Georgia Highlands College 2024

The mission of Georgia Highlands College, a state college of the University System of Georgia, is to provide access to excellent educational opportunities for the intellectual, cultural, and physical development of a diverse population through pre-baccalaureate associate degree transfer programs, career associate degree programs, and targeted baccalaureate degree programs that meet the economic development needs of the region. The college mission influences our work by allowing us to focus on specific programs offered to our students across Northwest Georgia.
Below is an overview of our student body profile for Fall 2023.

Georgia Highland College Students - Fall 2023
Total Enrollment	5094
Average Age	23.9
Average Load in Hours	9.6
Gender			Residency
Female	3359	66%	Georgia Residents	4685	92%
Male	1735	34%
Race/Ethnicity			Other
White	2874	56%	All Adult Learners (25+)	1460	29%
Hispanic/Latino of any Race	1019	20%	All Veterans	87	2%
Black or African American	862	17%	Pell Awardees	2011	39%
Two or More Races	213	4%	First Generation College	1529	30%
Asian	62	1%	Beginning Students
All Others	64	1%	Total	911	18%
Full or Part Time			Beginning Adult Learners (25+)	72	8%
Full Time	1945	38%	Beginning Veterans	11	1%
Part Time	3149	62%	Beginning Students Average Load	11.3

Like other colleges in its sector, GHC saw an uptick in enrollment in 2023, with an increase of nearly 7% from fall of 2022. Adult learners continue to represent a larger portion of the overall student body with a 2% increase from 2022 and a 7% increase since 2020 (from 22% in 2020 to 29% in 2023). 30% of GHC’s students self-identified as First Generation and 39% were Pell eligible. The institution continues to slowly and steadily improve its student retention with an increase from 62% to 63.2% in Full-Time rates since last fall, once again outperforming State College averages in this measure. Graduation rates were up as well with 2-year Associate rates at a 10 year high of over 10% and 3-year rates up almost 4% from last year’s rate (to over 20%, another 10 year high) for full-time students.

Success Inventory

Faculty Development (Georgia Highlands College-2024)

Strategy/Project Name:

Faculty Development

Momentum Area:

Purpose

Mindset

Category:

Course Redesign

Curriculum Design

High Impact Practices

Learning Communities

Mindset

Strategy/Project Description:

CETL facilitated and will continue to facilitate faculty book talks, workshops, and faculty learning communities to promote growth mindset and purpose. · CETL facilitated and will continue to facilitate the Relentless Welcome (Felton, 2023). · Workshops for faculty focused on teaching success that are formatted to be conducted without technology (Talking Teaching, Expert Panels) · HIP attribute

Activity Status:

Refining/Maintaining

Evaluation/Assessment plan:

Evaluation Plan and measures: · Faculty Learning Communities & Workshops: Faculty reflections and evaluations

KPIs: · Notable mindset, purpose, and High Impact Practice research will be shared via FLCs and workshops to draw attention to the instructional strategies and initiatives. Faculty will have the option of opting into these activities, including Relentless Welcome, to increase awareness and make plans for implementation in their own teaching methods.

Baseline measure (for each KPI): · 4 Book Related FLCs · 7 Programming events related to mindset and purpose · 2 New Faculty Academy cohorts (Year 1 and Year 2 faculty) · Relentless Welcome

Goal or targets (for each KPI):

The objectives for the Faculty Learning Communities are: · discuss literature as it relates to coursework, students, and self · determine ways to implement course redesigns · identify campus-wide improvements · identify campus experts for peer mentoring

The objectives for Talking Teaching series: · provide an opportunity for faculty to discuss teaching and learning with their colleagues in a small and relatively informal setting · explore a specific topic, element, or dimension of teaching and learning (AI, Inclusive Assessment, and Course Engagement) · no advance preparation required

Relentless Welcome is about the intentional and en masse creation of learning environments in which students feel seen, heard, supported, and cared for. When we do this for our students, their energy and focus are freed up for learning, and we increase the likelihood that they will thrive and succeed.

The objectives for Relentless Welcome: · commit to a few small actions to support students in this way · strive to create a better Charger community

High Impact Practices · Increase attributes of High Impact courses

Time period/duration · Ongoing

Progress and Adjustments:

These projects were conducted this year and will continue to be on the Momentum plan for next year.

