Supplemental Updates for Georgia Institute of Technology - 2025

Supplemental Updates

Complete College Georgia-Georgia Tech (CCG-GT) Steering Committee Activities. Georgia Tech’s Momentum work is guided by the CCG-GT Steering Committee, a diverse team of cross-campus leaders who provide input for our student success initiatives and promote engagement of our Momentum work across Georgia Tech. The CCG-GT Steering Committee is chaired by Dr. Steven P. Girardot, Vice Provost for Undergraduate Education and Student Success. On April 24, 2025, the committee engaged in a working session to finalize Georgia Tech’s momentum activities for the current reporting cycle. USG representatives (Jonathan Watts Hull, Aimee Berger, Melanie Largin, and Michael Rothlisberger) joined the committee as well to share key CCG updates and contribute to our planning for the year. The 2023-2025 CCG-GT Steering Committee members have served a two-year term. A new committee will be appointed in January 2026 and serve through December 2027.

Academic Success and Advising Awards. Annually, the Office of Undergraduate Education (OUE) recognizes the outstanding contributions of faculty and staff who have gone above and beyond to support our undergraduate students and improve retention, progression, and graduation with our Academic Success and Advising Awards. Since 2004, Georgia Tech has formally recognized excellence in academic advising, an integral part of the academic culture at the Institute, ensuring a holistic experience for students. Champions in this work, one staff advisor and one faculty advisor, are honored, highlighting best practices and core values in advising. The 2025 Outstanding Faculty Advisor was Dr. Meghan Babcock, an Academic Professional for the Psychology program. The 2025 Outstanding Staff Advisor was Amanda Blocker, and Academic Program Manager I for the Literature, Media, and Communication program.

Added in 2024, the Complete College Georgia (CCG) Champion Award recognizes one staff or faculty member who has made critical contributions to undergraduate student success, advancing the primary goals of CCG to improve the experience for Georgia Tech’s highest priority students while promoting our institutional values. The 2025 CCG Champion was Dr. Lakshmi Raju, the inaugural Director of Student Engagement and Well-Being in the School of Electrical and Computer Engineering (ECE).

Tutoring & Academic Support. As a part of Academic Success and Advising’s (ASA) mission, our Tutoring & Academic Support (TAS) program supports undergraduate students in achieving their academic goals through a range of both personalized and campus-wide initiatives that center students as our top priority. Our programming strives to foster self-regulated learning, enhance academic skills, and create opportunities for leadership and continued development within and beyond Georgia Tech's rigorous environment.

Additionally, a partnership with Knack, a third-party provider for tutoring facilitation, allowed us to leverage technology in new ways to better meets students’ tutoring needs. Knack is both a booking platform for students to schedule course-specific peer-to-peer tutoring services and a service to onboard and train Georgia Tech students who are hired as peer tutors. Tutoring is completely free, and appointments take place online. Knack and Georgia Tech started a partnership in the 2022-2023 academic year focused within the College of Engineering. The program launched spring 2023 and supported all undergraduate engineering courses. In the summer of 2023, the program expanded to include all undergraduate courses except for special internship/co-operative education courses, special project/topic courses, and English. Since summer 2023, the program has continued to scale to support all undergraduate disciplines.

In AY 2024-25, more than 6,000 unique students received academic support at TAS through peer-to-peer collaboration in 1:1 tutoring, Peer Led Undergraduate Study (PLUS) sessions, and drop-in visits. Table 1 displays the utilization of TAS programs over the last academic year. 

Table 1. Tutoring and Academic Support Utilization

Observations and Next Steps

Over the past year, Georgia Tech has advanced a cohesive vision for student success by cultivating synergy between our Completion College Georgia efforts and institutional priorities, such as the Institute’s ASPIRE strategies. Georgia Tech’s reimagining of its student success units exemplifies the unified prioritization of student outcomes. Organizational alignments were made in Spring 2025 which resulted in the Office of Undergraduate Education being renamed to the Office of Undergraduate Education and Student Success (OUESS) to reflect Georgia Tech’s focus on student success.

In addition to strategic alignment efforts, strategic collaborations have also been paramount to advance student success at Georgia Tech over the last year. In less than six months since its launch, Navigate360 has been a catalyst for collaboration, increased awareness of student support resources, and data sharing. More than 150 student support personnel and academic advisors have been onboarded to the platform and signed the Best Practices Agreement for Georgia Tech Advisors (Appendix B). Additionally, OUESS’s Undergraduate Advising Operations and Engagement team has led more than 30 Navigate360 trainings across campus since April 2025. Georgia Tech’s investment in Navigate360 and carefully orchestrated implementation plan developed by the Core Project Team has strengthened an increasingly interconnected approach to student success.

Finally, over the last academic year, Georgia Tech’s accreditation with the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) was reaffirmed. As part of SACSCOC Reaffirmation of Accreditation, Georgia Tech launched its next Quality Enhancement Plan (QEP) entitled Leaders in Progress and Service: Creating Intentional and Transformative Learning Experiences. "Progress and Service” is the directional purpose of a Georgia Tech education and, from its founding, the Institute has recognized the transformative potential of experiential learning—learning by doing. The heart of the topic is the creation and implementation of a new credential that activates Tech’s mission to prepare students to advance technology and improve the human condition broaden participation to students who may be less likely to participate in existing high-impact practices. In its pilot semesters, Spring 2025 and Fall 2025, 25 students participated in the foundational course, Progress and Service Forum. In the course, students learn how they can uniquely contribute to tackling the world’s most challenging issues and practice defining problems from multiple perspectives while exploring their professional values. As part of this course, students will get a first look at “beyond-the-classroom” learning opportunities in their discipline.

Georgia Tech remains committed to its mission to develop leaders who advance technology and improve the human condition and its role as Georgia’s science and technology-focused public research university. Affordability and student achievement are central to this commitment. The Institute is nationally recognized for affordability and maximizing returns on an investment in a college education for students and families of Georgia while providing access to innovation, experiential learning opportunities, and a commitment to delivering the gold standard in student success, all student populations achieving educational outcomes at a rate equal to the highest performing group.