University of Georgia 2024

As the birthplace of public higher education in the United States, the University of Georgia fosters an exceptional teaching and learning environment that serves a diverse student population and drives student success. The University is dedicated to inspiring the next generation of entrepreneurs, researchers, and informed citizens ready to make a difference in the world. As both a land-grant and sea-grant institution, UGA is Georgia's oldest and most comprehensive higher education establishment. Its motto, “to teach, to serve, and to inquire into the nature of things,” reflects its vital role in advancing the intellectual, cultural, social, and economic strengths of the state and the nation.

The 2023-2024 academic year marked one of the University’s most successful periods. To enhance teaching and learning excellence, UGA expanded active learning practices across classrooms and recruited additional faculty and advisors in high-demand fields. The University reached record levels in enrollment and graduation rates. Additionally, new scholarship programs are attracting and retaining top-tier undergraduates, while initiatives like the ALL Georgia program for rural students are opening doors for more Georgians to benefit from UGA’s world-class education.

1.A: Enrollment Trends

The University of Georgia continues to maintain a strong enrollment, with a current total of 43,146 students, including 32,399 undergraduates, 9,051 graduate students, and 1,696 in professional programs. Over the past decade, enrollment has grown by 23%, averaging an annual increase of 2%. Undergraduate enrollment has risen by an average of 1.9% each year, while graduate enrollment has seen the highest growth, averaging 3.0% annually. Professional school enrollment has remained relatively stable, with a modest average annual increase of 0.8%. The university recently released a Strategic Enrollment Management plan, aimed at managing on-campus undergraduate enrollment within available resources, expanding online graduate programs, increasing opportunities for undergraduate transfers, and enhancing economic and social mobility for students.

1.B: Student Demographics

The University of Georgia welcomes students with a wide range of backgrounds, interests, experiences, and challenges. Most UGA undergraduates are traditional-age (24 years or younger), enter as first-year students, live on campus during their first year, and pursue a first bachelor’s degree. In Fall 2024, the undergraduate population reached 32,399, with 83% from Georgia, 16% from out of state, and 1% international. Nearly all (95%) were enrolled full-time, 57% were female, 21% qualified for Pell grants, and 14.1% were first-generation college students. The incoming 2024 full-time, first-year cohort averaged 10 AP, IB, or dual-enrollment courses taken in high school.

As part of its commitment to serving the entire state, UGA prioritizes recruiting, retaining, and supporting underrepresented, first-generation, rural, and other traditionally underserved students and is focused on increasing the affordability of a UGA degree. Despite FAFSA challenges this year, the number of Pell-eligible students rose by 22%, from 5,586 to 6,805, with UGA students receiving an additional $9 million in Pell grants. This increase was notable among middle-income undergraduates, with family adjusted gross incomes between $55,000 and $99,000.

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 716 in 2023-24. For the 2023-2024 academic year, the Office of Student Financial Aid disbursed a total of $426,799,186 of federal, state, institutional, and other/external programs to 30,421 unique undergraduate students (with 162 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

UGA students excel once they arrive on campus. The university’s first-year retention rate, reflecting the percentage of first-time, first-year undergraduates who return for a second year, stands at 94%. For first-generation students, the retention rate is 88%, while 96% of students from rural areas continue into their second year at UGA. The university’s four-year graduation rate reached a record 75.7%, and its six-year graduation rate also set a new high at 89.1%. UGA’s success rates exceed those of peer institutions; the average six-year graduation rate at comparable institutions is 80.3%, while aspirational peer institutions average 85.3%.

UGA’s graduation rates continue to improve for Pell students, First-Generation students, and Transfer students, reflecting the university's commitment to supporting diverse pathways to academic success. Among Pell Grant recipients, the four-year graduation rate improved from 69% to 73%, and the six-year rate also climbed from 84% to 86%. First-generation students saw a four-year graduation rate increase from 68% to 72%, with their six-year rate holding steady at 81%. For transfer students, the four-year equivalent graduation rate increased from 65% to 69%, while the six-year rate rose from 84% to 86%. These positive trends demonstrate UGA’s success in enhancing graduation outcomes across these key student groups.

UGA’s campus experience prepares students well for post-graduation success. Career outcomes data from the UGA Career Center reveal that 96% of the class of 2023 were employed or pursuing further education within six months of graduation. This year marks UGA’s 12th consecutive year with a career outcomes rate of 90% or higher, consistently 8% to 11% above the national average, as reported by the National Association of Colleges and Employers.