Plan for the Year Ahead:

This year the FLCs are focused on imposter syndrome, artificial intelligence, online learning, and part-time faculty all geared to support faculty in being prepared in the classroom.

Talking Teaching has provided an opportunity for faculty to be viewed as experts by their peers and share ways to connect with students. Discussion topics include retention, time management in online classes, Regular and Substantive Interactions, student accommodations, and information literacy.

Relentless Welcome continues to show faculty different ways to connect with students by creating belongingness and a welcoming environment.

Courses continue to be attributed as HIPS

Challenges and Support:

Faculty participation rises and falls throughout the semester as other responsibilities become apparent. In addition, staffing changes increase the workload for others.

Primary Contact:

Josie Baudier

Faculty Development (Georgia Highlands College-2024)

Strategy/Project Name:

Faculty Development

Momentum Area:

Purpose

Mindset

Category:

Course Redesign

Faculty Development

High Impact Practices

Learning Communities

Mindset

Strategy/Project Description:

Activity Status:

Refining/Maintaining

Evaluation/Assessment plan:

Evaluation Plan and measures: · Faculty Learning Communities & Workshops: Faculty reflections and evaluations

Baseline measure (for each KPI): · 4 Book Related FLCs · 7 Programming events related to mindset and purpose · 2 New Faculty Academy cohorts (Year 1 and Year 2 faculty) · Relentless Welcome

Goal or targets (for each KPI):

The objectives for Relentless Welcome: · commit to a few small actions to support students in this way · strive to create a better Charger community

High Impact Practices · Increase attributes of High Impact courses

Time period/duration · Ongoing

Progress and Adjustments:

These projects were conducted this year and will continue to be on the Momentum plan for next year.

Plan for the Year Ahead:

This year the FLCs are focused on imposter syndrome, artificial intelligence, online learning, and part-time faculty all geared to support faculty in being prepared in the classroom.

Relentless Welcome continues to show faculty different ways to connect with students by creating belongingness and a welcoming environment.

Courses continue to be attributed as HIPS.

Challenges and Support:

Faculty participation rises and falls throughout the semester as other responsibilities become apparent. In addition, staffing changes increase the workload for others.

Contact email:

jbaudier@highlands.edu

Primary Contact:

Josie Baudier, Director of the Center for Excellence in Teaching and Learning

Undecided Student Intervention (Georgia Highlands College-2024)

Strategy/Project Name:

Undecided Student Intervention

Momentum Area:

Purpose

Category:

Advising

Career/Major Exploration

Data

Mindset

Orientation

Transition to College

Strategy/Project Description:

A team formed between Advising, Orientation, and Career Services that will continue to work with the undecided student population. We created a plan to intervene early with undecided students to connect them with resources to help them make a purposeful choice. The plan begins at orientation with a breakout session designed to get undecided students thinking about making a purposeful choice and continues once the semester begins with strategic talking points during advising appointments.

Activity Status:

Refining/Maintaining

Evaluation/Assessment plan:

Evaluation Plan and measures: · Track the students who attend the Undecided sessions and follow up through Career Services · Have them explore Steppingblocks and sign up for Handshake (can track through Handshake) · Decrease the percentage of students in a general studies pathway from fall to fall.

KPIs: · Meet with all undecided students at NSO. · Target existing undecided students with a formulated message in the required advising appointment.

Baseline measure (for each KPI): ·

Undecided student session at orientation: Hold a session for each orientation.
Advising Appointment objectives for Undecided Students: All first time GHC students have a required advising appointment in their first semester.

Goal or targets (for each KPI):

Undecided session at orientation objectives: · Discuss time to graduation and cost savings · Discuss and explain CPOS to students · Identify ways Advising and Career Services can help students with pathway selection
Advising Appointment objectives for Undecided Students: · Explain purposeful choice to students · Plan 2 resources for students to use to help in pathway selection · Discuss and explain time to graduation and cost saving importance

Time period/duration Summer, Fall and Spring

Progress and Adjustments:

Orientation: There was a special breakout session for Undecided students during orientation in which Advising and Career Services discussed with students the importance of choosing a major and walked students through Steppingblocks, an online tool to aid students in deciding career paths based on their majors and pathways.

