The Complete College Georgia Advising Academy is the first of a series of discussions with faculty and staff focusing on the connection of large-scale initiatives across the system to promote student success in the first academic year. The theme of the conference series is Momentum Year--a starting point that helps students find their path, get on that path, and build velocity in the direction of their goals as they begin their college career. These first-year elements include:
The Learning Support Academy is hosted by Complete College Georgia and is part of a series of discussions with faculty and staff focusing on the connection of large-scale initiatives across the system to promote student success. The theme of the conference series is "Momentum Year"--an effort to combine several proven elements of success during a student's first academic year to help them stay in school and graduate on time.
Guided Academic Pathways: Mapping for Student Success brought together selected academic department heads, faculty leaders, advisors, and university administrators to strengthen their understanding and appreciation of academic maps, and assist them in developing the insights and skills necessary to actually construct these maps and apply them at their home institutions.
On March 1, Complete College Georgia hosted a symposium “Data Analysis for Advising” at Gordon State College’s Nursing and Allied Health Sciences Building. The symposium featured remarks from Tom Sugar, Senior Vice President of Complete College America, as well as an opportunity to share experiences with colleagues from across the state.
The workshop-format event built on Complete College America’s Guided Pathways to Success and the Lumina Foundation’s Beyond Financial Aid and explored strategies for advisors, institutional researchers and others to collect and analyze data to strengthen advising practices. This workshop provided institutional examples of data collection and analysis, effective approaches to establishing relationships between advisors and institutional researchers, as well as practical ways to inform decision making.
Most academic programs in the USG have sequences of courses that convert to program maps. These tools are essential to help students navigate programs of study and succeed. Program maps provide concrete guidance for students to help them take the right courses at the right time, to stay on track to completion, and when coupled with appropriate milestones, to know what other steps they need to take to be ready to finish on time. They help to make program requirements and course sequences transparent to students, leading to a decrease in unnecessary credits and increased persistence and graduation. Furthermore, they are useful tools for increasing the efficiency of advising systems by providing frameworks for students’ progress through a program of study.
This workshop outlined practical tips on building program maps with constrained choices and appropriate milestones with ample time for experimentation, discussion and collaboration.
This project proposes to develop a customized publication of resources and services that can strengthen support for first-year low-income students to address their needs beyond financial aid. Please join us on November 3 as we solidify resources within our region to increase retention and completion rates for students who are in dire need of our help. The University System of Georgia and The Lumina Foundation will offer insights to ensure academic success for low-income students in your service area and throughout the state of Georgia.
Recommended Audience: First-Year Coordinators, Advisors, Academic Affairs, Financial Aid Counselors, Student Affairs, Institutional Research, Student Success Coaches, and Retention Coordinators.
This professional development opportunity on October 20th will explore best practices to support core learning outcomes for academic advising. Sessions will convey a consistent message to increase student retention and persistence system-wide while providing a fundamental framework in which institutions can build upon to best serve their unique student populations. Attendees will have the opportunity to leave sessions with a foundation to develop meaningful assessment plans to make data driving improvements to academic advising.
This day-long session on October 13 provides an opportunity for institutions to explore the adoption and use of analytics as a strong indicator for success in higher education as well as share best practices and discuss ways to address outstanding challenges. This will also be an opportunity to educate those who may not currently be involved in CCG activities and discuss strategies for broader campus engagement in completion work.
Beyond Financial Aid is a toolkit designed to help two- and four-year institutions close attainment gaps for low-income students. BFA expands the concept of “financial supports” for college beyond grants, scholarships and loans and describes six college-tested strategies for helping low-income students overcome the significant challenges created by limited resources. BFA features a self-assessment that college teams can use to analyze their service capacities and an interpretation guide to help map out their first steps toward strengthening these capacities.
On October 3rd and 4th at the Professional Sciences Conference Center at Middle Georgia State University in Macon, Complete College Georgia will convene a meeting for institutions to explore the BFA toolkit, analyze their student and community data, and identify priority strategies to support low income students on their campuses.
This day-long session on September 30 will begin with greetings, an open discussion about sophomores at our institutions, a keynote by Dr. Carolyn Denard, Associate Provost for Student Success and Director of the Center for Student Success, Georgia College and State University, followed by concurrent sessions that will be repeated after lunch. Lunch will include roundtable discussions on various relevant topics.
Recommended Audience: Institution staff that work with or collect data on second-year students, including advisors, student success coaches, student affairs, institutional researchers, and deans.