1. Overview of Goals, Strategies, and Data Metrics 1

2. University System of Georgia 9 Complete College Georgia Goals 1. Increase # of undergraduate degrees 2. Increase # of ‘on-time’ degrees 3. Decrease excess (unnecessary) credits 4. Provide intrusive advising 5. Award Associate’s Degree when credits are earned 6. Shorten time to completion through Dual Enrollment and Credit for Prior Learning (CPL) 7. Transform remediation 8. Restructure instructional delivery 9. Improve access for underrepresented populations 2

3. FY15 UWG Student Body TOTAL ENROLLMENT12,206 Undergraduate Enrollment10,249 Graduate Enrollment1,957 Race/Ethnicity54% White 35% African-American 4% Hispanic Pell eligible undergraduates54% Financial Aid ( Undergraduate)$99.4 M High School GPA (2014-2015 Fact Book, p. 37) 3.13 ACT Scores (2014-2015 Fact Book, p. 37) ACT Composite 20 SAT Scores (2014-2015 Fact Book, p. 37) Critical Reading 484 Math 472 Writing 463 3

4. HIGH SCHOOL GPA ADMISSIONS DATA 4

5. ACT COMPOSITE ADMISSIONS DATA English, Math, Reading, Science Reasoning 5

6. SAT SCORES ADMISSIONS DATA Critical Reading, Mathematics, Writing (Scales 200-800) 6

7. Five ‘High-Impact’ Strategies Intrusive Academic Advising Dual Enrollment Block Scheduling for Freshmen Supplemental Instruction Alternative Delivery Methods 7

8. 1-INTRUSIVE ACADEMIC ADVISING  Advising Center’s ‘Targeted Tier Population’ Service Model (Professional Advisors) Tier 1 ‘Returning’ Action Students Tier 2 ‘New’ Action Students Tier 3 ‘Star’ Students Tier 4 ‘No Action Students’  Emphasis on enrollment in 15 credit hours (Professional Advisors)  Education Advisory Board – Student Success Collaborative 8

9. 15+ SEMESTER CREDIT HOURS EARNED PER TERM 30+ Semester Credit Hours in 1 st Year (Fall and Spring Terms ) 9

10. 2-DUAL ENROLLMENT CCEC Partnership, Newnan, eCore, Advanced Academy 10

11. 3a-BLOCK SCHEDULING (ACCESS Pilot)  ACCESS (Accelerated Core Curriculum: Expanding Student Success) Funded by USG-CCG FY15 Innovation/Incubation Grants BA – 30 hours (9 at any one time) BFA – 36 hours (12 at any one time) Collaborative curriculum planning by faculty teams  Lessons Learned Growing interest among faculty and departments mixed with the skeptics Modified blocks? (combination of blocked set of courses with non- blocked) Sustainability remains a challenge (e.g., coordinator, logistics) Student performance data are not yet available 11

12. 3b-BLOCK SCHEDULING (UWise)  Summer Bridge Program 4 weeks 6 credit hours (MATH 1111, XIDS 2100)  Lessons Learned Faculty-student relationships Friendships with like-minded STEM students Time-management skills Students’ confidence Student performance data 12

13. Uwise Performance Data (ENGL) ‘STEM TO STEAM’ – Fall and Spring Terms (Post-Summer Bridge) Uwise vs. Non-Uwise Equivalent Comparison Group (Matching Variables - SAT, HS GPA, Freshman Index) 13

14. Uwise Performance Data (MATH) Fall and Spring Terms (Post-Summer Bridge) Uwise vs. Non-Uwise Equivalent Comparison Groups (Matching Variables - SAT, HS GPA, Freshman Index) 14

15. 4-SUPPLEMENTARY INSTRUCTION (SI)  Center for Academic Success 61 course sections 8 of top 10 requested were for STEM (1 st year math, biology, chemistry)  Lessons Learned Students who consistently participated in SI earned higher final course grades (about one letter grade) SI’s most successful components: ○ Instructor selects SI Leader from pool of his/her own former students who did very well in the same course ○ SI Leader attends all class sessions and works closely with instructor to ensure alignment of class content and tutoring support 15

16. SUPPLEMENTARY INSTRUCTION TOP 10 REQUESTED COURSES 16

17. 5-ALTERNATIVE INSTRUCTIONAL DELIVERY (Online Offerings)  eCore number of sections offered increased by 31%  UWG 100% online courses number of specific courses offered 100% online dropped number of sections offered grew by 6%  UWG 100% online Undergraduate Degrees B.S. with a major in Criminology ○ enrollments grew 12.5% last year from 1,966 in FY14 to 2,211 in FY15 B.S. with a major in Sociology (new) ○ enrollment data will be available in FY16 report 17

18. Consider…  We’ve experienced record enrollments for the incoming freshman classes  Those increases correlate with decreasing SAT scores, flat ACT scores, and slightly increasing High School GPAs. Keep in mind the differences in the scale scores of the ACT and SAT when interpreting decreasing and flat scores. 18

19. Also consider…English DFW Rates  The DFW rates are looking better.  Improved performance in ENGL 1101 and 1102 co-exists with decreases in SAT writing scores. That likely means that: faculty are working more effectively with students students are putting forth more effort to succeed 19

20. DFW Rates – ENGL Gateway Courses 20

21. Also consider…Math DFW Rates The DFW rates are looking better for:  MATH 1001 Quantitative Reasoning  MATH 1111 College Algebra  MATH 1113 Pre-calculus (some improvement)  Improved performance in MATH 1001, 1111, and 1113 co-exists with decreases in SAT math scores. That likely means that: faculty are working more effectively with students students are putting forth more effort to succeed MATH 1634 Calculus I remains a challenge. 21

22. DFW Rates – MATH Gateway Courses 22

23. In sum, consider these points…  We need increasing enrollments, but shouldn’t ignore that students come to us with varying levels of preparedness. ACT and SAT scores are indicators of academic readiness for college. Unlike IQ tests, the ACT and SAT do NOT attempt to measure mental capability.  Students with varying levels of preparedness benefit from participation in academic supports such as Supplemental Instruction, intrusive advising, and more. Faculty can help our students fill gaps in their academic knowledge and skills.  The USG has identified a number of effective strategies – many that are used by Georgia State. We are encouraged to use those that make sense for our institution. We can add others, too.  We will need to update our approach to meeting the USG’s completion goals before we can expect to see significant improvements. 23

24. REFRESH OUR CCG CAMPUS PLAN  Next steps: Form a new task force to refresh existing campus plan ○ (‘old’ and new members) Existing campus plan ○ Determine what has worked or not Consider USG goals/strategies ○ Which ones make sense for us? Be more aggressive with ‘refreshed’ campus plan in order to improve student performance 24

25. POSSIBILITIES  Block scheduling for freshman students (expand it)  EAB-SSC (SSC-Campus) intrusive advising for all undergraduates  DWF courses – Gardner Project (5 courses)  Math Emporium – Pilot in Fall 2016  First Year Experience – course for Area B?  ‘New populations’ – Dual Enrollment, Adult Learners Increase undergraduate 100% online programs that make sense BA and BS in ‘Integrative Studies’ – new degree programs that work well for adult learners  Governor’s ‘High Demand’ program initiative  LEAP Initiative – a great quality check for completion strategies 25