Advising: Undecided students who met with an advisor during the appointment window in the fall were given resources to explore pathway selection. Undecided students who attended drop-in advising once registration opened were also encouraged to make a plan for deciding on a pathway.

Plan for the Year Ahead:

Undecided session at orientation objectives: · Discuss time to graduation and cost savings · Discuss and explain CPOS to students · Identify ways Advising and Career Services can help students with pathway selection

Challenges and Support:

Employee turnover.

Contact email:

etanner@highlands.edu

Primary Contact:

Elizabeth Tanner, Assistant Director of Advising

Clifton Puckett, Coordinator, Student Engagement

Refresh Program Maps (Georgia Highlands College-2024)

Strategy/Project Name:

Refresh Program Maps

Momentum Area:

Pathways

Category:

Advising

Co-curricular Pathways

Transition to College

Strategy/Project Description:

Refresh the advising checklist/program maps we constructed at the first stages of Momentum by incorporating Core IMPACTS and reviewing course sequencing recommendations. Provide printed maps to each new student attending orientation.

Incoming students often do not understand what is required to obtain a degree. They associate the degree with time. For many a two-year degree should be complete in two years, regardless of how many classes are taken each semester. Providing a clear pathway map with recommended course sequencing at the beginning helps them better plan how to successfully complete a degree.

Activity Status:

Refining/Maintaining

Evaluation/Assessment plan:

Evaluation Plan and measures: Completion of redesign/review; strategic distribution of maps to new students

KPIs: Students will better understand courses required to complete a degree and learn the recommended sequences of courses to take to obtain the degree

Baseline measure (for each KPI): Obsolete versions of maps are present (areas A-F core) but Core IMPACTS maps have not been created. For the last five years, students only get the maps if they stumble across them on our websites or an advisor presents one in an appointment

Goal or targets (for each KPI): All majors/programs will receive completely redesigned program maps with updated course sequencing. Students attending new student orientation will receive a copy of the pathway map associated with their program and guidance on how to interpret and use the map.

Time period/duration:

Spring/Summer 2024: pathway maps changed to reflect Core IMPACTS

Summer/Fall 2024: pathway map recommended sequencing updated

Progress and Adjustments:

All advising program checklists/maps have been created with Core IMPACTS requirements. Recommended course sequencing review is underway by each School.

https://sites.highlands.edu/advising/program-checklists/

Incoming fall 2024 new students received advising checklists/maps during an advising/course selection session at orientation. Core IMPACTS was explained in a presentation to help students understand why they take the classes they take for their degree.

Plan for the Year Ahead:

GHC is implementing a scheduling software, so next steps will be to pressure test the recommended course sequencing to make sure offerings meet the demand. We are also working to implement Degreeworks Planner so that students have a dynamic map customized for their needs. We will also be able to use the data from Planner to determine where students veer off track.

Contact email:

jhicks@highlands.edu

Primary Contact:

Jennifer Hicks, Executive Director of Enrollment Management

Learning Support Initiative (Georgia Highlands College-2024)

Strategy/Project Name:

Learning Support Initiative

Momentum Area:

Mindset

Data & Communications

Category:

Change Management

Tutoring

Strategy/Project Description:

Learning Support Bootcamp

Evaluation/Assessment plan:

Evaluation Plan and measures: Evaluating success for the learning support bootcamp through tracking Accuplacer test scores for students who attended the bootcamp.

KPIs: Increase the number of students that attend LS Bootcamp and successfully exempt one category of learning support.

Baseline measure (for each KPI): Learning Support is currently at 50%

Goal or targets (for each KPI): Increase students' success of those attending the LS Bootcamp and successfully exempt one category of LS by 10%.

Time period/duration: LS Bootcamp will run the full academic year (fall, spring, and summer).

Progress and Adjustments:

Accomplishments:

The Learning Support (LS) Bootcamp had its last session summer 24. Due to staff changes the bootcamp will no longer be a part of the program.
Initial data collection has begun to track students' Accuplacer test scores before and after bootcamp participation. This data is critical for measuring the effectiveness of the bootcamp in helping students improve their scores and exempt from learning support requirements.
The baseline success rate remained low due to participation and was established for students exempting at least one category of learning support after attending the bootcamp.

