Goal 2: Increase the likelihood of degree completion by transforming the way that remediation is accomplished.
How meeting this goal increases completion
Graduation rates of learning support students lag by 40-50%, when compared to other students. Therefore, any improvement in reducing the number of students in learning support or reducing the time students spend in learning support will have a significant impact on graduation rates and on the number of degrees conferred. The goal of transforming remediation is to reduce the time students spend in learning support. AMSC has successfully implemented two remediation change strategies that have resulted in reduced time students spend in learning support.
Strategy 1 - Remediation Transformation – New Pedagogy:
AMSC transformed the pedagogy and delivery method of Math 0099 learning support classes from a traditional lecture approach to a computer-assisted modular approach. This initiative was the College’s Quality Enhancement Plan (QEP), a SACS requirement for reaccreditation. This approach is based on the nationally recognized "Emporium Model," which provides students with a self-paced instructional delivery method driven by their individual learning styles, improving mastery of curriculum content and reducing time for students in learning support classes. The hallmarks of the modular approach that have proven successful in transforming learning support classes have been: (1) students engage in active learning, as opposed to traditional passive learning, and (2) the instructor remains in the class to assist student as a learning facilitator, thus freeing up time for individualized assistance to students within the class setting.
Strategy 2 - Remediation Transformation – Co-requisite Courses/Guided Pathways:
Over the past 1.5 years, AMSC has adopted and piloted a new structure for its Learning Support Program, set forth by the University System of Georgia. This new structure makes two fundamental changes: (1) learning support students who demonstrate potential and motivation are allowed to satisfy their learning support requirements as a co-requisite course(s) with their College level gateway course, and (2) learning support students follow a specific pathway of learning support (or “Foundation”) courses that better align and prepare them for their program of study. Collectively, these two modifications reduce graduation requires, improve academic advising, and increase degrees conferred.
500 students, each semester
Needs/Challenges in Achieving the Completion Goal
Training and adapting faculty and support staff, as well as educating students to learning support transformations are slow, time-consuming, and meticulous processes. The task of re-designing and developing new requirements, implementing, tracking, monitoring, and providing BRIDGE intervention programs is a daunting process that requires significant planning, resources, dedication, and persistence.