Adult Learners/Non-traditional Students/GBMA

Students transferring between institutions tend to have unused courses in their new programs. This results in additional time and costs spent at the new institution. There is an articulation agreement for courses in the core curriculum between the University System of Georgia (USG) institutions, but no such agreement exists for private or out of state institutions.

Increase the number of nursing graduates by growth and development of accelerated pipelines into the BSN, adapting delivery methods for improved compatibility with the Corps of Cadets, and expanding program delivery to additional campuses

Consistent, reliable pipelines are important in sustaining program quality, viability, and productivity. This project seeks to increase the pipelines of student at all levels of AMSC certificates and degree programs. Historically, more effort has been dedicated to increasing the traditional student pipelines, the adult learner population provides a great opportunity for a new pipeline of students.  This is especially true given that the student population for traditional and adult learners is essential equal at 50%.  

This project focuses on increasing student admission (access), increasing semester-to-semester persistence, reducing time to graduation, increasing course pass rates, and ultimately increasing the number of completions.

Green Zone training is offered to all faculty and staff to learn more about our military- connected student population. The military-connected student population is 12-14% of our total student population at Georgia Southern University.

1. Roadrunner Faculty Academy: This is a year-long cohort program for all new full-time faculty joining Dalton State regardless of any previous teaching experience. Monthly meetings focus on evidence-based teaching techniques centered on creating an inclusive and engaging classroom experience for all students. Several aspects of this program work to support the needs of first-year students including transparency in learning and teaching, holding equitable classroom discussions, classroom assessment techniques, use of teaching and learning technologies, and inclusive course design.