AnnualReport2014-2015

TABLE OF CONTENTS EXECUTIVE SUMMARY....................................................................................................................................................4

A. OVERVIEW, HIGHLIGHTS, TRENDS, AND KEY ACCOMPLISHMENTS...........................................................7

THE OFFICE OF UNDERGRADUATE EDUCATION (OUE).......................................................................................7

CENTER FOR ACADEMIC SUCCESS (CAS)................................................................................................................8

CENTER FOR ACADEMIC ENRICHMENT................................................................................................................14

CENTER FOR CAREER DEVELOPMENT AND DISCOVERY.................................................................................22

THE HONORS PROGRAM............................................................................................................................................32

COMPLETE COLLEGE GEORGIA...............................................................................................................................33

B. STAFF HIGHLIGHTS.................................................................................................................................................35

THE OFFICE OF UNDERGRADUATE EDUCATION.................................................................................................35

CENTER FOR ACADEMIC SUCCESS.........................................................................................................................35

CENTER FOR ACADEMIC ENRICHMENT................................................................................................................35

CENTER FOR CAREER DISCOVERY AND DEVELOPMENT.................................................................................36

THE HONORS PROGRAM............................................................................................................................................37

C. APPENDICES.................................................................................................................................................................39

SUPPLEMENTARY FIGURES......................................................................................................................................39

Appendix A..................................................................................................................................................................39

Appendix B..................................................................................................................................................................40

Appendix C..................................................................................................................................................................53

SUPPLEMENTARY TABLES........................................................................................................................................53

Appendix D..................................................................................................................................................................58

Appendix E...................................................................................................................................................................61

ORGANIZATIONAL CHART........................................................................................................................................63

Appendix F...................................................................................................................................................................63

List of Figures Figure 1: Fall 2014 PLUS Attendance ................................................................................................................................... 11

Figure 2: Spring 2015 PLUS Attendance .............................................................................................................................. 11

Figure 3: Astronaut Scholar reception ................................................................................................................................... 14

Figure 4: Ted Chiang Project One reading ............................................................................................................................ 16

Figure 5: AY 2014-2015 Research Option graduates by designation. .................................................................................. 19

Figure 6: Partha Unnava at the White House Maker Faire. ................................................................................................... 19

Figure 7: Fall 2014 Individual Appointments ........................................................................................................................ 22

Figure 8: Fall 2014 Student Walk-Ins .................................................................................................................................... 22

Figure 9: Spring 2015 Individual Appointments ................................................................................................................... 23

Figure 10: Spring 2015 Student Walk-Ins ............................................................................................................................. 23

Figure 11: Unique # of Students Attending Workshops (Fall 2014) ..................................................................................... 21

Figure 12: Unique # of Students Attending Workshops (Spring 2015) ................................................................................. 23

Figure 13: Number of Interviews ........................................................................................................................................... 24

Figure 14: Company Visits On-Campus ................................................................................................................................ 24

Figure 15: Unique Employers On-Campus ............................................................................................................................ 25

Figure 16: Number of Schedules ........................................................................................................................................... 25

Figure 17: Number of Full-time non-OCR Postings.............................................................................................................. 26

List of Tables

Table 1: OUE Mission, Units, and Current Functions............................................................................................................8

Table 2: CAS and Non-CAS CETL 2001 Enrollment............................................................................................................8

Table 3: 1- on-1 Tutoring Survey Results..............................................................................................................................9

Table 4: AY 2014-15 GT 1000 Enrollment..........................................................................................................................15

Table 5: Historic trends for GT 1000 enrollment since AY 2008-09...................................................................................16

Table 6: Fall 2014 ThinkBig community registration numbers...........................................................................................17

Table 7: Survey response ratings from AY 2014-15 undergraduate research students........................................................19

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EXECUTIVE SUMMARY The Office of Undergraduate Education (OUE) comprised of the Center for Academic Enrichment (CAE), Center for Academic Success (CAS), Center for Career Discovery & Development (C2D2), and the Honors Program (HP) works to develop an intellectual community at Tech, provide experiential learning opportunities, and foster faculty/student interaction. Each of OUE’s reporting units have a unique role in supporting and cultivating the development of undergraduate students at Tech (see Table 1). Moreover, OUE through our involvement in Complete College Georgia is fully committed to the institute’s goals, strategies, and activities that promote high graduation rates and deep learning experiences for our students. This report details OUE’s contribution to the institute’s goals and missions by describing OUE’s activities, highlights, trends, and key accomplishments over the past year. Some 2014-15 OUE highlights and those of its units, broken out by each unit’s unique role, are as follows:

• OUE established the Center for Serve-Learn-Sustain. Academic Success, Retention, and Advising:

• CAS’s GT 2100 Seminar on Academic Success served 118 students returning from academic dismissal. The majority met the terms of their contract in their returning and (for fall) subsequent semester.

• Because of the required coaching component in fall and spring of CAS’s GT 2100 courses, coaching

appointments increased dramatically, from 443 in 2013-14 to 698 this year.

• Students who participated in CAS’s Tech Prep Calculus Advantage Program had much higher grades than their peers who did not.

• Approximately 88% of PLUS participants earned grades of C or higher compared to 82% of their peers who did not participate in PLUS

• A CCG Innovation (Incubate) grant funded the roll-out of PLUS for PHYS 2211 and 2212. Students

who participated in these CAS sessions outperformed their peers who did not.

• The Retention and Graduation Coordinator provided outreach to 164 non-registered and non-returning students.

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Academic Engagement and Student/Faculty Interaction:

• 2,782 students enrolled in undergraduate research courses (an increase of 6.9% over the previous year).

• InVenture Prize finalist Partha Unnava was selected for Forbes’ “30 Under 30,” competed in the White House’s inaugural Maker Faire, and even fitted his invention, the Better Walk Crutch, on President Obama.

• In Fall Semester 2014, the Fellowships Office supported 18 Fulbright Scholarship applicants, one Rhodes Scholarship applicant, two Marshall Scholarship applicants, and one Mitchell Scholarship applicant. For the first time in Georgia Tech’s recorded prestigious fellowship history an international student not only applied for a Rhodes Scholarship, but was also selected as a Rhodes Scholarship Finalist.

• A total of 92 GT 1000 sections were offered in fall 2014. This involved 135 faculty and staff who volunteered to serve as instructors and 320 students who volunteered as Team Leaders (TLs).

• 135 faculty and staff volunteered to serve as instructors and 320 students volunteered as Team Leaders (TLs) for GT 1000 sections.

• In fall 2014, a total of 1,605 (64%) first-year students took GT1000, with 44.0% taking a general

section, 33% taking a departmental section (up 6% from last fall), and 22.0% taking a cohort section (up 12% from last fall).

• For the first time in three years, the Honors Program significantly increased its admitted first-year student population, from an average of 140 students each of the past three years to 203 students for the entering class of fall 2015.