1.E: National Reputation and Rankings

The University of Georgia continues to earn high rankings across multiple media platforms for its excellence in student life, academics, value, and inclusivity. Recently, UGA was ranked No. 14 on Niche’s 2025 list of Top Public Universities in the U.S., based on an analysis of data from the U.S. Department of Education related to academics, admissions, finances, and student life. Additionally, UGA was recognized in The Princeton Review’s 2025 rankings, earning No. 13 in the nation for best value among public schools, No. 12 for best value public colleges without aid, No. 16 for internships, No. 11 for financial aid, and No. 9 for best alumni networks.

The Jere W. Morehead Honors College was ranked No. 1 in the nation by College Transitions, authors of the guide Colleges Worth Your Money. The ranking was based on selectivity, program benefits, and rigor. UGA’s School of Law was named the best value in legal education by The National Jurist, marking the fourth time in six years it has held the top spot. Furthermore, Financial Times ranked the Terry College of Business’s full-time MBA program No. 1 worldwide for value for the money.

For the 11th consecutive year, UGA has been nationally recognized for its commitment to inclusive excellence with the Higher Education Excellence in Diversity Award from INSIGHT Into Diversity, the only national recognition that honors colleges and universities for outstanding achievements in promoting inclusivity.

Success Inventory

Experiential Learning (University of Georgia-2024)

Strategy/Project Name:

Experiential Learning

Momentum Area:

Purpose

Pathways

Category:

Access for Underserved Populations

Career/Major Exploration

Co-curricular Pathways

High Impact Practices

Leadership

Student engagement

Strategy/Project Description:

Experiential Learning at the University of Georgia empowers every student to apply their learning in real-world contexts, equipping them with the competencies and expanded perspectives to thrive in the emerging, dynamic global society.

Activity Status:

Refining/Maintaining

Scaling

Evaluation/Assessment plan:

The Office of University Experiential Learning supports the University of Georgia Strategic Priority 1.1: “Expand Experiential Learning opportunities for all students” through the following KPIs:

KPIs:

Increase the number of approved experiential learning opportunities available to students to >3000 by FY2025; enabling the increase of the percentage of undergraduate students completing two or more approved experiential learning opportunities from ~40% to >55% by FY2025
Expand and accelerate the “EL@UGA brand/reputation” at the regional and national levels by FY2025
Expand undergraduate equity and access to all approved experiential learning opportunities (including service-learning, internships, study away etc.) through the launch of a formal experiential learning “direct gift menu” by FY2021 resulting in annual gifts >$500k by FY2023 and growing the EL Endowed Fund to >$3MM by FY2025.

Baseline measure for each KPI:

EL Portfolio of Approved Experiences and Completion: ~2,649* Transcript-eligible courses and non-credit activities have been approved through FY24 inclusive of 36 courses and 24 non-credit activities added in FY24. (*Not inclusive of all global courses as those are not added at the catalog level). 5,377 Students representing 69.44% of the FY24 Undergraduate Graduating Cohort completed two or more Transcript-eligible EL opportunities (FY24 Graduating Cohort n = 7,743).
Thought Leadership: The Office of University Experiential Learning presented at 4 state and national events.
Access: OEL awarded $728,827 to students pursuing EL Opportunities and grew its future fund impact by establishing nine new fund agreements value at ~$900k.

Goal or targets (for each KPI):

See KPIs above

Time period/duration

All KPIs currently mature in 2025.

Progress and Adjustments:

Signature Achievement:

Innovating Global Experiences for First Years: In Spring of 2024, OEL led the creation and launch of EL Connect Abroad--a new series of global experiences designed for first year students. In its pilot year, the program enabled 109 students to explore one of four foreign countries while building relationships with faculty, staff and peers.

