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University of Georgia 2023

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As the birthplace of public higher education in America, the University of Georgia provides a superior teaching and learning environment that serves a diverse student body and promotes student success. The University is committed to inspiring the next generation of entrepreneurs, researchers, and informed citizens who will change the world. A land-grant and sea-grant university, it is the state’s oldest and most comprehensive institution of higher education. Its motto, “to teach, to serve, and to inquire into the nature of things,” reflects the University’s integral role in the intellectual, cultural, social, and economic strengths of both the state and the nation.

The 2022-2023 school year was one of the best in our institution’s history. To promote excellence in teaching and learning, the University expanded active learning methods in classroom instruction and hired additional faculty and advisors in high-demand fields. We achieved higher enrollment and completion rates than ever before. In addition, new scholarships are helping UGA recruit and retain top undergraduate students, while initiatives like the rural student ALL Georgia program are ensuring that more Georgians can access the world-class education we provide.

1.A: Enrollment Trends

Enrollment at the University of Georgia continues to be strong.  Overall enrollment is now 41,615, with 31,514 undergraduates, 8,428 graduate students, and 1,673 students studying in professional schools. Enrollment has grown 20% over the last 10 years at a steady rate of 2% per year.  Undergraduate enrollment has increased on average 1.9% each year.  Graduate enrollment has seen the largest average increase of 2.4% increase each year, and professional school enrollment has remained mostly steady, increasing an average of 0.3% per year. In anticipation of continued growth, the university is in the early stages of creating a strategic enrollment management plan for the next five years. The university’s strategic enrollment plan will focus on establishing new first-year and transfer enrollment targets, optimizing retention and completion rates, expanding graduate education participation among current UGA students, and identifying opportunities to increase online graduate and professional student enrollment in high-demand academic areas. See Appendix A for detailed information.

1.B: Student Demographics

There is no single undergraduate student profile at the University of Georgia. Rather the institution welcomes diverse students with widely varying backgrounds, interests, experiences, and challenges. The typical UGA undergraduate is of traditional age (≤ 24 years), enters as a first-year student, lives on campus for the first year, and is seeking a first undergraduate degree. In Fall 2022, the total undergraduate population numbered 30,714 students, the vast majority of whom hailed from the state of Georgia (84% vs. 14% out-of-state and 1% international). The majority of undergraduate students (94%) were enrolled full time; 58% were female; 17% were Pell-eligible; and 13% with neither parent completing a bachelor’s degree. On average, the 2022 first-time, full-time cohort matriculated with 19 AP/IB/dual enrollment courses. In addition to fulfilling our mission to serve the entire state of Georgia, UGA is committed to recruiting, retaining, and supporting the academic success of underrepresented, first-generation, rural, and other traditionally underserved students and to increasing the affordability of a UGA degree.

1.C: Financial Aid

UGA launched the Georgia Commitment Scholarship campaign to put a UGA education within the financial reach of more residents of the state. The GCS program is a need-based scholarship program that is available to first-year undergraduate students. The scholarship, which is renewable for up to four years (8 semesters), comes with a variety of programs and resources to support student success. The total number of GCS recipients has steadily increased from 94 in AY 2017-18 to 693 in 2022-23. For the 2022-2023 academic year, the Office of Student Financial Aid disbursed a total of $405,590,646 of federal, state, institutional, and other/external programs to 29,414 unique undergraduate students (17.3% of whom received a Federal Pell Grant with over 157 students self-identifying as independent, i.e., former foster youth, wards of the court, orphans, homeless or with legal guardians). To increase affordability, UGA no longer charges students any lab and course material fees or the special institutional fee. The university believes that finding new ways to remove financial barriers for our students is part of our mission.

1.D: Student Success Metrics

Once on campus, UGA students thrive. The university’s first-year retention rate, the percentage of first-time, first-year undergraduate students who continue at UGA the next year, is 95%. The retention rate for first generation students is 93%, and 96% of students from rural areas return to UGA for their second year. The university’s four-year completion rate reached a record 75.1% in 2022 and its six-year completion rate reached a new high of 88%. UGA’s success exceeds the average completion and retention rates of its peer institutions. The average six-year completion rate at UGA’s comparator peer institutions is 80.3%, while the average rate of UGA’s aspirational peers is 85.3%. UGA students’ experience on campus prepares them for continued success after graduation. According to career outcomes data released by the UGA Career Center, 96% of class of 2022 graduates were employed or continuing their education within six months of graduation. This year marks UGA’s 11th consecutive year with a career outcomes rate of 90% or higher. The career outcomes rate of UGA’s previous seven graduating classes has consistently been 8% to 11% higher than the national career outcomes rate, as published by the National Association of Colleges and Employers.