• A total of 128 Honors Program students graduated in the summer 2014, fall 2014, and spring 2015 semesters. Of that number, 80 graduated with a GT designation, based on GPA, of honors or higher: 17 graduated with honors, 22 with high honors, and 51 graduated with highest honors.

Career Development and Experiential Learning (Preparing/Planning Your Future):

• C2D2 provided 769 (unique) students with internships and 1,583 (unique) students with Co-Ops.

• C2D2 provided 2,338 students with career counseling and advising.

• C2D2 program attendance for campus-wide signature and special events totaled 2,220 students in fall 2014.

• C2D2’s career advisors met in students’ academic departments with over 144 students in fall 2014 and met with 297 students in spring 2015.

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• C2D2 was represented in 39 sections of the GT1000 classes and delivered 95 workshops in fall 2014

and 50 in spring 2015 across campus.

• C2D2 offered, in partnership with the Office of International Education, a series of workshops for international students who are struggling to find employment in the United States.

Complete College Georgia • Institutional CCG strategies were refined in alignment with latest University System of Georgia

(USG) recommendations.

• Improved baseline measures for students with “at risk” attributes were established.

• Metrics and program outcomes were collected, analyzed, and reported in the CCG 2014 Status Report for USG and the Governor of Georgia.

• Non-registered and non-returning surveys were conducted, which resulted in the identification of trends and opportunities for improvement. Direct outreach to students was conducted with non-registered and non-returning students.

• Groundwork was laid for a Complete College Georgia @ Georgia Tech web site.

• Outreach was conducted for students on the cusp of losing the HOPE/Zell Miller.

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A. OVERVIEW, HIGHLIGHTS, TRENDS, AND KEY ACCOMPLISHMENTS

THE OFFICE OF UNDERGRADUATE EDUCATION (OUE) This past year, OUE played an important role in leading the Southern Association of Colleges and Schools (SACSOC) reaffirmation process. As part of its 10 year reaffirmation to its accreditation, the institute developed and implemented a Quality Enhancement Plan (QEP). The QEPfocuses on learning anchored in real-world sustainability problems and is directly related to the institute’s strategic plan. To direct the implementation of GA Tech’s QEP, OUE established the Center for Serve-Learn-Sustain (CSLS) and in 2015 a nation-wide search for a CSLS director began, resulting in the appointment in April 2015 of a CSLS director. While GA Tech continues to maintain graduation and retention rates that are among the highest in the nation, OUE is fully committed to supporting GA Tech’s Complete College Georgia’s (CCG) plan to increase six-year graduation rates to 80% and then consistently maintain this rate. In 2014, OUE appointed a Retention and Graduation Coordinator. Additionally, Dr. Colin Potts, Vice-Provost of Undergraduate Education, Dr. Steven Girardot, Associate Vice-Provost of Undergraduate Education, and C2D2’s Dr. Shannon Dobranski, Director of Pre-Graduate and Pre-Professional Advising serve on the CCG Steering Committee. In 2014- 2015, the Office of the Vice-Provost for Undergraduate Education (OVPUE) began an annual process of reporting outcomes-based planning activities for all units within the Office of Undergraduate Education. The formalization of an annual assessment and reporting process will inform short- and long- term planning; demonstrate the extent to which OUE is meeting its operational and learning goals and outcomes; identify challenges and opportunities; and provide evidence of our contributions to supporting the Provost’s Office and the Institute’s mission and strategic goals related to undergraduate education.

The mission of the Office of Undergraduate Education (OUE) is to maintain the quality of undergraduate education and the academic success of undergraduate students at Georgia Tech by:

• Creating new curricular and co-curricular activities • Advocating for undergraduate students and their academic concerns • Managing institute policies affecting undergraduate students • Ensuring student success through advising, tutoring, and support • Helping students utilize resources for exploring and pursuing meaningful careers after graduation • Enhancing and coordinating intellectual development, experiential learning and faculty/student

interactions

Table 1 shows the association between OUE’s mission and the corresponding Unit programs or functions that are currently in place within the Office of Undergraduate Education to support the Institute’s attainment of its mission and goals. This report provides an account of each unit’s activities for the academic year including highlights, trends, and key accomplishments followed by a brief report of GA Tech’s CCG’s 2014 activities.

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Table 1: OUE Mission, Units, and Current Functions

Component of Mission Unit(s) with Primary Responsibility

Representative Programs/Functions (Currently)

Academic Success, Retention, and Advising

CAS • Undergraduate Academic Advising Coordination • Tutoring and Peer-Led Academic Support • Intervention Programs (Reboot, Success Summit,

GT 2100) • Learning Support Coordination

Academic Engagement and Student/Faculty Interaction

CAE, HP • Undergraduate Research • Prestigious Fellowships • Academic Transition (GT1000, GT2813) • Project One • Living Learning Programs/Honors Program • Student Innovation Programs

Career Development and Experiential Learning (Preparing/Planning Your Future)

C2D2 • Co-op Program • Internship Program • Career Development Preparation • Majors, Internship, and Career Fairs

CENTER FOR ACADEMIC SUCCESS (CAS) This year, CAS supported Georgia Tech students in a myriad of ways including providing 28,446 contact points with 6,397 Georgia Tech Students (see Appendix C, Table C1). CAS also manages the logistics and data collection for Commons Tutoring (Help Desk), which served another 3,502 unique students for 12,934 visits; additionally, over 1,008 unique students logged over 2,412 study hours this year (see Appendix C, Table C2). Finally, CAS staff provides instruction for two courses, GT 2100 and CETL 2001 (see Table 2 below), and hired and trained over 104 student workers in the fall and spring.

Table 2: CAS and Non-CAS CETL 2001 Enrollment

CETL 2001 – Fundamentals of Peer Tutoring

Semester Number Enrolled Number not CAS staff

Fall 2014 47 16

Spring 2015 48 10

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TUTORING AND PEER LEARNING 1-to-1 Tutoring continued to thrive in 2014-15 with 1,525 students making 5,222 appointments. Tutoring was offered for more than 84 classes each semester. The top five courses receiving the most tutoring requests were MATH 1502, PHYS 2211, PHYS 2212, MATH 1501 and CS 1371. Several math and chemistry courses round out the top ten. Over the semester more than 4000 surveys were administered regarding the service students received through 1-to-1 Tutoring. The anonymous survey is given via iPad as students leave each session, and it includes questions about the student's level of satisfaction, the tutor’s knowledge of the subject matter, and the likelihood of the student returning to tutoring (see Table 3, below). Approximately 70% of survey respondents expressed satisfaction with the 1 - to - 1 tutoring sessions, and the tutor’s knowledge of the subject matter, and indicated that they would mostly likely return. The other 30 percent either were neutral, dissatisfied, or non-responsive.

