part process includes outlining the target population demographics at the institution and some research background more broadly, moving down into the group’s academic performance overall then in the faculty courses, with information from IE regarding class performance, and finally pedagogical strategies to improve outcomes, such as syllabus review, assignment review, and how to collect classroom data to support student success goals. Faculty could include this type of information in their promotion and tenure process as well.

Challenges and Support: 

Challenges:

Faculty promotion and tenure changes to integrate student success into the documentation process are still in refinement stages at the institution. Defining student success, different college promotion and tenure requirements, and the education of faculty on how to integrate the relevant data and information into this process, is a significant enterprise, but important. 

Supports:

Clarity and policy to inform faculty about how student success impacts their annual evaluation or tenure and promotion.

Primary Contact: 
Zach Kelehear, Vice Provost
Karen Head, Associate Provost for Faculty Affairs
Stan Singleton, Associate Vice President for Student Success
Stacy Kluge, Director of the Center for Teaching and Learning

Enhance High Impact Practices (Augusta University-2023)

Strategy/Project Name: 
Enhance High Impact Practices
Momentum Area: 
Purpose
Pathways
Mindset
Strategy/Project Description: 

The AU High Impact Practices (HIP) Implementation Team participates in the USG process to support the statewide HIP goals as a critical element of our Momentum Approach.  

Activity Status: 
Evaluation/Assessment plan: 

Evaluation Plan and measures:

Evaluation based on a finalized document defining HIPs at AU.

KPIs:

Drafting the definitions and creating a website.

Baseline measure (for each KPI):

Initiating activities to support HIPs.

Current/most recent data (for each KPI) [NEW for 2023]:

The primary HIPs currently underway at AU are: Internships, FYE/SYE, Study Abroad/ Study Away, Capstones and Undergraduate Research.

Goal or targets (for each KPI):

Submit to University Curriculum Committee for feedback and support.

Time period/duration

2023-2024

Progress and Adjustments: 

The HIPs implementation team has attended several statewide training sessions to learn about the processes that others are using and are generating a plan for the coming year.

Plan for the Year Ahead: 
  • Work with IE & Registrar to identify current classes coded as HIPS.
  • Coordinate a course designation criterion for identifying and defining various HIPs.
  • Continue to offer a series of faculty development opportunities around HIPs pedagogy
  • Create draft for website.
Challenges and Support: 

Challenges:

  • Faculty knowledge of HIPs
  • Faculty and Scheduler engagement with HIP attributes. 
  • Correctly identifying HIP courses in our SIS system.
  • Paid faculty time to develop High Impact Practice teaching strategies and courses
Primary Contact: 
Zach Kelehear, Vice Provost
Quentin Davis, Director of the Center for Undergraduate Research