Adjustments for a different model of the LS Bootcamp:

Based on early data, there may be a need to refine the curriculum or teaching methods of the bootcamp to better address specific areas where students are struggling.
Outreach strategies may need to be enhanced to increase student awareness and participation in the bootcamp. Many students may not fully understand the benefits or the structure of the program.
Evaluation of the post-bootcamp Accuplacer scores could be more granular, looking at the specific areas where students improve the most to tailor future bootcamps more effectively.

Plan for the Year Ahead:

Steps for Improvement:

Increase Participation:

Implement targeted recruitment strategies for students who would most benefit from the bootcamp, such as those near the cutoff score for learning support or those with a history of low placement test scores.
Utilize new learning support assistance, advisors, and faculty to refer students to the bootcamp and provide encouragement.
Increase awareness about the bootcamp through more visible marketing (e.g., flyers, emails, social media, and word-of-mouth from previous participants).

Refine the Bootcamp Curriculum:

Rename and restructure the initiative
Use the initial data on student success (Accuplacer score improvements) to identify the areas where students are showing the most improvement or where they are struggling the most.
Consider adjusting the focus of the bootcamp to provide more personalized or targeted support in areas where students need it most (e.g., math, reading, or writing).
Faculty buy in on assisting with tutoring or providing crash session workshops on Accuplacer

Track and Analyze Data Regularly:

Set up a regular data collection and analysis schedule to track the progress of students who attend the bootcamp and compare their post-bootcamp scores to baseline measures.
Collect qualitative data through student surveys or feedback to understand their experiences and identify potential improvements.

Provide Post-Bootcamp Support:

Offer follow-up resources for students after the bootcamp to ensure they are continuing to build on the skills they learned and maintain the momentum gained from the program.
Consider a brief review or "refresher" session to help students feel prepared before retaking the Accuplacer.

Mid-Year Evaluation:

Conduct a mid-year assessment to determine whether the bootcamp is on track to meet the 10% increase in the exemption rate. This will allow adjustments to be made before the end of the academic year.

Challenges and Support:

Challenges:

Student Motivation and Engagement:

One of the main challenges will be encouraging students to commit to the bootcamp. Many students may feel that they can pass the Accuplacer without additional support or may lack the motivation to attend voluntary programs.

Logistical Barriers:

Scheduling conflicts could limit attendance. Students with jobs or other obligations may find it difficult to participate in the bootcamp, especially if sessions are only offered at certain times.

Retention of Learning:

Even if students attend the bootcamp and show improvement on the Accuplacer, there's a challenge in ensuring that they retain the knowledge and skills they gained. Some students may benefit initially but struggle to apply the concepts over time.

Measurement and Evaluation:

Accuplacer scores alone may not fully capture the complexity of student progress. It will be important to ensure that scores are interpreted in the context of student backgrounds and learning styles to assess overall bootcamp effectiveness.

Support Needed:

System-Level Support for Data Integration:

It would be helpful to have a system that allows for seamless integration of data across different departments (e.g., testing, tutoring, advising) so that progress can be tracked more easily and analyzed across all levels.

Collaboration with Peer Institutions:

Collaborating with other institutions or organizations that have implemented similar bootcamp models could provide valuable insights and best practices for refining the program, such as strategies for increasing student engagement or improving the curriculum.

External Training for Bootcamp Instructors:

Training for instructors or facilitators in the specific areas of learning support (e.g., Accuplacer test preparation, study skills) can help improve the quality and consistency of the program.

By addressing these challenges and continuing to refine the program, the Learning Support Bootcamp can achieve its goal of increasing student success and improving test exemptions by 10% over the course of the academic year.

Contact email:

lechols@highlands.edu

Primary Contact:

LaTascha Echols, Director of Learning Support and Tutorial Centers

Tutorial Center Initiatives (Georgia Highlands College-2024)

Strategy/Project Name:

Tutorial Center Initiatives

Momentum Area:

Mindset

Data & Communications

Category:

Tutoring

Strategy/Project Description:

Early Alerts

Evaluation/Assessment plan:

Evaluation Plan and measures: Early Alerts track the students who attend tutoring versus those who decline services to see if they successfully pass the class in which the alert was issued. Tracking communication efforts with EA students.