Table 3: 1- on-1 Tutoring Survey Results

Question Strongly

Agree/ Very Satisfied

Agree/ Satisfied Total

1. Please indicate your level of satisfaction with your visit. 49% 20% 69%

2. My tutor demonstrated knowledge of the subject matter with which I needed help.

49% 21% 70%

3. I will utilize 1-to-1 Tutoring again. 56% 15% 71% The fourth question asked students for comments and feedback regarding 1-to-1 Tutoring. The vast majority of the comments were favorable. Some representative examples:

He was super helpful and was able to answer my questions thoroughly as well as make sure I understood the concepts. I’m so happy Tech offers this. I wish there were tutors for upper level classes as well.

My tutor was not only knowledgeable, he had a knack for explaining concepts in super helpful ways.

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PLUS (PEER-LED UNDERGRADUATE STUDY) CAS continued to expand PLUS offerings in 2014-15. In addition to the usual PLUS offerings for MATH 1501, 1502, and 2401, salary savings and additional roll-over support from OUE were used to fund PLUS for MATH 2403. ISYE continued to support PLUS for ISYE 2027, BME supported PLUS for BMED 3300, and a CCG Innovation grant supported PLUS for PHYS 2211 and 2212. After adjusting CAS’s PLUS faculty survey process in spring 2015, CAS saw a 300 percent increase in instructor feedback. Much of this feedback was positive; however, it also revealed some areas to improve. CAS will also attempt to better educate and communicate with faculty regarding all that PLUS has to offer. As expected, PLUS students continued to out-perform those who did not attend PLUS, even though several students gave the reason “don’t need it,” as their reason for not attending. In the fall, 88 percent of PLUS participants earned grades of C or higher, while only 82 percent of their peers who did not participate in supplemental instruction earned a C or higher. Likewise, only 11 percent of PLUS participants earned a D, F, or W compared to 18 percent of non-particants (see Appendix C, Table C3). Results were comparable in the spring (see Appendix C, Table C6). The top reason students gave for not attending PLUS was that the times were not conducive. “Doubles,” two-hour exam preparation sessions, continued to have significantly higher attendance than other sessions and causes one to wonder how many students see PLUS as test prep, rather than a constant forum for study and interaction with others and the material they are studying. DFW rates also suggested that PLUS has a positive impact in this area as well. An analysis of the average GPA by attendance suggests that those who saw the most advantage pertaining to GPA were those who attended 3 to 5 sessions and those who attended nine or more sessions (see Figures1 and 2 below). Additional data are available in the Appendix C, Tables C4 to C8).

2.933.11 3.06

3.26

0

50

100

150

200

250

300

350

400

450

1to2 3to5 6to8 9or+

A B C D F GPA:

2.87 2.93 2.803.16

0%5%

10%15%20%25%30%35%40%45%

1to2 3to5 6to8 9or+

A B C D F W GPA

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Figure 1: Fall 2014 PLUS Attendance Commons Tutoring continued to provide centralized access to students who sought help from TAs in Math, Physics, Chemistry, and CS courses. The Matlab (CS 1371) tutoring (called “Help Desk” by students) continued to be the most popular of the Commons Tutoring options, causing occasional crowding problems. CAS continued to find creative ways to manage overflow when student demand exceeded the available space. Tech Prep (Calculus Advantage Program) saw an increase in students from 31 students in August 2013 to 69 students in August 2014. As is typical of the program, the majority of the students identified as white male whose primary area of study is engineering. This demographic profile has informed staffing and program planning. Students who participated in Tech Prep had much higher rates of success in subsequent math courses than their peers who did not participate in Tech Prep (see Appendix C, Table C9). In Fall 2014, 10% of the group received a D, W, or F. In Spring 2015, 4 percent of the remaining received a D, W, or F. The majority of students received As or Bs. A comparison between the performance of Tech Prep students and the average performance of first-year Tech students in target courses demonstrates the utility of the program (see Appendix C, Table C10). The average Math 1501 course grade for Tech Prep participants, 2.86, was .45 higher than the average course grade. For Math 1502, participants averaged a grade of 2.78, which was .22 higher than the average. And for Math 2401, the Tech Prep average grade of 3.11 was .43 higher than the average. One student sent program coordinators an email in late spring that stated, “I can't believe I finished my first year of college today! I just wanted to thank you for all the academic support throughout the semester starting at Tech Prep!” These results suggest that the objectives of Tech Prep, acclimation as well as both academic and social objectives, were largely met. SUCCESS PROGRAMS Academic Coaching has continued to expand, particularly with the growth of GT 2100. A minimum of three coaching sessions is required of GT 2100 participants. Several participated in more than three sessions and some have continued academic coaching even after the class was completed. Because of demand, largely impacted by GT 2100, CAS hired temporary GT 2100 instructors and a part-time temporary coach for the fall semester. Both the number of participants (240) and the number of visits (698) reflected an increase over previous years.

This year the average number of coaching sessions attended was three. Of the 240 coaches, 118 were from GT 2100. Significantly, if we exclude the GT 2100 participants, the average number of coaching sessions attended is still three (3). This number is higher than in any previous semester or year. The most sessions attended by an individual was 10, and very few students only came once. The latter suggests that students are willing to return to coaching, and this frequency implies that they see the value. The five most common topics discussed in coaching this year were:

Figure 2: Spring 2015 PLUS Attendance

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• Time management • Study habits • School/life balance (work, family, extracurricular) • Procrastination • Test preparation/Finals Planning

This year saw a noticeable increase in the number of students who came for coaching to deal with the issues of anxiety, stress, feelings of overwhelmingness, and pressure. This may be partly a result of the special situation of those who are taking GT 2100. It may also be a result of greater outreach in Reboot and the addition of a Finals Planning workshop. CAS will keep tracking this and attempt to more actively collaborate with and involve the Counseling Center in some of its classes. For many of CAS’s students, attendance patterns do not directly correlate with student success. As one coach noted, “Emphasizing class attendance is a critical piece as several attend based on what time classes are offered. This speaks of their struggle to practice self-discipline and efficacy, which are critical to academic success. Social media and access to on-line gaming and television make it harder for students to focus and concentrate.” Moving forward, CAS hopes to add workshops on how to help students develop self-discipline and efficacy especially as it relates to social media. The final observation is that many students do not utilize academic support resources until they are encouraged to so in academic coaching sessions. This speaks to the need to try to improve the campus culture that often equates seeking help with weakness. CAS’s mantra is that “Smart students seek help and give help when needed.” The Success Summit targeted students on probation for a half-day series of workshops and panels. The outcomes for this program were to make probationary students aware of the resources on campus available to help them get on track, and of some specific strategies to identify and meet their academic goals. The Success Summit had 17 attendees in the fall and 22 in the spring. The Summit included sessions on goal-setting, time management, learning styles and study strategies, and a student panel to offer peer-to-peer guidance for academic recovery. The Success Summit helped 39 students on probation start the semester with increased motivation and an awareness of time management and study skills. When asked if they would recommend the summit to a friend, 92% agreed or strongly agreed while only three students remained neutral. When asked to state what they found most valuable about the program, one student said, “All of the materials were helpful, especially the semester calendar. The fact that I came is a huge improvement – being proactive.” Another said, “Realizing that I am the most important thing and that learning my own study skills and what works best for me will make a tremendous difference.” Reboot provided seminar-style assistance for students who were not meeting their own academic goals. A total of 74 students attended one of the two, six-week sessions offered in the fall and spring semesters (see Appendix C, Table C11).

