The recommendations of the Task Force fall into three areas:
Curriculum, Expectations, and Intervention. In cases where the
recommendation number has a hypertext link, click on it to read the
supporting position paper describing the rationale and specifics.
In cases where there is no link, consult the general grid of
recommendations here (Excel document).
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Spring 2007 |
Fall 2007 |
Spring 2008 |
Fall 2008 |
Spring 2009 |
Fall 2009 |
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Curriculum |
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C-1 |
Transform GSU 1210 into two-hour First-Year Seminar with lab |
Recruit faculty to pilot sections; develop information literacy,
documentation and plagiarism modules |
Offer 12-14 sections in pilot format; submit curriculum to
Undergraduate Committee |
Assess pilot sections; recruit faculty; commit to themes, integrate
into SOAR sign-up |
First classes |
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C-2 |
Redirect IDS 2210 to become first-year Global Citizens course |
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Committee formed to propose learning outcomes |
Curriculum committee revision |
Recruitment of faculty |
First classes |
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C-3 |
Offer faculty the option of teaching First-Year Seminar and Global
Citizens course in-load (see papers for initiatives C-1 and C-2) |
Build support at various levels; develop budgeting model to support
initiative |
Implement teaching in load |
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C-4 |
Expand First-Year Interest groups |
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Solicit department, faculty participation in non-residential FIGs |
Increase to 30% of entering class |
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Increase to 40% of entering class |
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C-5 |
Offer lecture series |
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Form committee to select book titles and lectures |
Recruit/ train discussion facilitators |
Begin program |
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Spring 2007 |
Fall 2007 |
Spring 2008 |
Fall 2008 |
Spring 2009 |
Fall 2009 |
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Expectations |
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E-1 |
Conversations w/ Professors |
Design and announce; recruit faculty |
Integrate into Welcome week on Sunday, August 12, 3:30-4:45; propose
moving back Move-in day for first-year students to allow for
"academic day" on the Friday before school starts |
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Offer Conversations on Friday before school starts |
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E-2 |
Defer Greek Rush |
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Form committee; present proposal to faculty and IFC |
Allow Greek to prepare financially |
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First Fall without Rush |
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E-3 |
Create expectations brochure for entering students (modeled after
PRISM brochure in COST) |
Design content |
Mail to students who have attended or signed up for SOAR, about July
15 |
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E-4 |
Send Georgia Southern faculty to guest lecture in high schools |
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Begin grant application process |
Implement when funding becomes available |
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Spring 2007 |
Fall 2007 |
Spring 2008 |
Fall 2008 |
Spring 2009 |
Fall 2009 |
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Intervention |
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I-1 |
Expand Intrusive Advisement to whole campus |
Development in colleges that currently employ; discussions about
implementing university-wide |
Expand to all colleges |
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I-2 |
Limit cumulative number of withdrawals for undergraduates; require
signature of withdrawal; de-couple drop and add dates |
Seek recommendation from Enrollment Management Council; Dean's
Council |
Vet through Faculty Senate; Design program in consultation with the
Registrar's office and IT; publicize changes |
Implement |
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I-3 |
Employ web-based early alert system |
Solicit feedback for form content |
Design
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Implement |
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I-4 |
Pre-set student schedules |
Propose at SOAR Advisory, Academic Advisement Council; pilot process
for transfer students in Summer 2007 |
Implement in summer |
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I-5 |
Expand midterm grade reporting form |
Design program in consultation with the Registrar's office and IT |
Implement |
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I-6 |
Study additional methods for improving the midterm grade reporting
process |
Study alternatives |
Implement when feasible |
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I-7 |
Study potential intervention Instruments (such as Making Achievement
Possible survey) |
Monitor MAP implementation on other campuses; monitor other
intervention instruments |
Train faculty advisors |
Implement |
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I-8 |
Promote life-skill development |
Build support |
Implement and expand as resources become available |