1.E: National Reputation and Rankings

UGA continues to be highly ranked among various media outlets for excellence in student life, academics, value, and diversity. The University of Georgia was recently ranked No. 9 on the latest list of Top Public Universities in the U.S. by the rankings platform Niche. The 2024 ranking, is based on Niche’s analysis of academic, admissions, financial and student life data from the U.S. Department of Education. For the eighth consecutive year, the University of Georgia ranks in the top 20 among the nation’s best public universities, according to U.S. News & World Report. The University of Georgia School of Law was recently named the nation’s best value in legal education. Notably, this is the fourth time in the last six years that the school has occupied the top spot in the National Jurist ranking, including a historic three-peat at the No. 1 position from 2018 to 2020. The University of Georgia has earned national recognition for its commitment to inclusive excellence for the 10th consecutive year. The Higher Education Excellence in Diversity Award from INSIGHT Into Diversity is the only national recognition honoring colleges and universities that demonstrate outstanding efforts and success in promoting inclusive excellence.

Among public universities, the University of Georgia is one of the nation’s top three producers of Rhodes Scholars (27). UGA is also home to hundreds of major scholarship winners, including: 2 Churchill Scholars, 2 Beinecke Scholars, 7 Marshall Scholars, 64 Goldwater Scholars, 11 Truman Scholars, 25 Udall Scholars, 56 Boren Scholars, 6 Schwarzman Scholars, 3 Mitchell Scholars and 143 Fulbright Student Scholars. In the 2022-2023 academic year, UGA students were selected for some of the most prestigious academic awards, including the Rhodes Scholarship, the Marshall Scholars, and the Schwarzman Scholars. These accomplishments indicate success in fulfilling our academic mission. They are the result of an outstanding student body as well as our longstanding investment in the student experience. UGA has prioritized faculty hiring to improve classroom instruction, enhancements in academic advising to keep students on track, and the creation of programs focused on active learning (our current QEP), mentoring, tutoring, and peer-learning to increase student success.

UGA’s comprehensive degree programs, in concert with its innovative learning environment, demonstrate that UGA—thanks to its faculty, staff, students, alumni, and friends—is creating leaders who are shaping the future of our state, nation, and world.

Section 2: UGA’s Student Success Inventory

UGA’s student success inventory considers our specific student population, targets those areas where there are opportunities to make a significant impact, is data-informed, and zeroes in on actions and policies that suit our highly decentralized institution. Throughout the Momentum Approach process, UGA has targeted three of the five Momentum Approach components identified by USG

Momentum Component from USG

UGA Program Created for the Component

Deepen purposeful choice of major

Orientation Intake Survey

Help students complete critical milestones

Advising Program Plans

Maintain full momentum on a clear path

The Six Major Focus Areas

UGA’s Student Success Inventory spans the student life cycle from Orientation through graduation. During their degree program, we want them to develop and hone 21st-century competencies in communication, data, and other skills that will enable them to tackle real-world problems and use critical-thinking and problem-solving skills to solve multifaceted problems that do not have simple solutions. In addition to improving our 4-year graduation rate, our overarching goals are to help each student declare the major that best fits their skills and aspirations as early as possible and then navigate that major successfully, using the Orientation Intake Survey, the Advising Program Plans, and our six Major Focus Areas. UGA works to ensure that our graduates are prepared for their future, have academically matured during their time at UGA, and can demonstrate that they possess the deep and sustained involvement, passion, and dedication that employers seek and that life in the 21st century requires.

Success Inventory

Orientation Intake Survey (University of Georgia-2023)

Strategy/Project Name: 
Orientation Intake Survey
Momentum Area: 
Purpose
Strategy/Project Description: 

The Orientation Intake Survey results in a better advising appointment during Orientation and prompts students to assess confidence in their intended major such that they receive guidance on making a purposeful choice before they even register for classes.

Activity Status: 
Evaluation/Assessment plan: 

We will continue 1) to revise the survey as needed with input from Academic Advisors; 2) to inform students about the importance of completing the survey before their Orientation session; 3) work with stakeholders to have 100% of all first-time full-time students, continuing dual enrollment students, and all transfer students complete the survey.