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When asked about the impact of Reboot, one student said, “It provided a sense of accountability and purpose and a sense of having at least some better academic planning.” Another said, “It definitely helped me sustain a positive level of awareness in the importance of a good attitude for performing well in school.” Success Workshops continued to be undersubscribed in this academic year. In spring 2015 eight workshops were offered, and three of them were no-shows. The attendance was low with all sessions having fewer than ten attendees. The same was true for fall 2014. CAS plans to try new ways of advertising and promoting these workshops and will move forward with on-line workshop options. In partnership with CCG and Student Lingo, CAS plans to provide four online workshops for topics in which students have demonstrated need. CAS will track use and effectiveness in the upcoming year. CAS continued to provide LASSI training to GT 1000 instructors and post-LASSI facilitation for GT 1000 classes that requested it. There were 24 invited presentations, most in the fall. Eleven of these were requests for post-LASSI facilitation. CAS also received a request for a three-workshop series from LSAMP, the athletic group, and a variety of requests for tours, time management and goal setting presentations. Requests came from GT 1000 professors as well as student organizations on campus. Over 598 students were served through these workshops. GT 2100 Seminar on Academic Success provided study strategies and support for students returning from academic dismissal. This program has consistently helped readmitted students satisfy the terms of their academic contract. Since the program’s launch in spring 2014, six student participants have graduated from Georgia Tech. The majority of students have satisfied the terms of their academic contract in the first semester of their return to Georgia Tech: 74% in spring 2014, 58% in fall 2014, 61% in spring 2015. Of the original 27 participants, 11 continue to study at Georgia Tech and 4 have graduated, for a success rate, so far, of 55% (see Appendix C, Table C12). Pre-health Advising served 1580 students and alumni (according to the current list-serv population) with individual advising meetings, workshops, and special events. In the last year, Pre-health Advisor Andrea Clark met with 767 students in individual sessions, hosted workshops for 221 students, and provided a day-long Second Look event for 41 registered attendees. Innovations in Pre-health Advising this year included the creation of a new "Pre-health Opportunities Fair," which introduced students to options for shadowing, scribing, and volunteerism in the summer months. More than 70 students attended the lunchtime event to explore their options and meet recruiters. Admission to medical school (allopathic) among Georgia Tech students continues to exceed the national average. This year, 45.1 percent of the Georgia Tech students who released their information were admitted to an M.D. program, compared to a national acceptance rate of 38.7 percent. Schools attended include Georgia Regents, Emory, Morehouse, Cornell, University of Pennsylvania, Harvard, Yale, and Stanford. Academic Advising Coordination included the purchase and gradual launch of the GradesFirst advising management software and the inaugural GTAAN Summer Symposium. The implementation of GradesFirst has been protracted by delays in data steward approval, technical difficulties in adapting the product to Georgia Tech’s configuration of Banner, and slow responses from the project coordinator and GradesFirst

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representative. Enthusiasm for the product remains strong, and early adopters have shared their good experiences with new users. Full implementation is expected in the fall. The 2014 GTAAN Summer Symposium focused on “Advising Millennials” and featured keynote speaker Maureen Wilson of Bowling Green State University. Directed to a primarily Georgia Tech audience, this event provided a keynote address, a facilitated workshop, a student panel, and a WebX show-and-tell. The symposium was well organized, and audience feedback was strong (35.7 % of the 56 respondents gave the overall symposium a rating of “good,” and 48.2 % gave a rating of “excellent”).

CENTER FOR ACADEMIC ENRICHMENT F E L L O W SH I P S O F F I C E In Fall Semester 2014, the Fellowships Office supported eighteen Fulbright Scholarship applicants, one Rhodes Scholarship applicant, two Marshall Scholarship applicants, and one Mitchell Scholarship applicant. This marked the first time in Georgia Tech’s recorded prestigious fellowship history that an international student not only applied for a Rhodes Scholarship, but was also selected as a Rhodes Scholarship Finalist. In addition, one applicant was selected as a Mitchell Scholarship finalist, and one applicant was selected as a Marshall Scholarship finalist. The Fellowships Office organized and facilitated multiple mock interviews for each finalist, organized and facilitated a rehearsal lunch at Ferst Place for Rhodes and Mitchell finalists to prepare for the dinner/reception preceding the formal finalist interview, and organized and facilitated five Presidential Management Fellowship semifinalist mock interviews in the fall and spring semesters. To increase visibility of the Fellowships Office and its services around campus, presentations were given to the President’s Scholars GT 1000 class, the President’s Scholars second, third, and fourth-year students, the Aerospace Engineering GT 1000 class, the Spring 2015 PURA Reviewers (presentation on fellowships for graduate students), the National Society of Black Engineers, and bioengineering graduate students at the BioE Day event. Fellowships staff also coordinated several information sessions: NSF Graduate Research Fellowship (two sessions, each with a Georgia Tech faculty presenter), University of Glasgow (with a guest representative of the university), and NSF East Asia and Pacific Summer Institutes (led by two Georgia Tech student presenters who were previous NSF EAPSI recipients), Fulbright Grants, Fellowships for Graduate Study in the UK and Ireland, and a Fellowships Office Open House, a new event to introduce students to the Fellowships Office and the support it provides. The Fellowships Office also coordinated events during the fall: a visit from Astronaut Dan Brandenstein and two Astronaut Scholarship Foundation (ASF) representatives and a benchmarking visit from a Miami of Ohio prestigious fellowships program representative. The astronaut visit included a lecture from Dan Brandenstein (approximately 100 attendees), a tour of Clough Undergraduate Learning Commons for the ASF visitors, a

Figure 3: Astronaut Scholar reception

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presentation of an oversized check to Georgia Tech’s 2014-2015 Astronaut Scholar (Figure 3), and a dinner with the ASF visitors, the Astronaut Scholar, and the scholar’s guests. In the spring, the Fellowships Office coordinated the Provost’s Reception to honor all fellowship applicants who had worked with the Fellowships Office during the 2014-2015 academic year. In Spring Semester 2015, four students applied for the Goldwater Scholarship, and seven students applied for the Astronaut Scholarship; CAE is awaiting notification regarding which of the two Georgia Tech nominees will receive the Astronaut Scholarship. The Fellowships Office also advised three Truman Scholarship applicants. All five of the Presidential Management Fellowship semifinalists who participated in the Fellowships Office mock interviews received the Presidential Management Fellowship. Three Georgia Tech students received Fulbright Grants, and two Georgia Tech students were selected as alternates for the Fulbright Grant. Thirty-six Georgia Tech students received the National Science Foundation Graduate Fellowship, and 13 Georgia Tech students received Honorable Mention from the National Science Foundation Graduate Fellowship Program (NSF GRFP). Since the NSF GRFP does not require that students apply through the Fellowships Office, not all NSF applicants worked with GT fellowship advisors, but many of them did seek the support of the office for application advising and/or information sessions. Open Forum/This We Believe events did not occur during the 2014-2015 academic year and are currently being re-envisioned. G T 1000 F I R ST -YE AR SE M I NAR A total of 92 GT 1000 sections were offered in fall 2014. This involved 135 faculty and staff who volunteered to serve as instructors and 320 students who volunteered as Team Leaders (TLs). See Table 4 for details on fall 2014 and spring 2015 enrollment, and see Table 5 for enrollment data since 2008 to present.

