Corequisite Learning Support

Pathway+ focuses on Learning Support students instead of all Associate students, placing them in learning communities, a new required FYE course (UNG 1101), and revising pedagogy for LS courses. Modifications to this intervention are based on positive impact on LS students in the pilot, logistic challenges in taking it to scale for all Associate, the increased number of students required to take math LS, and NISS recommendations that we align support services to support students in high DWF courses

MGA admits a significant number of students who need remediation and are enrolled in learning support (LS) coursework.  MGA saw a 107% increase in the number of LS students from fall’22 to fall’25.  In fall’25, 847 students placed into learning support, accounting for 9.6% of enrollment. 

Increasing pass rates in English 1101 and the major appropriate MATH courses is the goal of this strategy. Both the department of English and Mathematics have submitted improvement plans and are implementing them. Among the strategies being employed include:

EGSC is seeking to improve the rate at which students complete the English composition series and required math course within their first 30 hours of coursework. We understand that failure to complete these vital and foundational courses in the early part of a student’s education journey can hinder the student by blocking courses that need the prerequisite and by limiting the number of choices a student has available to choose from during each successive registration period.

The Roadrunner Scholars is a residential and immersive summer bridge program designed for students requiring learning support math and English.  In this six-week program, students were enrolled in both learning support math and English as well as their credit course counterparts, and the Perspectives seminar. Roadrunner Scholars were provided tutoring assistance, peer education, development opportunities, as well as social activities.  All aspects of the program were provided at no cost to the student through scholarships offered by our Dalton State Foundation.  Students were invited to app

The original plan read, “Research situation for English language learners (ELLs) in ENGL 1101 through the administration of surveys to students. From this research, we may create a project to provide additional ELL support to ENGL 1101 faculty and/or students.”

In late Fall 2024, a survey went to all ENGL 1101 and 1102 students. Two-hundred and sixty-three students answered the following questions:

This activity expands the work ASU currently conducts within its University College. 

Albany State University currently does not require students to have standardized test scores prior to admission.  As such, it has been difficult to identify incoming students’ specific strengths nor areas that need improvement.  Our student success supports are therefore often too general to directly address specific student-related deficiencies.  To overcome this barrier to success, we are piloting a First Year Student Assessment Protocol (FYAP).

Program focused on associate level students, placed in learning communities, an additional requirement of a UNIV transition to college course, and embedded support services. The goal of the program is preparing students to transition or transfer to baccalaureate programs.

MGA admits a significant number of students who need remediation and are enrolled in learning support (LS) coursework.  MGA saw a 1.9% increase in the number of LS students from fall’22 to fall’23 and another 1.5% increase from fall’23 to fall’24.  In fall’24, 733 students placed into learning support, accounting for 8.7% of fall’24 enrollment.

Students enrolled in precalculus (MATH 1113) have been identified as a high-priority population at Georgia Tech as the course is a gateway to successfully progressing into and completing a STEM degree. While student athletes were typically the majority of our precalculus enrollment, as the Georgia Tech strategically expands access to student groups historically underrepresented in higher education, MATH 1113 enrollment is steadily rising (161.4% increase from Fall 2018 to Fall 2022).