KPIs: Increase the number of students that attend tutoring and successfully pass the class in which the alert was issued.

Baseline measure (for each KPI): Early Alert is currently at 61%

Goal or targets (for each KPI): Increase students’ success of those attending tutoring and successfully passing the class the alert was issued on by 10%.

Time period/duration: Early Alerts will run the full academic year (fall, spring, and summer).

Progress and Adjustments:

Accomplishments:

The Early Alerts system has been operational, identifying students who need academic support through tutoring.
Tracking of students who attend tutoring versus those who decline services has begun, with initial data being gathered on whether those attending tutoring are more likely to pass the course in which the alert was issued.
Initial baseline data shows there is a slight increase for students who attend tutoring after receiving an Early Alert, helping to indicate the effectiveness of the tutoring services provided.

Adjustments:

Efforts are underway to refine communication strategies with students who receive Early Alerts. More targeted follow-up with students who initially decline tutoring services might be necessary to increase attendance and improve success rates.
There is an ongoing need to optimize the scheduling and availability of tutoring sessions to ensure they align with student needs and class schedules. Implementing Tutor.com online platform has shown a change in students attending tutoring. Adjusting outreach strategies to emphasize the importance of tutoring could help increase participation.

Analyzing success by course and instructor might reveal areas for improvement in the tutoring approach or suggest a need for additional resources.

Plan for the Year Ahead:

Steps for Improvement:

Hiring Early Alert Assistants

Hiring part-time assistants will help with implementing a more effective system for Early Alerts, better tracking of student's success, and improving communication

Increase Engagement with Non-Responders:

Develop more proactive outreach strategies for students who decline tutoring services, such as personalized communication or motivational incentives, to encourage them to utilize available support.

Monitor and Analyze Data:

Continuously track the success of students attending tutoring and compare that to those who don’t identify trends and areas of improvement.
Evaluate the success rate by course, department, and tutor to ensure that tutoring services (Tutor.com) are tailored to meet specific student needs.

Strengthen Communication Efforts:

Improve communication with instructors to better identify and refer students who might benefit from tutoring.
Increase visibility and awareness of the Early Alert program to make students more likely to respond to alerts.

Set Up Mid-Year Checkpoint:

Conduct a mid-year evaluation of progress to assess whether the 10% increase in success rates is on track and adjust strategies as necessary.

Challenges and Support:

Challenges:

Student Engagement:

One of the main challenges will be increasing student engagement in tutoring services. Many students may not view tutoring as a priority or might have logistical barriers (e.g., scheduling conflicts) that prevent them from attending regularly.

Data Tracking and Accuracy:

Tracking and accurately correlating Early Alerts, tutoring attendance, and course outcomes requires robust data systems. There may be technical or administrative challenges in ensuring the data is complete and accurate.

Student Motivation:

Even with alerts and tutoring services in place, some students may lack the motivation or self-efficacy to take advantage of academic support.

Support Needed:

System-Level Support for Data Integration:

The implementation of a comprehensive data-tracking system across departments (i.e., tutoring services, advising, and course outcomes) would help streamline tracking and improve reporting accuracy.

Collaboration with Peer Institutions:

Collaborating with other institutions to share best practices for Early Alert systems and tutoring programs could provide valuable insights and ideas for increasing student engagement and success.

Funding or Resource Allocation:

Additional funding for tutoring services or incentives for students to engage with academic support may be necessary to meet success goals. External funding could support the expansion of tutoring staff or technological tools to enhance student support.

Training and Development:

Access to external training resources for tutors, instructors, and advisors to improve early intervention strategies and ensure more effective communication with students at risk of failing.

By addressing these challenges and implementing the outlined steps, the Early Alerts program can aim to meet its goal of increasing student success by 10% within the academic year.

Contact email:

lechols@highlands.edu

Primary Contact:

LaTascha Echols Director of Learning Support and Tutorial Center

Campus Plans Supplemental Sections

GHC, in partnership with the USG Office of Academic Affairs, has established five academic strategies and programs for institutional relevance and excellence (ASPIRE). The goals are:

Increase the number of new freshmen retained after the first year.
Increase the number of first-time, full-time students enrolled in 12 credit hours or more.
Increase the number of first-time, full time students completing gateway Math and English in their first semester.
Increase the number of students enrolled in baccalaureate programs.
Increase the number of graduates of degree programs.

