Course Redesign

This initiative will expand the utilization of an academic chatbot in core courses.  The chatbot provides basic academic information, utilizes intelligent agents in the LMS to monitor student engagement and prompts as necessary, evaluates readiness for quizzes and reminds students about assignments and deadlines. GSU received a $7 million Post Secondary Student Success grant from the Department of Education to launch this technology in introductory English and Math courses in Fall 2024.  Chatbot technology is already used in American Government, Macroeconomics and Chemistry.

The Accelerator Academy is an academic program offered in the summer semester to students who did not successfully complete their introductory English class during the academic year. Students are offered wrap around academic support to help them understand how to successfully engage the material and complete the course successfully.  The goal of this course is to help increase student progression in order to meet the USG’s goal of completing English by the end of the freshmen year (30 hours).

The provost is charging all academic departments with a core or gateway class that has a DFW rate above 20% to bring together a faculty committee at both the bachelor’s and associate’s level to develop strategies to improve student engagement, pedagogy and learning outcomes.

We are engaging in a large-scale analysis of student success metrics related to curricular complexity to analyze its impact on student time to degree. Curricular Complexity provides a way to analyze the impact of course sequences and required credit hours on a student’s successful progression through the curriculum and their time to degree. Research has shown that curricular complexity is directly related to time to degree; reducing curricular complexity should therefore reduce time to degree for students.

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).

CETL facilitated and will continue to facilitate faculty book talks, workshops, and faculty learning communities to promote growth mindset and purpose. · CETL facilitated and will continue to facilitate the Relentless Welcome (Felton, 2023). · Workshops for faculty focused on teaching success that are formatted to be conducted without technology (Talking Teaching, Expert Panels) · HIP attribute

The Quality Enhancement Plan seeks continuous improvement relative to two Student Learning Outcomes:

1. Students will demonstrate knowledge and skills that develop their academic perseverance.
2. Students will describe an enhanced sense of belonging within the College.

Interventions are planned and implemented in Perspectives (our first-year seminar), Advising, Campus Resources, and Engagement (PACE).

A first-year experience course, using high impact practices.

The ENDEAVOR program helps students personalize, internalize, and later articulate their transformation beyond a credential. By awarding ENDEAVOR Tags that celebrate student development and engagement through courses and co-curricular activities, students become more aware of their own growth and are provided with the language to describe the skills they have gained. This language will give them an advantage when entering the workforce, as they will be able to describe their college experience in a way that resonates with employers.