In Fall 2014, a total of 1,605 first-year students took the class, with 44.0% taking a general section, 33% taking a departmental section (up 6% from last fall), and 22.0% taking a cohort section (up 12% from last fall). The pre-semester goal to enroll more students in focused GT 1000 courses (departmental and cohort) was met. In Fall 2014, 64% of the freshman cohort enrolled in GT 1000 during their first year. In Spring 2015, 37 students enrolled in GT 1000 across four general sections. The fall 2014 GT 1000 Banquet had an attendance of 150 Team Leaders and 25 instructors. Stan Broome was awarded “Instructor of the Year,” and the Georgia Tech Police Department was awarded “Friend of First-Year Seminar” for its outstanding service to the program over the years. This year, GT 1000 staff implemented a new training program for instructors with streamlined summer training and three instructor workshops throughout the semester.

Fall 2014 Spring 2015 Total Number of Sections 92 4

General Sections 47 4 Departmental Sections 25 0 Cohort Sections 20 0

Total Enrollment 1605 37 General Sections 709 37 Departmental Sections 538 0 Cohort Sections 358 0

Table 4: AY 2014-15 GT 1000 Enrollment

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The fall 2014 Team Leader Training had 180 attendees. The fall semester featured implementation of a new communication strategy for TLs and GT 1000 students with weekly newsletters and development of videos for GT 1000 learning outcomes on communication resume writing, and major exploration (Chemical Engineering). GT 1000 staff also collaborated with the Georgia Tech Communication Center and Communication and Marketing to recruit a convocation speaker. The fall semester also marked a move from the GT 1000 paper textbook to an eBook to make it more accessible and easier to reference, and allow for embedded assignments. Links, worksheets, and degree mapping templates are now available to all students, instructors, and team leaders. Table 5: Historic trends for GT 1000 enrollment since AY 2008-09

08-09 09-10 10-11 11-12 12-13 13-14 14-15 Total GT 1000 Enrollment 1854 1966 1969 1897 1843 1669 1642 Total Freshman Enrollment 3027 2929 2861 2735 3047 2576 2490 % of Freshman Cohort in GT 1000 61.25% 67.12% 68.82% 69.36% 60.49% 64.79% 65.94%

P R O J E C T O NE The Project One (P1) reading was meaningfully incorporated into the Writing and Communication program, which enrolls the vast majority of first-year students. All first-year Brittain fellows taught the P1 reading as a graded assignment during the first week of classes (approximately 15 faculty and 1,200 students). Program staff coordinated a Project One Family Weekend, as well as a three-day visit by Project One reading author Ted Chiang (Figure 4), which incorporated faculty from every college and students from every school, and collaborated with the Georgia Tech Library on the “retroTech” exhibit. The fall semester also included campus-wide and Atlanta-area outreach regarding Project One to generate familiarity and to cultivate future stakeholders. Presentations were given to Georgia Tech Dean of Students staff, VIP director and coordinators, QEP authors, OIT, CeTL, EdTech, Communication Center staff, five GT 1000 classes, and at a regional consortium for Digital Humanities. Project One staff developed and maintained the program’s online presence via an interactive website (Mahara) throughout the fall semester, and the site recorded 1,895 unique users. See Figure A1 in Appendix A for an overview of Mahara group membership.

Figure 4: Ted Chiang Project One reading

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T H I NK BI G

Table 6: Fall 2014 ThinkBig community registration numbers

ThinkBig sponsored eight communities during the 2014-15 academic year, although the instructors did not continue one of them, Life in Art, into the second semester because of disappointment with attendance. A total of 309 students signed up for the program in the fall (Table 6) and 235 registered for ThinkBig for Spring Semester 2015. The spring numbers routinely are slightly lower, as students accept co-op jobs, move off campus, etc. The higher attrition numbers this year are reflective of the cancellation of Life in Art. Two new communities were offered in fall 2014. Startup House, a community centered around students who are interested in entrepreneurship, was quite successful, with ongoing participation by at least two-thirds of the registrants for meetings and outings. Stories: From Campfire Tales to Facebook Profiles, the other new community had the low participation typically found in a North Avenue community. The habit of students signing up for a North Avenue Residence Hall community, as a way to guarantee admission to that popular location persisted, judging from the numbers signing up for the communities as a whole and the disappointing participation levels for those communities. The situation became untenable for the program managers this year; Dr. Peter Ludovice and Holly Shikano (Residence Life-Housing) decided in the fall to discontinue the policy of allowing ThinkBig participants to bring non-participant roommates into the program for the North Avenue communities. As a result of this decision a total of 227 students signed up for the 2015-16 academic year and six communities had sufficient enrollment to take place, for a total of 193 students in six communities. The hope is that the decrease in enrollment will be offset by increased participation by students who, hopefully, chose communities based upon interest in the topic rather than as a means to ensure admission to their preferred residence hall.

Community Registrants Atlanta: The 411 on the 404 45* Center Stage: The Performing Arts and Georgia Tech

16* Thought for Food 20* iHouse: International House 46* Life in Art 56* Startup House 39* Stories: From Campfire Tales to Facebook Profiles

