2005 Action Plan - Undergraduate Experience
Recruitment & Retention of Students | Undergraduate Experience | Graduate Experience & Research | Academic Programs & Faculty | Connection to the Greater Community | Infrastructure/Support Improvements
Strengthening Student Learning
Freshmen Learning Communities will continue to expand to serve at least 40% of entering students for fall 2005. Analysis of retention data from fall 1999 - 2003 indicates that student in FLCs have six percentage point higher first-year retention rates than non-FLC students. Also, this enhanced persistence extends through subsequent semesters.
Some courses that serve large numbers of students are being piloted for redesign. Courses include two introductory mathematics courses, introductory two-semester biology courses for non-majors, and two junior-level psychology courses. We are learning from the success of a project, sponsored by the Pew Charitable Trusts, on learning and technology in 30 various courses nationally. Examination of large-enrollment courses in which students historically have earned a high number of W, D, or F grades or A and B grades will continue. Various learning enhancement strategies will be piloted in some of these gatekeeper courses in order to transform them into gateway courses and hence increase retention rates.
Student Learning Outcomes
There will be continued development of assessment of student learning outcomes for both General Education and majors co-led by the associate provost for institutional effectiveness and the director of the Center for Teaching and Learning. Academic Program Review includes examination of assessment of student learning outcomes for programs to which a department contributes.
Communication across the curriculum
One of the General Education outcomes involves written communication. Increasing the number of courses with writing intensive components will continue subject to availability of resources. Similarly, an initiative involving oral communication will be started subject to availability of resources.
Students will have a continuum of engagement opportunities to learn about Atlanta settings, to learn from Atlanta systems, and to learn through Atlanta community service and Atlanta service learning.
<< Back to 2005 Action Plan Priorities