These goals were developed through a collaborative process involving Academic Affairs, academic deans, and the Office of Institutional Effectiveness and Strategic Initiatives. They reflect GHC’s strategic priorities for improving student success outcomes while addressing institutional challenges. The table below highlights progress over the past two years, underscoring both achievements and areas requiring further attention:

Table 1: ASPIRE Goals and Momentum Activities

ASPIRE Goal	2022-2023	2023-2024	2024-2025
1^st Year Retention	63.2%	63.4%	N/A
FT-FT Students Taking 12 credit hours or more	711	598	508
FT-FT Students Completing Gateway Math and English in Their First Semester	46.9%	65.4%	N/A
Enrollment in Bachelor Programs	639	1164	1539
Degree Completion	882	813	N/A

GHC has shown positive momentum in three of the five ASPIRE goals (highlighted in blue in the table). Specifically, first-year retention rates for first-time, full-time students have improved, a significantly higher percentage of students are completing gateway Math and English courses in their first semester, and bachelor’s program enrollment has grown substantially. These successes underscore the effectiveness of aligning ASPIRE goals with Momentum Approach activities, which provide targeted strategies for student support.

ASPIRE Goals and Momentum Activities

ASPIRE Goal	Aligned Momentum Approach Activities
1^st Year Retention	Learning Support Initiative, Tutorial Initiatives, Program Maps, Undecided Students, Faculty Development
FT-FT Students Taking 12 credit hours or more	Program Maps, Undecided Students
FT-FT Students Completing Gateway Math and English in Their First Semester	Learning Support Initiative, Tutorial Initiatives, Program Maps
Enrollment in Bachelor Programs	Program Maps, Undecided Students
Degree Completion	Learning Support Initiative, Tutorial Initiatives, Program Maps, Undecided Students, Faculty Development

This alignment reflects the holistic approach GHC has taken to integrate its ASPIRE goals with strategic activities, including Momentum Approach activities, ensuring efforts are interconnected and data informed. Below, each specific focus areas and institutional adjustments made to advance these goals.

1st Year Retention and Degree Completion

Retention and degree completion are foundational measures of student success. GHC has made intentional efforts to address these areas through its Momentum Approach initiatives. One of the most impactful programs has been the Early Alert system, which identifies at-risk students and connects them to academic and non-academic resources. The addition of three full-time retention assistants has strengthened this process, enabling the college to proactively support students facing challenges such as low grades, attendance violations, or financial hardships. These efforts have contributed to the incremental increase in retention rates and laid the groundwork for long-term improvements in degree completion.

While degree completion rates dipped slightly this past year, this decline aligns with the institution’s transition to a more robust four-year baccalaureate model. As students are retained for longer periods, graduation numbers will stabilize and eventually increase. Cross-departmental collaboration and enhanced communication efforts have also played a key role in addressing stop-out withdrawals, helping students explore options before fully disengaging from their studies.

Students Completing Gateway Math and English in Their First Semester

GHC’s efforts to ensure students complete gateway Math and English courses in their first semester have yielded notable progress, with completion rates rising from 46.9% to 65.4% in just one year. This success is attributable to several factors, including the Learning Support Initiative, tutorial programs, and refined advising practices. For instance, the Learning Support Bootcamp has provided targeted preparation for students needing additional assistance, while structured advising sessions at orientation have emphasized the importance of enrolling in these courses early.

To build on this momentum, GHC is refining its curriculum and advising strategies. Efforts include expanding learning support bootcamp sessions, improving tutorial services, and offering more personalized guidance during orientation and advising appointments. These measures aim to make gateway course completion rates a consistent area of strength for the institution.

12 Credit Hours and Enrollment in Bachelor Programs

Encouraging students to take 12 or more credit hours per semester remains a challenge, with the average credit load for first-year students currently at 11.3. However, GHC is addressing this issue through initiatives such as program map redesigns and enhanced advising for undecided students. These efforts have not only improved credit intensity but also driven significant growth in bachelor’s program enrollment, which increased from 639 to 1,164 students in one year.

