he 2022 Spring CoReq Academy will be a virtual event and workshop designed to support faculty and staff in understanding their progress in Corequisite Learning Support and sharing best practices across the state.
The impact of the Pandemic has had significant and extensive impacts on Learning Support and the students who enroll in it. The 2022 CoReq Academy will offer an opportunity to reflect upon what has been learned from this recent experience and delve into what is on the horizon. The Academy will include some general topics as well as discipline breakouts to allow for conversations around specific topics in English, Math and Learning Support administration.
Institutions across the University System of Georgia collect every year to share experiences, learn new strategies, and plan their work for student Momentum for the year ahead. The Momentum Summit V is an opportunity to review and refine the work institutions have committed to, assess progress, and chart a path forward for building upon success.
firstname.lastname@example.orgThe 2021 USG Advising Academy will be held virtually on Thursday, September 23, from 9:00 am to noon. Focused on reinforcing an integrated Momentum Approach to the transition to college success, the 2021 Advising Academy convenes campus leaders in advising, enrollment management, and orientation and transition to discuss progress, practices and challenges in supporting students from the inquiry stage through to their transition to careers, professions, or academia
Coming out of the Momentum Summit last winter, it was clear that there was a great deal of ongoing work around academic mindset on individual campuses that I would like to provide some visibility to across the System. To this end, the University System Office is hosting a brief Mindset Check in on Friday, August 27, from 1 to 3 pm.
The check in is open to anyone on campus engaged or interested in Mindset work, so please feel free to spread the word. Participation is limited to 200 (but really, on a Friday afternoon we should be fine), but the session will be recorded for later review.
Over the past four years, the System has made tremendous gains in implementing a Momentum Approach to student success. The past eight months have tested some of this work and underscored its vital role in achieving our goals for increasing the number of Georgians with college degrees and closing gaps in academic achievement.
The overarching goal for the Summit is to support institutional teams to make concrete plans for sustaining gains in student Momentum and address those areas that have been affected by disruption, by reflecting upon the past year’s accomplishments and challenges. The past year has underscored the need for strong support and engagement for students across the institution, reinforcing the value and benefit of the Momentum Approach. Equally, it has exposed a range of ways in which existing and planned work around Purpose, Pathways, and Mindset has been delayed, disrupted or needs adjustments.
The “unprecedented” and uncertain nature of the last six months, particularly the sudden shift to remote learning, has forced us to get creative in totally unexpected ways and develop new student success superpowers to guide our students to the finish line—all while holding academic policies and expectations high.
We have tested the limits of flexibility when it comes to digital student engagement, delivery methods, remote teaching and learning, and meeting student learning outcomes. How do we continue supporting students and keeping them engaged when they’ve pivoted so much they’re dizzy, and so are we? Let’s share our successes, struggles, and lessons learned as we begin to imagine what student success will look like in a post-COVID pandemic world.
The Statistics Pathway Fall Summit will provide institutions that are participating in the prototype to share their experiences, challenges, and thoughts for next steps. For institutions not in the prototype, the Summit affords the opportunity to learn from our collective experience and to discuss the potential for pursuing joining a second cohort of institutions in the prototype in the coming year. Institutions with no current plans to develop a statistics pathway are encouraged to join the discussion as well.
The fall 2020 Learning Support (un)Academy will be a virtual event focused on the lessons learned and challenges that remain with hybrid and online Learning Support. The event will provide opportunities to share ideas and engage in discipline-specific conversations with peers from across the state.
This fall’s event will feature a general session, two discipline specific breakouts, and a panel and roundtable discussion of success strategies for supporting students in corequisite courses online.
Session recordings and materials are now available.
Initial data on student outcomes for Fall 2019 indicate continued success for Corequisite Learning Support in Georgia, and offer indicators of what works, and what doesn't work, in Learning Support. This online session with Dr. Tristan Denley, Executive Vice Chancellor for Academic Affairs and Chief Academic Officer for the University System of Georgia provides an overview of the long-term trend and most recent data on student outcomes for the Corequisite Learning Support.
Georgia went to scale with learning support for all students in Fall 2018. At the time, there was some concern that as students who were previously served in prerequisite Foundations courses enrolled in collegiate courses with Learning Support, overall success rates would flag. For the 2018 cohort, this was not the case, with students performing slightly better in terms of success in the gateway course.,
Building community among students in learning support is thought to play an important role in the engagement and success of students and supports their sense of belonging and self-efficacy. Making these connections in a remote setting demands different strategies and approaches to those that faculty have often mastered for their in-person courses.
Featuring Sonia Ford-Petch, department chair and professor of mathematics at Midland College in Midland, Texas, this conversation will provide an opportunity to learn best practices in online settings and to share your work and experiences.
Dr. Ford-Petch has been teaching mathematics face-to-face and online at the collegiate level for over 19 years. Dr. Ford-Petch’s research focuses on best practices in teaching and learning in an online environment with an emphasis on increasing students’ feelings of connectedness.