Advising

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.

As part of the consolidation with Georgia Southern University (GS), professional advisors will be advising EGSC students.

As part of the consolidation with Georgia Southern University (GS), EGSC’s curriculum maps are being integrated with GS’s curriculum maps.

The First Year Experience is one of three embedded experiences that is built into the GC curriculum. To “Complete your journey,” for First Year Experience, students need to complete their GCSU 0001 (FYAS) and GC1Y courses.

PACE is a first-year student program that provides intentional interventions through both curricular and co-curricular activities that support academic perseverance and enhance a sense of belonging. Beginning with First Chime, a fun convocation to “ring” in the beginning of the school year, students are connected to faculty members in their focus area and peer mentors to understand expectations for the first weeks of school. Interventions are planned and implemented in Perspectives (our first-year seminar course).

Align academic advising systems, protocols, and training to ensure that students receive consistent, timely, and proactive support throughout their academic programs.

1. High Risk Factors were identified and assessed for FTFT Cohort, which include: Late/No Pre-registration, High Course Withdrawals, DFWs @ Mid-term or Early Alerts, No Advising Activities Reported.
2. Students were classified as High, Medium, and Low Retention Risk.
3. Strategies were applied to address and resolve the specific retention risk of students. Note: Retention of AMSC students at Off-campus sites significantly and positively impact the retention rate (Within the USG)

Augusta University has an aspiration to enroll 16,000 students by 2030. To reach this mark, we not only have to hit our enrollment goals, but focus on student retention. Our research shows that students who earn 30 hours in Year 1 are more likely to persist to Year 2 and to reach graduation in a timely manner.  Since the initial implementation of Momentum Year, AU has sought to increase student success by focusing on enrolling freshman students in 15+ credit hours during the first two semesters.

AU recognizes the need to first improve semester to semester persistence. In Spring 2023, the institution set a Fall 1 to Spring 1 aspirational goal of 95%. Since then, the institution has seen continuous improvement in cohort persistence (i.e. Spring 2023--92.6%; Spring 2024—94.1%).  Several tactics have been implemented to achieve these ends.

This activity is designed to enhance first-year student persistence, progression, and graduation by fostering a coordinated approach that integrates faculty mentoring, professional academic advising, and career services guidance. The focus is on holding students accountable for their academic choices, ensuring they remain on a graduation plan aligned with their career goals, and connecting them with key campus resources to support holistic development.

Student Accountability & Engagement: