Advising

The reorganization of retention/advising is almost complete. It includes:

i) Restructuration of advising and retention staffs: The Director of Retention is becoming the Director of Student Success, and we are recruiting an Assistant Director. All advisors and student success coaches will all have the same title – Student Success Coach – but they will all do a little of both roles.

To provide another option for students to take less credit hours and perform better academically, but still graduate in two years. See two attachments: Two-Year (four semesters) and Two-Year (Six semesters).

Quality Enhancement Plan, 2023-2028

Revision and updating of the (out-of-class) videos and materials that support students completing an Academic Improvement Plan. The purpose of the revision is to better connect and engage students who are at academic risk.

Develop and strengthen strategies that address institutional performance gaps. Strategies to consider include: the creation of 1^st Gen/Pell Eligible student transition support; summer bridge programs that support traditionally underserved or underrepresented populations, with the goal of reducing institutional performance gaps.

The College will create a roadmap to guide students on all the steps they need to take and the information they need to learn after they are admitted to the College, to ensure a successful start of their college career at Coastal.

Goal: Increase retention in the second to third year through targeted campus engagement.

Program designed to prepare associate-degree seeking students for transition to a bachelor’s program.

Academic alert allows instructors teaching all course modalities to submit a referral if a student is not academically performing at the level they should be in a course. The program is designed to proactively intervene with students struggling academically earlier in the semester. The program functions within a trifecta of support programs at UNG to help students, including, Flight Support and Behavioral Intervention.

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).