Scaling

As part of the consolidation with Georgia Southern University (GS), East Georgia will be integrated into GS’s Day1Access (D1A), an inclusive access program which delivers customized digital course materials directly to students through Folio and are available to them on the first day of classes. Not only do students get the exact content they need on “day one,” they also get it at the lowest market price available. D1A turns physical course materials into interactive digital content with instant access.

EGSC is seeking to improve the rate at which students complete the English composition series and required math course within their first 30 hours of coursework. We understand that failure to complete these vital and foundational courses in the early part of a student’s education journey can hinder the student by blocking courses that need the prerequisite and by limiting the number of choices a student has available to choose from during each successive registration period.

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.

PACE is a first-year student program that provides intentional interventions through both curricular and co-curricular activities that support academic perseverance and enhance a sense of belonging. Beginning with First Chime, a fun convocation to “ring” in the beginning of the school year, students are connected to faculty members in their focus area and peer mentors to understand expectations for the first weeks of school. Interventions are planned and implemented in Perspectives (our first-year seminar course).

Align academic advising systems, protocols, and training to ensure that students receive consistent, timely, and proactive support throughout their academic programs.

Create structures focused on the first-year experience –scaled summer bridge program, freshman learning communities, redesigned institutional priority courses, meta-major based curricular and co-curricular activities-to promote student belonging and to guide students into right-fit academic majors in the first year.

1. High Risk Factors were identified and assessed for FTFT Cohort, which include: Late/No Pre-registration, High Course Withdrawals, DFWs @ Mid-term or Early Alerts, No Advising Activities Reported.
2. Students were classified as High, Medium, and Low Retention Risk.
3. Strategies were applied to address and resolve the specific retention risk of students. Note: Retention of AMSC students at Off-campus sites significantly and positively impact the retention rate (Within the USG)