The redesign of program maps has been particularly impactful. By providing students with clear, detailed pathways for their academic journeys, GHC has empowered them to make informed decisions about their course schedules and long-term goals. The institution is also leveraging data from tools such as DegreeWorks Planner to identify where students deviate from their planned pathways and provide timely interventions.

Future Directions and Adjustments

Looking ahead, GHC is committed to refining its strategies to address ongoing challenges and capitalize on recent successes. Key areas of focus include:

Expanding Early Alert outreach efforts to improve student participation in tutoring and other support services.
Enhancing communication and engagement strategies for undecided students, particularly during orientation and advising sessions.
Integrating scheduling and data tools to streamline course offerings and ensure alignment with student demand.
Developing scalable faculty development initiatives to support high-impact teaching practices and improve classroom engagement.

These initiatives, aligned with GHC’s ASPIRE goals, reflect the institution’s commitment to fostering student access and success.

Momentum Activities Successes and Adjustments

Advising Model: In last year’s Momentum report, we noted we were assessing what worked and did not work with our QEP focused on academic advising. We took a deep dive into the assessment data from the QEP and determined we were losing engagement with students after the first semester when students were moved from being assigned to a professional/staff advisor to a faculty advisor. Students attended the required first semester advising appointment with a professional advisor at a rate of 85%, but only 43% of students then completed the required second-semester advising appointment with their assigned faculty advisor. Students reported two primary reasons for this disengagement. One, after forming a relationship with their first advisor, they were not interested in forming a new relationship with an unknown faculty member. Even after being reassigned, students were returning to their first advisor when they had questions or needed help. Two, many students did not need a second required advising appointment. After building a plan for the first semester, they were equipped to navigate the course requirements on their own. These realizations led us to adjusting our advising requirements beginning fall 2024. Now, students are assigned to a professional advisor when they begin at Georgia Highlands College and stay with that advisor through graduation. Rather than use holds to prevent registration for students who do not meet with an advisor, we are incentivizing early registration for those who do meet with an advisor. Once open registration begins, faculty advisors participate in drop-in advising on each campus and online to assist students in using Degreeworks and choosing courses. Early data shows students are registering much earlier than previous fall semesters.

Advising at Orientation: In addition to changes with the advising model, we also put emphasis on empowering students to make their own purposeful choices with course scheduling. At orientation, the advising staff walk students through how to understand required curriculum for their degree, why they take the classes they take (Core IMPACTS), the implications of full-time versus part time, and how to navigate Course Offerings to build a schedule. We pre-register every student for their required English and math and give them a personalized course registration sheet that provides additional classes they need to choose for their first semester. In a computer lab, students log in to our Course Offerings page and use the personalized course registration sheet to finish building their schedules. What we discovered with these changes is that when registration opens for the next semester, students are more prepared to use the registration system and make choices on their own about when they take classes. Prior to this change, students would show up the week before classes began to register and tell us they waited so long to register because they thought we were going to do it for them. Empowering them to use the tools at their fingertips to make decisions for themselves is promoting earlier registration and we hope persistence.

Academic Intervention Initiatives:

The strategies and activities that have been most successful in academic intervention initiatives are the addition of three full-time retention assistants to reach out to students with low grades, on academic standing (warning, probation , dismissal), attendance violations, social economic issues (Food insecurity or homeless), conduct violations, medical issues (hardship), withdrawal requests, CARE tickets, academic integrity issues or schedule academic seminars to improve soft skills or academic planning. Additionally, this team reaches out to non-returning students, new students that miss orientation, and drops. Strategies and activities have been least effective student participation in early alert contacts and referrals. Students are resistant to tutoring referrals. Over the past year institution has adjusted our completion activities through the full-withdrawal process; this approach provides the retention team with 48 hours to contact students and inform them of their academic options, financial aid implications, and the withdrawal process. This effort aims to reduce the annual number of full stop-out withdrawals by enhancing cross departmental policy and communication.

Faculty Development:

Faculty learning communities have been the most successful strategy for enhancing teaching effectiveness. These communities provide collaborative spaces for faculty to share innovative pedagogical approaches, develop new teaching methods, and collectively improve classroom instruction. We should prioritize sustainable support for teaching centers by developing scalable, low-cost collaborations that fully empower faculty professional development centers. This could involve creating peer mentorship programs while leveraging existing resources which will not require new hires.

Quick View - Success Inventory