Progress and Adjustments: 

Every year we have tweaked the survey to get additional information as needed. In 2023, for example, we added questions about students’ intentions to persist at UGA through graduation to help identify those who are considering transferring out. This year we added questions about intention to stay or leave UGA and will be discussing how to use this information to support students.

Plan for the Year Ahead: 

Continue to monitor and refine questions

Primary Contact: 
Brennen Salmon, Interim Director of University Advising Services
Nic Laconico, Director of New Student Orientation

Advising Program Plans (University of Georgia-2023)

Strategy/Project Name: 
Advising Program Plans
Momentum Area: 
Purpose
Pathways
Strategy/Project Description: 

UGA is creating holistic “maps” for all programs of study. They will touch on almost every component of the USG Momentum approach by providing students with a holistic, longitudinal view of their chosen major. Each map will address attainable, appropriate action items across all aspects of the college experience: academics, experiential learning, community engagement, global competencies, wellbeing, and career preparation. Charting a course through these milestones will deepen the purposeful choice process and outline clear pathways through a major toward graduation. The maps demonstrate the interconnected nature of each aspect, and the value of building on each prior year’s experiences as students move through their time at UGA. This process will also contribute to cultivating a productive academic mindset and heighten academic engagement as students complete critical milestones

Activity Status: 
Evaluation/Assessment plan: 

They will be reviewed annually by departments to ensure that they are up-to-date and useful to students

Primary Contact: 
Brennen Salmon, Interim Director of University Advising Services

The Six Focus Areas (University of Georgia-2023)

Strategy/Project Name: 
The Six Focus Areas
Momentum Area: 
Purpose
Pathways
Mindset
Strategy/Project Description: 

We know that approximately 60% of UGA students change their major at least once. We also know that if that change happens after their first 60-hours, it impacts their time to graduation. To address this issue, we have established six focus areas that cluster our 140+ majors into groups with significant overlap in core classes. The meta-majors reflect broad conceptions of post-UGA aspirations, are aligned to specific programs of study, and reflect the Holland Interest Inventory (which incoming students take as part of the Orientation Intake Survey). They are based on the overlapping core and recommended prerequisite courses for each major to mitigate the impact of two significant issues that students face by switching majors: accruing extra credits and increasing time to graduation.

The governing principle for the focus areas was to create a tool that would help students—ideally in consultation with their advisor—who switch their major stay on track for a four-year graduation if they switch to a major within a focus area.

We also decided to incorporate the Holland Interest Inventory categories into the focus area visualization; for example, orange is used to indicate a major that aligns with an “investigative” personality. Typically, three or four Holland categories are included in each focus area.

By including the Holland categories, we can go beyond curricular overlaps and respond to the maturation of students’ interests and goals over their 4-year tenure at UGA.

Summary of Activities: 

The focus areas have been used extensively in our Exploratory Center as a tool to help students navigate potential major changes to find the best for their aspirations and personality. Throughout Spring semester 2023, advisors in the Exploratory Center hosted workshops for the advisors within each focus area to explain the concept and provide guidance on how to use the focus areas with their advisees.

Activity Status: 
Evaluation/Assessment plan: 
  1. We have validated the meta-majors using a 65% overlap in core courses for a major as the threshold.
  2. For majors that fall below the threshold, we will consult with departments/colleges to place them in the most appropriate meta-major.
  3. We will look for ways to improve the process for changing a major at UGA to decrease the number of major changes and will update the data on major changes annually

In addition to tracking numbers, we want to identify the majors that tend to lose students and those that tend to receive majors so we can work with departments to identify why they are losing students.

Progress and Adjustments: 

Based on our robust assessment of the overlap among majors in each meta-major we have moved some majors from one meta-major to another and are seeking feedback from colleges and departments

Plan for the Year Ahead: 

The Educational Affairs Committee will examine the policies that govern changing a major at UGA and suggest possible changes. We will also work with advisors to create a very short survey to be sent to students who change their major in any semester to gather information on why students are switching their major.

Primary Contact: 
Brennen Salmon, Interim Director of University Advising Services
Katherine Burr, Director of Assessment in the Office of Instruction

Academic Coaching (University of Georgia-2023)

Strategy/Project Name: 
Academic Coaching
Momentum Area: 
Mindset
Category: 
Strategy/Project Description: 

UGA students are very well-prepared. The Class of 2026 posted an average high school GPA of 4.12, an average ACT score of 32, and an average SAT score of 1384. Often such high-achieving students have never experienced any kind of failure. But the demanding pace of a research institution like UGA often poses significant and unexpected challenges for our students. Our Academic Coaching program provides direct, differentiated assistance for students as they navigate college, overcome whatever challenges they encounter, achieve academic success, and ultimately graduate. Helping our students cultivate a productive academic mindset is an important part of this process.