41* WST: Women, Science, and Technology 46* *North Avenue location

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UNDE R G R ADUAT E R E SE AR C H O P P O R T UNI T I E S P R O G R AM (UR O P ) During AY 2014-15, there were 2,7821 students enrolled in undergraduate research courses (2698, 2699, 4698, 4699) compared to 2,602 students in AY 2013-14, an increase of 6.9%, and 2,288 in AY 2012-13, an increase of 21.6%. In Summer Semester 2014, 426 students were enrolled in undergraduate research courses. For the following fall semester, 1,166 students enrolled in undergraduate research courses, an 11.7% increase in total enrollment from the fall 2013 semester. For spring 2015, 1,190 students were registered for research, a 6.6% increase from the previous spring. For detailed undergraduate enrollment trends over the last decade, please see Appendix A, Figure A2 and Appendix D, Table D1. Additional data relevant to undergraduate research was reported in the 2014 National Survey of Student Engagement. Forty-nine percent of Georgia Tech seniors reported that they conducted research with faculty compared to 34% of seniors at our peer institutions. Georgia Tech freshmen also reported higher rates of undergraduate research participation with faculty relative to freshmen at peer institutions (8.3% and 5.5%, respectively). In August 2014, a survey was sent to all undergraduate students who participated in research for either course credit or pay during Summer Semester 2014, and this survey was similarly sent to fall 2014 and spring 2015 undergraduate research students. The survey was designed to help CAE understand the needs of research students, evaluate personal gains and skill development, evaluate the role of their research mentors, and provide us with helpful feedback and suggestions for programmatic improvement. When asked to rate their working relationship with their research adviser, 66.7% selected “Excellent,” and when asked to rate their overall research experience, 64.0% selected “Excellent” (Table 7). When asked if doing research confirmed their interest in their field of study, 82.7% of respondents agreed, and when asked if their research experience prepared them for advanced coursework or thesis work, 80.9% agreed. More detailed results to this survey are included in the Appendix D, Tables D2 and D3). The President’s Undergraduate Research Awards (PURA) are competitive grants awarded to undergraduate students to conduct research with Georgia Tech faculty or to present their research at professional conferences. In summer 2014, 77 students applied for PURA and 64 were awarded. Of those 64 applicants, 53 were awarded salary stipends and 11 were awarded travel stipends. CAE received 130 total applications for PURA in fall 2014, 99 of which were ultimately awarded (67 salary awards and 32 travel awards). Spring 2015 saw 172 applications, and 96 students were awarded (76 salary awards and 20 travel awards).

1 This represents the number of unique students who registered for research courses. Students who registered for research in multiple labs were not counted as separate enrollments.

“My [research] experiences have made me into a better scientist, student, and

overall person, teaching me my strengths, weaknesses, and pushing me

to my greatest limits through simple curiosity. I wouldn’t be the proud graduating senior that I am now

without this experience!” - Undergraduate Researcher, Spring

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Table 7: Survey response ratings from AY 2014-15 undergraduate research students

Answer Option (N=111) Poor Fair Good Excellent N/A My working relationship with my direct research adviser. 3.60% 3.60% 26.13% 66.67% 0.00% My working relationship with research group members. 1.80% 7.21% 33.33% 45.95% 11.71% The amount of time I spend doing meaningful research. 0.90% 14.41% 48.65% 36.04% 0.00% The advice my research adviser provided about careers or graduate school. 5.41% 7.21% 31.53% 41.44% 14.41%

The research experience overall. 1.80% 5.41% 28.83% 63.96% 0.00% The Research Option (RO) provides students a substantial, in-depth research experience that culminates in the production of a thesis. In summer 2014, UROP offered one section of LMC 4701 (Undergraduate Research Proposal Writing) and LMC 4702 (Undergraduate Research Thesis Writing) with five students enrolling. In the fall, UROP offered six total sections of the two courses, with an enrollment of 47 students in LMC 4701 and 22 students in LMC 4702, and a total of 14 students graduated with the Research Option. In spring 2015, three sections of each class were again offered, with 38 students taking LMC 4701 and 37 students taking LMC 4702. The total enrollment of 75 students is a 36% increase when compared to the total enrollment for spring 2014. This year, 42 students graduated with the Research Option designation (Figure 5). The 10th Annual Undergraduate Research Symposium on April 22, 2015 featured 189 students delivering 144 presentations (110 poster presentations and 34 oral presentations), and 108 Georgia Tech faculty and staff members volunteered as judges. Following the symposium, seven student teams were awarded for outstanding oral presentations, eight student teams were awarded for outstanding poster presentations, and 11 students were honored as recipients of this year’s Outstanding Undergraduate Researcher Awards. ST UDE NT I NNO VAT I O N The 2015 Georgia Tech InVenture Prize launched into action with a kickoff session on September 18, 2014 with over 150 students in attendance. The fall semester featured a series of seminars and workshops focusing on customer discovery, ideation, market value, and improvisational design methods. Competition organizers also coordinated a panel of previous InVenture Prize finalists who met with interested students and shared their InVenture experiences and advice. Prototype Awards were given to 19 teams to fund prototype construction ($4,372.87 total), and organizers awarded 29 undergraduate teams at the Capstone Senior Design Expo a “Golden Ticket,” which allowed

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Figure 6: Partha Unnava at the White House Maker Faire.

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selected students to bypass the preliminary round of the competition and advance straight to the semifinals. Five-hundred twenty-six inventors signed up for the InVenture Prize with 326 inventors (55 teams) ultimately competing. The preliminary round was conducted in a “gallery-style” format at the Klaus Atrium on January 22, 2015. Approximately 70 members of GT faculty and staff served as judges, selecting 29 teams to advance to the semi-final round. The semi-final round was held in the MaRC auditorium on February 5, 2015, with each team having four minutes to give their pitch before a panel of judges. Six finalist teams were determined, and they pitched their inventions before a live Ferst Center Theater audience of more than 1,000 people. The final competition was also broadcast on live television via Georgia Public Broadcasting. Team FlameTech Grill Defender won first place, Team OculoStaple came in second, and Team Haplit won the People’s Choice Award. This year, 2014 InVenture Prize finalist Partha Unnava was selected for Forbes’ “30 Under 30,” competed in the White House’s inaugural Maker Faire, and even fitted his invention, the Better Walk Crutch, on President Obama (Figure 6). The InVenture Prize winner from 2010, Patrick Whaley, pitched his TITIN strengthening apparel on ABC’s “Shark Tank,” locking in a $500,000 deal with “shark” Daymond John. Also this year, the 2014 InVenture Prize earned a Southeast Regional Emmy nomination in the category of Special Event Coverage (Live). Two years ago marked the pilot of the InVenture Challenge at Georgia High schools, a competition for high school students to recognize achievement and encourage interest in innovation, design, and engineering that featured only two schools, Peachtree Ridge High School and Rockdale Magnet High School. This year, eleven schools signed up to participate in the competition, which began with two teacher workshops held in June 2014. On December 8th and 9th of 2014, InVenture Challenge students from Georgia high schools and elementary schools practiced pitching their inventions to InVenture Prize organizers through a live webcast. On April 1, 2015, the elementary and high school student participants traveled to Georgia Tech to present their inventions to judges recruited from the Georgia Tech community. The winners of the competition were invited to attend the VIP reception and all attended the InVenture Prize Finals. See Appendix D (Table D5) for a list of participating schools. In Fall Semester 2014, UROP was awarded a $45,000 planning grant from the Atlantic Coast Conference Academic Collaborative to begin the development of an ACC-wide invention competition modeled after the InVenture Prize. The UROP office communicated with the provosts of all the ACC institutions and ultimately formed a steering committee with 13 of the 15 universities represented (Appendix, Table B5). The UROP office researched many existing ACC and national competitions to develop an outline of fundamental competition components the committee would need to address. Those fundamental components were shared with the steering committee in February 2015 and incorporated their feedback in preparation of a day-long conference held on April 2, 2015; the day after the committee attended the InVenture Prize finals. The conference concluded with competition decisions being made on student eligibility, competition structure, event location and time, judging criteria, intellectual property, and other competition logistics. Currently, the UROP office is awaiting feedback on its report to be shared with the ACCAC coordinator. UROP also coordinates a student internship program with the AT&T Foundry in Tech Square. The program offers two paid internship positions in product development, with one intern working on an AT&T-led project and the other working on his/her individual project while receiving Foundry support and expertise to develop it.