FY24 Quantitative Highlights:

During the 2023-2024 Academic Year:

2,649 transcript-eligible EL opportunities available to students
30,803 transcript-eligible EL opportunities were successfully completed
69.44% of the FY24 undergraduate graduating cohort completed two or more EL opportunities
$728,827 was awarded to 302 students to support their participation in EL opportunities

FY24 Qualitative Highlights:

Expanding EL Opportunities: OEL added 60 new approved opportunities inclusive of a focus on expanding approved opportunities for underclassmen (+33). Additionally, OEL secured 63 new industry partnerships in FY24 with entities like Deloitte LLP, Synovus Bank, Caterpillar, and Boehringer Ingelheim; significantly expanding work integrated learning opportunities for the third year in a row.
Increasing Access: In addition to a new record of EL Scholarship Awarding in FY24, OEL grew its future fund impact in collaboration with DAR by establishing nine new fund agreements valued at ~$900k in additional, future endowed funds.
Projecting Thought Leadership: OEL presented at several state and national events including the GA Association of Colleges & Employers Annual Conference; the UERU Annual Conference; SACSCOC Annual Conference; and the Society for Experiential Education Annual Conference. Additionally, team members were accepted into the GA Association of Women in Higher Education Leadership Fellows Program and appointed to the Board of Directors for the GA Association of Colleges and Employers.
Preparing the Next Generation of Innovators: Through the Student Industry Fellows Program, Student Innovation Fellows completed 14 industry projects including Schréder, Hatched, OTR Solutions, Chick-Fil-A, Cox Enterprises, Southwire, Augusta National Golf Club, Farmers Home Furniture and Sunnyland Farms among others. Four Innovation Fellows were selected into the 2023-2024 cohort of the Stanford University Innovation Fellows Program.
Connecting with Stakeholders: The comprehensive content strategy resulted in a 230% increase in engagement, a 38% increase in reach and a growth in Instagram followers from 4,170 to >4,750. The OEL LinkedIn follower volume grew 30% YOY and the SIFP LinkedIn follower volume grew 273%. OEL website UX improvements enabled the site to reach 33,262 new users across 71,507 sessions including 134,116 page views (~20% YOY growth across all three categories). Lastly, the Office conducted in person workshops, trainings and outreach events attended by over 4,600 stakeholders.

Areas for Improvement:

OEL Team Bandwidth: Team bandwidth was exceeded in FY24. Leading impacts included additional workflows related to EL Scholarship management and the launch of the new EL Connect Abroad programming.
Assessment & Review: OEL needs to lead progress to identify potential options that will enable the launch of a periodic review process.
Work Integrated Learning: While considerable progress occurred in FY24, OEL needs to continue to see itself as a “convener” and thought leader on campus to inform innovations in the standardization, centralization and scaling of work integrated learning across campus.
Data: Data Management requires increased access / collaboration with OIR data warehouses and Helios capabilities.

ACES Integration: OEL needs to increase collaboration and communication around ACES integration and implementation to ensure launch of CLR capabilities in FY24.

Plan for the Year Ahead:

For the 2024-2025 AY, the Office of University Experiential Learning has implemented an Operating Plan consisting of 8 objectives supported by 42 metric/time defined key results.

Directly relevant to the core above KPIs and the noted Potential Changes identified in the Office’s After Action Review, critical actions areas include:

EL Portfolio of Approved Experiences and Completion: Increase >70 new approved opportunities with a focus on adding >40 new EL approved activities for underclassmen. Expand the EL Connect Abroad program for first year students to serve >150 students.
Thought Leadership: Present at 4 professional events and engage with at least 5 external institutions.

Access: Distribute >$1MM through EL Scholarship and Fund Initiatives. Secure >$500k in new EL Fund agreements.

Challenges and Support:

As noted above, primary challenges are essentially three:

Technical Infrastructure
Team Bandwidth
Fund Expansion

Increasing automation and standardization with the operating procedures of the Office will directly impact 1 and 2 while our increasing collaboration with DAR will support 3.

Contact email:

andrew.potter@uga.edu

Primary Contact:

Andrew Potter, Director of the Office of University Experiential Learning

Peer Learning Assistants (University of Georgia-2024)

Strategy/Project Name:

Peer Learning Assistants

Momentum Area:

Pathways

Mindset

Category:

Peer and Supplemental Instruction

Student engagement

Strategy/Project Description:

The Peer Learning Assistants (PLAs) initiative is central to UGA’s approach to enhancing the effectiveness of active learning practices in the classroom. This initiative puts trained students in large enrollment, introductory/gateway classes (prioritizing historically higher DFW rates) to facilitate peer instruction. PLAs are hired and receive training through the Office for Student Success and Achievement (OSSA). Within this training, they learn facilitation and engagement in active learning, which allows them to guide students to engage more deeply in the learning activities designed by their instructors

Evaluation/Assessment plan:

We will collect most data on a semesterly basis to evaluate progress toward the objectives of the PLA program as well as the impact on students’ academic performance and learning dispositions.