Housed within the Division of Academic Enhancement, Academic Coaching offers UGA students the opportunity to meet with certified and trained Academic Coaches to discuss their pathways to success. Coaching empowers students to identify their strengths, explore evidence-based study strategies, reflect on their own learning, and ultimately develop a growth mindset.

Typically, the coach and student work together over four sessions to create a strategic learning plan—one that lays the groundwork for awareness of what strategies and practices will be necessary for success in UGA’s academic environment.

Academic Coaching also plays a crucial role in our new Connect & Complete Persistence Framework which is a set of academic policies for undergraduate students in academic difficulty. The goal of Connect & Complete is to provide timely intervention to prevent students from being dismissed. When those who are dismissed return to the university, they have a degree completion team that includes an Academic Coach, along with their advisor and a case worker from Student Care and Outreach to formulate a success plan. 

Summary of Activities: 

Over the last year, advisors across campus, as well as staff in the Disability Resource Center and the Graduate School, have expressed interest in Academic Coaching. Because an impact study in 2018 found an average increase of 0.73 in term GPA for students who participated in Academic Coaching, the University of Georgia is making a significant financial investment to train more advisors and staff to become certified Academic Coaches.

Activity Status: 
Evaluation/Assessment plan: 

Our last impact study was in 2018; we will produce another one during fall 2023 and put this study on a two-year cycle to continue to measure its impact.

The 2018 impact study found an average increase of 0.73 in term GPA for students who participated in Academic Coaching

Progress and Adjustments: 

We use InsideTrack Training and Development to provide foundational and advanced levels of training and certification for coaches. As student interest in coaching increases, we need to significantly increase the number of coaches and trainers to meet student demand. We provided foundational training to 20 additional coaches during Fall 2023, 12 of whom are engaged in nine additional months of training to become InsideTrack certified student coaches. Of the 12 certified student coaches, five will become certified as coaching trainers by the end of Fall 2024, allowing us to rapidly expand our coaching capacity

Plan for the Year Ahead: 

We will examine our previous impact study and modify it as needed to produce a new impact study during fall 2024. While we had initially planned this process to occur during fall 2023 significant shifts in professional staff necessitated that we delay this study to fall 2024. This year we will also create an assessment tool to measure the impact of coaches.Potential challenges may include continued engagement by academic coaches, increased student demand for academic coaching, retention of trained academic coaching (staff and graduate assistants).

Challenges and Support: 

Potential challenges may include continued engagement by academic coaches, increased student demand for academic coaching, retention of trained academic coaching (staff and graduate assistants).

Primary Contact: 
Cara Winston Simmons, Director, Division of Academic Enhancement
Erin Weston, Assistant for Services, Division of Academic Enhancement

Campus Plans Supplemental Sections

UGA recruits and enrolls undergraduate students with outstanding academic qualifications and lofty expectations for academic performance and post-graduate success. To meet the needs and expectations of these students, UGA has long been focused on excellence in undergraduate education. Evidence of this focus includes a long history of initiatives designed to enhance undergraduate education and increase our already high retention and completion rates. Examples include the following:

  1. First Year Odyssey Seminar Program
  2. Active Learning Initiative (Quality Enhancement Plan)
  3. Small Class-size Initiative (SCI)
  4. Enhanced student support via peer tutoring, peer learning assistants, and Academic Coaching
  5. Experiential learning graduation requirement for all undergraduates
  6. Double Dawgs pathways program and
  7. The Teaching Enhancement and Innovation Fund.

We report briefly here on the Active Learning QEP and the Small Class-size Initiative (SCI).

3.A: Active Learning QEP

As part of UGA’s reaffirmation of accreditation by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), which was completed in Spring 2022, the University of Georgia selected active learning as the topic for its new QEP to infuse active learning within the teaching and learning ecosystem for undergraduates at UGA.

Within a culture of active learning, students are active participants in the classroom, learning is understood as the construction of knowledge rather than its absorption, and instructors guide students to construct knowledge while actively reflecting upon the learning process.

