Tutoring

The Roadrunner Scholars is a residential and immersive summer bridge program designed for students requiring learning support math and English.  In this six-week program, students were enrolled in both learning support math and English as well as their credit course counterparts, and the Perspectives seminar. Roadrunner Scholars were provided tutoring assistance, peer education, development opportunities, as well as social activities.  All aspects of the program were provided at no cost to the student through scholarships offered by our Dalton State Foundation.  Students were invited to app

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).

Strategies

• Reduced Class Size
• Norming
• AMSC Writing Lab Support

Peer and Lead Tutoring is provided to all students seeking assistance in academic courses. Peer and Lead tutoring is provided to students on campus in the Math and writing centers on both East and West campus. In addition, Sunday Night scholars is offered to student in Housing and Residence life on the 1st Sunday on the month, in Hall 5 on East Campus from 7-9 pm. Our Peer Tutors come highly recommended form faculty who have seen first-hand the students ability to grasp the concept in which they will be providing support.

A targeted initiative to monitor the academic progress of student-athletes through structured grade checks and midterm reports, with referrals to additional resources as needed. Coaches, academic advisors, and support staff collaborate to ensure timely support for those at risk.

This activity expands the work ASU currently conducts within its University College. 

Albany State University currently does not require students to have standardized test scores prior to admission.  As such, it has been difficult to identify incoming students’ specific strengths nor areas that need improvement.  Our student success supports are therefore often too general to directly address specific student-related deficiencies.  To overcome this barrier to success, we are piloting a First Year Student Assessment Protocol (FYAP).

Academic alert allows instructors to refer students facing challenges in the classroom. The program is designed to proactively intervene with students early in the semester. The program functions utilizing three support programs, including Flight Support and Behavioral Intervention. Alerts are followed by outreach from academic success coaches or academic advisors who work individually with students depending on the individual needs of students.

UGA students are very well-prepared. The Class of 2027 posted an average high school GPA of 4.13, an average ACT score of 30, or an average SAT score of 1322. Often such high-achieving students have never experienced any kind of failure. But the demanding pace of a research institution like UGA often poses significant and unexpected challenges for our students.

MGA admits a significant number of students who need remediation and are enrolled in learning support (LS) coursework.  MGA saw a 1.9% increase in the number of LS students from fall’22 to fall’23 and another 1.5% increase from fall’23 to fall’24.  In fall’24, 733 students placed into learning support, accounting for 8.7% of fall’24 enrollment.

Supporting student success is the major focus of all the momentum initiatives at MGA.  By building efficiencies into our advising processes, offering peer mentoring to our students, and enhancing our academic support resources, the student success teams that include our professional academic advisors, the Student Success Centers staff, and the academic success coaches, continue to work towards this goal.  This activity closely aligns with the following MGA’s ASPIRE/POISED goals: 1) To increase the number of qualified applicants for the Pre-licensure Bachelor of Science in Nursing (BSN) and