KPIs:

PLA program will have an impact on students’ academic performance, learning dispositions, and/or choice to remain in the major.
The number of PLAs hired will remain stable or increase.

Baseline measure (for each KPI):

Preliminary data suggests that the PLA program yields benefits for classroom engagement (peer:peer and student:faculty) and has a positive impact on students’ choice to remain in the major.
120 PLAs hired per year (Fall 2023)

Goal or targets (for each KPI):

Positive impact on students’ academic performance, learning disposition, and/or choice to remain in the major.
Beginning in Spring 2023, demand for this programming expanded beyond the 120 PLAs per year baseline. OSSA now targets the recruitment, hiring, and training of 120 PLAs per semester, or 240 PLAs per year.

Fall 2024 Update (for each KPI):

PLA program is being fully assessed by the Office of Assessment. Early indicators have shown this program to have an impact on students’ academic performance, learning dispositions, and/or choice to remain in the major.
As the demand for PLAs continued to increase, OSSA now targets the recruitment, hiring, and training of 240 PLAs per semester, or 360 PLAs per year.

Time period/duration

Our goal is to evaluate this program every semester on an ongoing basis

Progress and Adjustments:

Demand for PLAs has continued to outpace the budget and administrative abilities of this program. As such, this year, we will be focusing on how to build capacity for individual unit PLA programs that work closely with the OSSA to ensure these unit PLAs utilize best practices when implementing peer instruction programming.

Plan for the Year Ahead:

This year we will identify and leverage existing assessment tools and data to measure the impact of PLAs on student success indicators (e.g. academic performance as well as lifelong learning dispositions).

Primary Contact:

Leah Carmichael, Director of Active Learning

Academic Coaching (University of Georgia-2024)

Strategy/Project Name:

Academic Coaching

Momentum Area:

Mindset

Category:

Mindset

Student engagement

Tutoring

Strategy/Project Description:

UGA students are very well-prepared. The Class of 2027 posted an average high school GPA of 4.13, an average ACT score of 30, or an average SAT score of 1322. 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 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 Office for Student Success and Achievement (formerly 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 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 academic advisor and a case worker from Student Care and Outreach to formulate a success plan.

Activity Status:

Refining/Maintaining

Scaling

Evaluation/Assessment plan:

Evaluation Plan and measures: Our last impact study was in 2018; we planned to produce another impact study during fall 2023. However, due to significant changes in staffing this impact study was delayed to Fall 2024. Starting in Fall 2024, we will put this study on a two-year cycle to continue to measure its impact.

KPIs:

Increased term GPAs for students on Academic Warning who participate in ongoing (2 or more) academic coaching sessions
Increases in Fall to Spring and Spring to Fall retention rates for students on Academic Warning who participate in ongoing (2 or more) academic coaching sessions

Baseline measure for each KPI:

Term GPAs prior to participating in Academic Coaching
Retention rates for students on Academic Warning who do not participate in ongoing academic coaching

Current/most recent data for each KPI:

The 2018 impact study found an average increase of 0.73 in term GPA for students who participated in ongoing (5 or more) Academic Coaching sessions
Fall 2023 to Spring 2023 retention data for students on Academic Warning is not immediately available but is currently being compiled

Goal or targets for each KPI:

An increase of .25 in the term GPA
5% increase in retention rate compared to students on academic warning who do not participate in ongoing academic coaching

Time period/duration

Ongoing, with data collection and assessment every fall and spring term
Ongoing, with data collection and assessment every fall and spring term

Fall 2024 Update (for each KPI):

At the conclusion of the Fall 2024 semester, we will evaluate end of term GPAs to determine if ongoing academic coaching correlates with a higher GPA. At the beginning of Spring 2025 we will evaluate Fall to Spring retention rates for students who participated in ongoing academic coaching in comparison to students who did not.