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Thirteen students submitted applications for the fall 2014 internships, seven students applied for the spring 2015 internships, and eighteen students have applied for the fall 2015 internships at the AT&T Foundry.

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CENTER FOR CAREER DEVELOPMENT AND DISCOVERY The 2014-2015 academic year proved to be a significant one as the former office of Career Services and former Department of Professional Practice (DoPP) merged to function as one unit under new leadership. Processes and services were integrated and are now being delivered under the new Center for Career Discovery and Development (C2D2).The 2014-2015 academic year was quite busy as the number of students seeking C2D2’s services increased from the prior year. ADVISING & PROGRAM PARTICIPATION Student participation in the Center for Career Discovery and Development programs and events totaled 16,247 student contacts at both the graduate and undergraduate levels during fall 2014 and 10,539 during spring 2015. Career counseling and advising continued to be the critical components in providing guidance and support to students in their career development. C2D2 conducted 1,420 individual student appointments, with 1,067 of those as unique contacts during fall 2014. In spring 2015, 1,641 individual student appointments were held, and of those 1,263 of those appointments were unique. In addition to scheduled appointments, C2D2 offered blocks of time, three times per week in 10- to 15-minute sessions, for walk-ins needing quick assistance with various career-related questions. C2D2’s advisors had 918 walk-in appointments during fall 2014 and 837 during spring 2015.

Figure 7: Fall 2014 Individual Appointments Figure 8: Fall 2014 Student Walk-Ins

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Figure 9: Spring 2015 Individual Appointments Figure 10: Spring 2015 Student Walk-Ins

C2D2 regularly offers a number of workshops and career-related presentations throughout the semester, as well as by request. Attendance at these workshops and presentations, in fall 2014, garnered 2,824 contacts and 1,203 contacts during spring 2015.

Figure 11: Fall 2014 Unique Workshop Visits Figure 2: Spring 2015 Unique Workshop Visits

EMPLOYER RELATIONS

Employer relationship building is an essential component of what C2D2 does and is key to enabling hundreds of employer recruiting visits, thousands of interviews hosted, and thousands more job postings made available to Georgia Tech students. Last spring, employers forecasted that there would be an 8.6% increase in their hiring of 2014 graduates. The initial projection for 2015 graduates is similar. Employers plan to hire 8.3 % more new college graduates for their U.S. operations than they did from the Class of 2014, according to the National Association of Colleges and Employers (NACE) Job Outlook survey. Respondents to the spring update survey increased their projections, making plans to hire 9.6 % more new graduates from the Class of 2015 than they did from the Class of 2014.

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Traditionally, the fall recruiting season has the highest volume of requests from employers for on-campus interviews. With the addition of co-op interviews, the on-campus recruiting (OCR) interviews reported were higher for fall 2014 as well as for spring 2015 semesters. Despite the shown increase, on-campus recruiting remained consistent with slight variations over the past three years (See Figure 13).

Figure 13: Number of Interviews

Company visits on campus during fall 2014 increased by 16.6% from the past year from 518 companies to 604 companies.The increase of 20.5% was also illustrated in the unique employers’ presence on campus. However, company visits during spring 2015 have remained constant over the past 2 years (See Figure 14 below).

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Because of the addition of on-campus interviews and OCR positions for the cooperative program, the number of OCR schedules and job postings associated with these schedules showed an increase for Fall 2014 (see Figures 16 & 17).

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Figure 16: Number of Schedules

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The average number of job postings at the national level has increased since a year ago, according to the Job Outlook Survey. Respondents reported an average of 148 job postings – up nearly 50 percent over last year. This was also reflected at Georgia Tech where job postings increased by 12.6% in fall 2014 and by 14.19% in spring 2015. CareerBuzz provides opportunities for companies to post positions and attract college graduates without campus visits. The continuous rise in the number of job postings indicates a more stable job market and a competitive demand for college student and recent grad candidates outside of on-campus recruiting.

According to the Job Outlook 2015 Survey, the main reasons employers cite for increasing their college hiring numbers can be categorized into two main groupings: business need/company growth and anticipated retirements. In addition, respondents cited the importance of hiring new college graduates to fill their talent pipelines, as these new hires will eventually become the future leaders of their organizations. Most stated that business needs and company growth dictate hiring numbers, although not in a negative way.

Fall 2014 was the inaugural semester for the merger of job postings and On-Campus Recruiting of full time positions, co-op and internships, and part-time postings. The top ten companies listed below are the companies that were the busiest recruiting on-campus, as reflected in the number of interviews they held.

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Fall 2014 Spring 2015

MICROSOFT (417) AIRWATCH (177) EXXONMOBIL (175) DELOITTE (144) SCHLUMBERGER (139) SIEMENS (137) ACCENTURE (130) HURON CONSULTING (124) IBM (93) ANHEUSER BUSCH (92)

CO-OP AND INTERNSHIP PROGRAMS The co-op and internship program continued to experience a large number of students at work. Appendix E, Table E1 illustrates trends in undergraduate co-op since 2010, and captures the effect of the recession and the subsequent rebound. In fall 2014, 641 students had undergraduate co-ops, an increase of 1.77% from fall 2013. The decrease of 11.7% in the spring undergraduate co-ops is due to a shift in more students accepting offers for internship positions. During fall 2014, 131 students, and in spring 2015, 216 students, received offers and accepted internship positions. The following data illustrates the breakdown in majors, gender, and class level. At the graduate level there were 86 students pursuing co-op/internships during spring 2015, an increase of 17.81% from last spring. At the national level, according to the NACE 2015 Internship and Co-op Survey, the conversion and retention rates are as follows:

• The conversion rate for interns rose this year to 51.2 percent. • Employers made full-time offers to 64.8 percent of their interns; the acceptance rate dropped from 85.6

percent in 2013 to 79.0 percent in 2014. • The co-op conversion rate increased from 36.9 percent in 2013 to 46.7 percent in 2014. • The rate at which employers made full-time offers to their co-op students dramatically and steadily

increased from 48.8 percent in 2013 to 56.8 percent in 2014. The rise in the offer rate coincided with a rise in the acceptance rate—an increase from 75.5 in 2013 to 82.2 percent in 2014.

