Studying

The Mathematics Program at Savannah State University proposes a pilot project to integrate artificial intelligence (AI) into mathematics instruction beginning in Spring 2026

Improve graduation rates of transfer students through improved course articulation, addressing performance gaps in challenging gateway courses, and directed academic advising.

Measuring the impact of academic success content in all sections of the Institutional Priority domain (formerly, Area B) courses. The asynchronous academic success content contains three main modules with a total of 15 sections, focusing on topics like time management, student success resources, and career preparation

In freshman orientation classes each 1st-year student will be required to complete an assignment designed to encourage the use of stepping blocks data.  Based on an academic major of interest, students will research common jobs associated with the major as well as the job market and the salaries associated with these positions.

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.

The original plan read, “Research situation for English language learners (ELLs) in ENGL 1101 through the administration of surveys to students. From this research, we may create a project to provide additional ELL support to ENGL 1101 faculty and/or students.”

In late Fall 2024, a survey went to all ENGL 1101 and 1102 students. Two-hundred and sixty-three students answered the following questions:

Strategies

• Reduced Class Size
• Norming
• AMSC Writing Lab Support

The College would like to develop a framework for how we define and evaluate student engagement in the classroom. From this framework, we will be able to evaluate professional development opportunities and pedagogical methods to increase student engagement in the classroom. This project will require interdisciplinary collaboration to first define student engagement. Once this is defined, a means to evaluate student classroom engagement will be developed.

Pull together stakeholders from across campus to synchronize a robust and coordinated first-year experience that facilitates academic, social, and institutional integration that fosters student feelings of belonging.  This translates to student success, retention, and, ultimately, completion.