Progress and Adjustments:

We have partnered with InsideTrack Training and Development to provide foundational and advanced levels of training and certification for coaches. As interest in coaching increased from students, we could not meet the demand and needed to significantly increase the number of coaches and trainers. In fall 2024, we will have five faculty and staff members finish the process to become fully certified InsideTrack trainers, thus allowing us to provide ongoing training sessions to onboard additional coaches

Plan for the Year Ahead:

We will examine our previous impact study and modify as needed to produce a new impact study during fall 2024. While our KPIs focus on students on Academic Warning, the impact study will also look at the influence of coaching on all students who participate. We will review quantitative and qualitative measures to determine the impact coaching has on different student populations. This year we will discuss developing an assessment tool to measure the impact on coaches.

Primary Contact:

Erin Weston, Assistant Director, Office for Student Success and Achievement

Cara Winston Simmons, Director, Office for Student Success and Achievement

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:

First Year Odyssey Seminar Program
Active Learning Initiative (Quality Enhancement Plan)
Small Class-size Initiative (SCI)
Enhanced student support via peer tutoring, peer learning assistants, and Academic Coaching
Experiential learning graduation requirement for all undergraduates
Double Dawgs pathways program and
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 programming for instructors, the Active Learning Summer Institute (ALSI) has included 151 faculty members across 64 departments on campus who have redesigned 143 courses, impacting over 77,500 students.

In spring 2023, Mathematics and Statistics were each awarded change grants to redesign strategic courses in their majors that impacted 2,800 students annually. In spring 2024, the Department of Legal Studies, the College of Agricultural and Environmental Sciences (CAES), and the College of Engineering all received change grants, estimated to transform around two dozen courses across these units.

Within the student engagement component of the initiative, 329 students have taken UNIV courses dedicated to preparing them to excel as active learners on campus through the Spring of 2024. In addition, the University selects, hires, and funds more than 160 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 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 first year of 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. In the summer of 2024, twenty-one additional classrooms across campus were enhanced with mobile furniture and student collaboration tools. Currently, 86% of the general-purpose classrooms on campus include mobile furniture and student collaboration tools. In addition to these general enhancements, each year, the Active Learning initiative invests in one model active learning classroom designed 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.

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. We are focusing on the use of data to increase student retention and persistence, developing key dashboards to inform our decisions and investments. 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.

II. ASPIRE Goals Update – Summary Chart

Strategy #	Strategy Area	Brief intervention description	Outcome Measure	Measurement Cycle	Fall 2024 Update	Point of contact
1	Transfer Student Success	Improve graduation rates of transfer students by AI-assisted course articulation, improved DFW rates in gateway courses, and directed academic advising	Full-Time, Transfer Sophomore 3-year graduation rate (4-years total)	Fall term census	69.30% (up from 64.7%) Goal: 67.8%	Tom Mote tmote@uga.edu
2	Increase Graduate Enrollment	Increase graduate and professional Fall semester enrollment by expanding online master’s programs, and in-person professional programs	Fall term Graduate and Professional Enrollment	Fall term census	10,747 (up from 10,101) Goal: 10,404	Ron Walcott rwalcott@uga.ed
3	Undergraduate Research	Increase participation in undergraduate research activities through the Center for Undergraduate Research Opportunities, working in partnership the Office of Instruction and with colleges, schools, and other academic units.	R-suffix Course Credit Hours and Enrollment	Fall term - prior academic year totals	1721 (up from 1533) Goal: 1721	Meg Amstutz mamstutz@uga.
4	Experiential Learning	Increase the percentage of the UG graduating cohort that have completed two or more Transcript-eligible EL opportunities	% of the Graduating Cohort	Reported in Summer including preceding Summer, Fall and Spring Terms	69.44% (up from 68%) Goal: 70%	Andrew Potter andrew.potter
5	Grow Federally funded expenditures	Increase federally funded expenditures by $100M by the end of FY 2027	% annual increase	FY 2023	$304,367,635 (up from $274,261,334) Goal: $280,360,894	Chris King cking@uga.edu

Those who reported data and other information for these updates were the following:

Allan Aycock, Associate Vice President for Institutional Research
Andy Borst, Vice Provost for Enrollment Management
Katherine Burr, Director of Assessment in the Office of Instruction
Leah Carmichael, Director of Active Learning
Nancy D. Ferguson, Director, Office of Student Financial Aid
David Graves, Director, Undergraduate Admissions
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, Office for Student Success and Achievement
William Vencill, Assoc. Vice President for Instruction
Erin Weston, Assistant Director for Services, Office for Student Success and Achievement

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