Faculty Engagement

1. Roadrunner Faculty Academy: This is a year-long cohort program for all new full-time faculty joining Dalton State regardless of any previous teaching experience. Monthly meetings focus on evidence-based teaching techniques centered on creating an inclusive and engaging classroom experience for all students. Several aspects of this program work to support the needs of first-year students including transparency in learning and teaching, holding equitable classroom discussions, classroom assessment techniques, use of teaching and learning technologies, and inclusive course design.

Quality Enhancement Plan, 2023-2028

Develop and strengthen strategies that address institutional performance gaps. Strategies to consider include: the creation of 1^st Gen/Pell Eligible student transition support; summer bridge programs that support traditionally underserved or underrepresented populations, with the goal of reducing institutional performance gaps.

Launch of the ENDEAVOR framework of student growth and development.

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

The Learning Communities (LCs) activity provides first-year learning communities where two or more courses are linked thematically with collaborative instruction. The primary approach of the Learning Communities is to organize and leverage student success activities and campus resources while supporting and aligning to the mission of University College and our strategic plan, The Standard. Courses within a first-year learning community will develop co-curricular activities and focus on core areas as well as areas of academic performance, retention, student mindset, and degree progression.

Integration of High Impact Practices and Career Readiness into the curricula and student experiences that create a “Signature” experience for all students.

Program designed to prepare associate-degree seeking students for transition to a bachelor’s program.

Academic alert allows instructors teaching all course modalities to submit a referral if a student is not academically performing at the level they should be in a course. The program is designed to proactively intervene with students struggling academically earlier in the semester. The program functions within a trifecta of support programs at UNG to help students, including, Flight Support and Behavioral Intervention.

Since the initial implementation the SGSC student research symposium has taken place each semester. The purpose of the symposium is to provide a forum for students to present their research to the SGSC community and interested residents of surrounding communities. Any student may engage in research to be presented, and each presenter has a faculty mentor.

Undergraduate research was initially part of our QEP, but it continues on as an important component of our student engagement. Participation has grown significantly over the years.