policy

Alternative high school diploma equivalency has been an increasingly prevalent issue for USG institutions. As public awareness of the importance of post secondary credentials continues to grow, institutions anticipate these GED alternatives will become a more prominent part of the admissions process. While guidance has been drafted and provided upon requested by institutions, the absence of system-wide policy suggests inconsistent admissions standards for students with these credentials. Lack of policy may also act as a potential barrier to entry for this population.

Policy 3.9 Academic Advisement in the Policy Manual and Section 2.7 Academic Advisement in the Academic and Student Affairs Handbook are the focus of the policy review. The changes reflect the need for clarity on the definition of academic advising and guidance on best practices, but remain broad enough to allow for institutions to customize and maintain advising programs that fit their campus structure and student needs.

Challenges facing USG students attempting to temporarily take courses away from their home institution were initially brought to the Complete College Georgia Policy Committee in July 2014 as the result of multiple conversations with campus administrators. The issue was discussed by the Regents Advisory Committee on Records and Admissions and proposed for review by the University System Leadership Council.

 These discussions focused on the need for additional clarification of the responsibilities of institutions and students throughout the transient process, and increased consistency in information shared with institutions on course registration and equivalency. The goal of the policy and procedure review was to address these topics and provide general guidance for institutions to incorporate into their processes to strengthen communication between campuses and assist students by clearly outlining the steps and requirements to register for transient courses.