The QEP is designed to transform the undergraduate classroom experience by cultivating a learning environment that supports and amplifies the impacts of active learning along three strands: 1) programming for instructors to embrace and develop active learning within their curriculum and to redesign specific courses to incorporate it; 2) courses and other resources for students to introduce them to the value of active learning and help them become successful in active learning environments; and 3) renovation of classrooms into dynamic, active learning spaces. To advance this initiative, in 2021 UGA and the UGA Foundation allocated $6 million over five years (from Fall 2022 through Spring 2027).

In the area of programming for instructors, the Active Learning Summer Institute (ALSI) has included 127 faculty members across 57 departments on campus who have redesigned 138 courses impacting over 78,000 students. See Appendix B for a list of redesigned classes as part of ALSI. In spring 2023, Mathematics and Statistics were each awarded change grants to redesign strategic courses in their majors that impacted 2,800 students annually.

Within the student engagement component of the initiative, 152 students have taken UNIV courses dedicated to preparing them to excel as active learners on campus in Spring 2023. In addition, the University selects, hires, and funds more than 120 undergraduate students per semester to serve as peer learning assistants (PLAs). Within this role, PLAs may help plan the course with the instructor, facilitate classroom discussion and active learning techniques, and provide a resource for students seeking more information about the course.

In addition to the budget allocated for the QEP, UGA has also spent over $2.5 million since 2018 on classroom transformations and a teaching laboratory for instructors to examine and test different technologies or classroom setups that promote active learning. Within the QEP budget, 41 classrooms were enhanced with student collaboration tools in the first year, impacting instruction for more than 34,725 students each semester, and one model active learning classroom was designed in the center of campus to demonstrate complete flexibility for a learning environment for all those wishing to implement active learning pedagogy.

Students will most directly feel the impact of this culture change, as the key learning outcomes of this initiative are to instill students with lifelong learning dispositions: curiosity, initiative, connection, and reflection. These goals for student learning align well with the University’s mission and its “commitment to excellence in a teaching/learning environment dedicated to serving a diverse and well-prepared student body, to promoting high levels of academic achievement, and to providing appropriate academic support services.”

3.B: Small Class-size Initiative (SCI)

Despite the size of its student population, UGA maintains small class sizes, having on average 33 students per class with a 17:1 student-to-instructor ratio. The Small Class Initiative (SCI) is keeping that ratio low. Beginning in 2016, the initiative reduced class sizes and added seat capacity in select classes that had high demand, served multiple majors, and had high DF rates and large numbers of withdrawals.

As anticipated, this initiative has resulted in wider availability of critical classes, a reduction in the DF-W rates, deeper student learning, and improved time-to-degree. We have seen significant improvements in Biochemistry & Molecular Biology, Cellular Biology, Mathematics, Microbiology, Economics, and Biostatistics. We will continue to review the data and work with departments and review data on effectiveness.

Section 4: Observations and Next Steps

UGA has built a vibrant, world-class learning environment which, thanks in part to innovations such as the Active Learning Initiative, Experiential Learning requirement, Double Dawg pathways, and other special initiatives. In the coming year we will add a focus on writing and increasing undergraduate students involved in research. We are attracting the very best students from across the state and nation and around the world, and we will continue to use data to inform our student success initiatives to make sure students thrive at UGA.

Those who reported data and offered advice for this CCG update were the following:

  • Allan Aycock, Associate Vice President for Institutional Research
  • Andy Borst, Vice Provost for Enrollment Management
  • Robert Bringolf, Assoc. Vice President for Instruction
  • Katherine Burr, Director of Assessment in the Office of Instruction
  • Leah Carmichael, Director of Active Learning
  • Julia Butler-Mayes, Director, University Advising Services
  • Nancy D. Ferguson, Director, Office of Student Financial Aid
  • David Graves, Director, Undergraduate Admissions
  • Nic Laconico, Director of New Student Orientation
  • Fiona Liken, Associate Vice President for Instruction and Registrar
  • Megan Mittelstadt, Director, Center for Teaching and Learning
  • Marisa Anne Pagnattaro, Vice President for Instruction and Senior Vice Provost for Academic Planning
  • Brennen Salmon, Interim Director, University Advising Services
  • Cara Simmons, Director Division for Academic Enhancement
  • Kelly Aline Slaton, Research Analyst, Office of Institutional Research
  • William Vencill, Assoc. Vice President for Instruction
  • Erin Weston, Assistant for Services, Division of Academic Enhancement