Following on last Fall’s two-day Learning Support Academy, the 2018 Spring Learning Support Academy, held at Clayton State University’s Student Activities Center on Friday, March 23, will continue the sharing of experiences and proven practices with corequisite remediation among faculty and staff across the system. Institutional teams are invited to come together to investigate the pedagogies, technology, academic support, advising, high impact practices and logistics of corequisite delivery. The Academy will include general sessions in the morning and English and mathematics tracks in the afternoon to address subject-matter specific challenges.
At the Fall academy institutions were charged with developing plans to eliminate stand-alone (Foundations) remediation by Fall 2018. This event will help to review planned and realized changes to placement and practices aimed at increasing success in the gateway courses. This event is designed to support the work of faculty from both Learning Support and gateway courses, academic advisors and Learning Support staff.
Each institution may send up to 8 representatives to the Learning Support Academy. It is suggested that institutional representation should include the Vice President for Academic Affairs, Learning Support Coordinator(s), faculty from both Learning Support for mathematics and Learning Support for English, staff from instructional support or center for teaching and learning, and academic advisors.
Teams should be coordinated through the office of the Vice President for Academic Affairs. Institutions interested in sending larger teams should contact Jonathan Watts Hull directly.
Fundamentals of Corequisite Remediation Placement Visualization
Barbara Brown, University System of Georgia: Placement and Other Learning Support Updates
Hieu Huynh, University of North Georgia: Close Coordination of Learning Support
Tristan Denley, University System of Georgia: Planning the Work and Working the Plan
Pinder Naidu and Robert Birrell, Kennesaw State University: Team Work and Pedagogy in the Co-Requisite Mathematics Course
Karen Redding, University of North Georgia: Contract Grading in Learning Support English
Valerie Beaman-Hackle and Viktoriya Lanier, Middle Georgia State University: An Examination of Success and Retention of Students in MATH 1101 with Co-requisite Support