Pathways

This initiative centers on training advisors to help students create fuller schedules (15 or more hours) and complete essential skills mathematics and writing requirements within 30 hours, aided by the use of scheduling tools and success markers in Navigate.

Experiential Learning at the University of Georgia empowers every student to apply their learning in real-world contexts, equipping them with the competencies and expanded perspectives to thrive in the emerging, dynamic global society.  

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

VSU’s Quality Enhancement Plan (Experiential Learning); 4 year completion Spring 2025

Every incoming freshman is being trained on the use of the Student Educational Planner (SEP) in Degree Works in their UNIV 1000 the GSW Experience, first-years seminar course. Creating and submitting a registration plan is an assignment in all sections of UNIV 1000.

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 portion 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.

Augusta University has a robust, multi-year plan to promote student retention and graduation utilizing the Four-to-Finish principles of Mindset, Purpose, Pathways and Engagement. Over the previous years, AU has implemented new strategies to support enrollment growth, and most recently created holistic student support structures organized by meta-majors.

Goal: Campus engagement to support students who are uncertain about a major or who need to transition to a different major.

College-wide intentional Career Readiness curriculum built into non-Core foundation courses across Freshman, Sophomore, Junior, and Senior classes with specific course-based assessments for credit to enable students to engage with a professional development arc beginning during their first year. This is paired with an Opt-In Career Readiness co-curricular certification program.

The First-Year Seminar (FYS), GGC 1000, is a 1-credit course that aims to support and increase the academic and personal success of GGC’s first-year students. This class covers subjects such as campus resources, study skills, time management, growth mindset, and major and career exploration. For students with 30 or fewer credits, it counts towards degree requirements and can substitute for one physical education activity course.