Building a productive academic mindset is a key component of the USG Momentum Year (www.completegeorgia.org/what-momentum-year). The Academic Mindset Summit is the focal event for our shared work in this area and will include presentations and discussions on a range of topics, including the results of the initial administration of the USG Getting to Know Our Students Survey, essential practices for mindset initiatives, and areas of opportunity for early work and engagement.
Institutions are encouraged to send teams of five memebers to this event, including Vice Presidents for Academic Affairs, Vice Presidents for Student Affairs, and leaders in Advising, Centers for Teaching and Learning, and Student Success.
Following on last Fall’s two-day Learning Support Academy, the 2018 Spring Learning Support Academy, held at Clayton State University’s Student Activities Center on Friday, March 23, will continue the sharing of experiences and proven practices with corequisite remediation among faculty and staff across the system. Institutional teams are invited to come together to investigate the pedagogies, technology, academic support, advising, high impact practices and logistics of corequisite delivery. The Academy will include general sessions in the morning and English and mathematics tracks in the afternoon to address subject-matter specific challenges.
For several months, the Office of Academic Affairs and Policy has worked to convene faculty and staff from across all USG institutions to introduce the Momentum Year and initiate a statewide discussion about student success in the first academic year. From these initial conversations, the University System of Georgia will work with institution leadership during spring 2018 to implement strategies that support all incoming students to:
The Complete College Georgia Advising Academy is the first of a series of discussions with faculty and staff focusing on the connection of large-scale initiatives across the system to promote student success in the first academic year. The theme of the conference series is Momentum Year--a starting point that helps students find their path, get on that path, and build velocity in the direction of their goals as they begin their college career. These first-year elements include:
The Learning Support Academy is hosted by Complete College Georgia and is part of a series of discussions with faculty and staff focusing on the connection of large-scale initiatives across the system to promote student success. The theme of the conference series is "Momentum Year"--an effort to combine several proven elements of success during a student's first academic year to help them stay in school and graduate on time.
Guided Academic Pathways: Mapping for Student Success brought together selected academic department heads, faculty leaders, advisors, and university administrators to strengthen their understanding and appreciation of academic maps, and assist them in developing the insights and skills necessary to actually construct these maps and apply them at their home institutions.
On March 1, Complete College Georgia hosted a symposium “Data Analysis for Advising” at Gordon State College’s Nursing and Allied Health Sciences Building. The symposium featured remarks from Tom Sugar, Senior Vice President of Complete College America, as well as an opportunity to share experiences with colleagues from across the state.
The workshop-format event built on Complete College America’s Guided Pathways to Success and the Lumina Foundation’s Beyond Financial Aid and explored strategies for advisors, institutional researchers and others to collect and analyze data to strengthen advising practices. This workshop provided institutional examples of data collection and analysis, effective approaches to establishing relationships between advisors and institutional researchers, as well as practical ways to inform decision making.
Most academic programs in the USG have sequences of courses that convert to program maps. These tools are essential to help students navigate programs of study and succeed. Program maps provide concrete guidance for students to help them take the right courses at the right time, to stay on track to completion, and when coupled with appropriate milestones, to know what other steps they need to take to be ready to finish on time. They help to make program requirements and course sequences transparent to students, leading to a decrease in unnecessary credits and increased persistence and graduation. Furthermore, they are useful tools for increasing the efficiency of advising systems by providing frameworks for students’ progress through a program of study.
This workshop outlined practical tips on building program maps with constrained choices and appropriate milestones with ample time for experimentation, discussion and collaboration.
This project proposes to develop a customized publication of resources and services that can strengthen support for first-year low-income students to address their needs beyond financial aid. Please join us on November 3 as we solidify resources within our region to increase retention and completion rates for students who are in dire need of our help. The University System of Georgia and The Lumina Foundation will offer insights to ensure academic success for low-income students in your service area and throughout the state of Georgia.
Recommended Audience: First-Year Coordinators, Advisors, Academic Affairs, Financial Aid Counselors, Student Affairs, Institutional Research, Student Success Coaches, and Retention Coordinators.
This professional development opportunity on October 20th will explore best practices to support core learning outcomes for academic advising. Sessions will convey a consistent message to increase student retention and persistence system-wide while providing a fundamental framework in which institutions can build upon to best serve their unique student populations. Attendees will have the opportunity to leave sessions with a foundation to develop meaningful assessment plans to make data driving improvements to academic advising.