Employees who completed an internship or co-op program with their employer are more likely to be with the company at both the one-year and five-year retention benchmarks. SPECIAL & SIGNATURE EVENTS Mock Interviews and Resume Blitz The Resume Blitz and Mock Interviews are two annual events organized by C2D2 campus-wide in partnership with company representatives. Each year, a large number of companies support Georgia Tech students by participating. Representatives of these organizations volunteer their time to conduct one-on-one mock interviews with students on campus and provide valuable feedback on students’ interviewing skills.

AIRWATCH (123) GT CRC (106) CAPITAL ONE (102) PRICEWATHERHOUSECOOPERS (69) AMAZON (64) MANHATTAN ASSOCIATES (64) SCHLUMBERGER (62) BANK OF AMERICA (50) BLOOMBERG (50) UNION PACIFIC (49)

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Similarly, the Resume Blitz event draws company representatives to campus to provide pro bono critiques of students’ resumes, specific to their industries. Recruiters are placed strategically in various academic departments and give feedback for 10 to15 minutes on students’ resumes. See Appendix E, Tables E2 and E3 in the appendix for information on the number of students who attended this event and the companies represented. 2015 Co-op and Internship Fair The Co-op and Internship Fair was held on January 27th and 28th with 102 companies in attendance and 2,498 student visits. Although extended to two days, the Internship/Co-op Fair continues to grow, requiring a change of venue in the future. Due to lack of space, 30 companies were wait-listed and directed to register for the Virtual Career Fair. To provide more opportunities for students in the Ivan Allen College of Liberal Arts, C2D2 collaborated with IAC to develop a targeted list of suitable employers for IAC majors, and C2D2 sent priority invitations to the fair offering no-cost registration. Only three employers from that list chose to attend. See Appendix E, Table E4 in the appendix for more details on this event. Virtual Career Fair The Virtual Career Fair lasts two days and allows pre-registered students access to company recruiters through chat rooms with chat hours established by each company individually. Students are able to join various chat rooms to ask questions or provide recruiters information. Companies have access to all students’ resumes who pre-register for the fair. The Virtual Career Fair has proven to be a valuable additional recruiting source for companies interested in reaching Georgia Tech students. In its sixth year, the Virtual Career Fair is going strong, providing opportunities for off campus students who are overseas, interning, or in coops to connect with companies on-line. Companies that cannot travel to campus are able to gain convenient access to Georgia Tech students. The Virtual Fair is also an attraction for smaller size companies trying to fill a smaller number of position openings. See Appendix E, Table E5 in the appendix for additional information. Center for Career Discovery and Development Open House The C2D2 Open House, the August “kick-off” event to the academic year, allowed students to meet and network with staff while obtaining important information on the upcoming recruiting season. This better prepares students for their job search. The event also provided two workshops that presented information about on-campus recruiting resources that students are encouraged to take advantage of in their job searches. The workshop attendance was limited to 100 students per workshop and both sessions were full. Overall student attendance was 400. Majors Fair The 16th annual Majors Fair, held Tuesday, October 21, 2014, was attended by more than 154 students, who explored and learned about undergraduate majors, study abroad, pre-law, pre-teaching and pre-health programs at Georgia Tech. The Student Center Ballroom was “a-buzz” with students speaking with faculty, advisors, alumni, and upper class students.

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International Student and Scholar Services (ISSS) – Professional Development Series During Fall semester 2014, the Office of International Education (OIE) and C2D2 collaborated on six workshops and workshop series, as part of the ISSS Professional Development Series, to offer ten events. For the third year, we co-sponsored Dan Beaudry’s presentation to international students on finding a job in the US. It was ideally timed before the annual “all majors career fair” to assist international students in their full-time job search. Additionally, we co-sponsored two 3-week series of co-op/internship workshops for international students on work authorizations, a cross-cultural communications workshop, a business etiquette session for international students, and a career planning workshop. Spring 2015 collaborations featured iBUZZ newsletter notices spotlighting C2D2 offerings and a second career planning workshop. Partner Program The Georgia Tech Center for Career Discovery and Development Corporate Executive Partnership Program provides the perfect way for employers to raise their visibility among some of the most accomplished students in the country. Partners benefit from heightened website presence, increased recruiting benefits, and maximum visibility with the student-employee base. The program is capped at 50 Partners so as not to affect the quality of the services provided to the employer. This program is a revenue source for the C2D2 operating budget and affords the ability to expand services and programming provided to students. Partner information since 2009-2010 are as follows: 2014-2015 - 20 Executive Partners and 30 Partners 2013-2014 - 21 Executive Partners and 30 Partners 2012-2013 - 21 Executive Partners and 29 Partners 2011-2012 - 22 Executive Partners and 23 Partners 2010-2011 - 17 Executive Partners and 20 Partners 2009-2010 - 17 Executive Partners and 19 Partners Welcome Back Event The Center for Career Discovery and Development hosted a Welcome Back session for 74 interns and co-ops returning to campus from their work terms. This event allowed students to share their work experiences and the major challenges and accomplishments they faced with fellow students. The interns and co-ops learned how to maintain contacts and connections made throughout the work term as well as how to demonstrate the full range of their experiences on their resumes in a manner that showcased the extent of their value to future employers. Food and giveaways were provided. Business Etiquette Dinner During this annual event, held in the spring, students learned how to make introductions, how to navigate networking events, business and dining etiquette while enjoying a four-course meal. Students asked questions, received feedback, practiced etiquette tips and enjoyed laughs with their peers, the presenter, and C2D2 staff. Employer Summit The second annual Employer Summit was held on April 7th, 2015 and brought together 115 company representatives from start-up and small companies to learn about recruiting at Georgia Tech. The companies had the opportunity to network with 18 student organizations and 13 academic departments. The event organizers

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also hosted a bonus mini Career Fair in which 34 companies were able to set up a booth and visit with 150 students.

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C2D2 UNIT HIGHLIGHTS Student Education Student Education oversees the undergraduate cooperative education, internship program, career advising and counseling programs, experiential education programs, and career development services provided by the Center. Student Education interacts on a consistent basis with students, faculty, and alumni. Career Development Advisors assist students seeking cooperative education and internship positions and full-time employment opportunities. Each advisor works with specific majors, assisting students individually or in small groups. Students schedule individual meetings with an advisor through our web-based recruitment management system, CareerBuzz. Additionally, students have the option to meet advisors during walk-in hours on Tuesday, Wednesday, or Thursday of each week. Once a co-op or internship position is secured, the Career Development Advisor provides information to students to ease the transition from school to work. Student Education provides support to students seeking career counseling, which helps students with career decisions, planning, and job search related activities. Elaine (Lanie) Damon, licensed professional and nationally certified counselor with over twenty years of career counseling experience, conducts seminars and workshops that provide students with needed resources and information to navigate and investigate careers. Lanie is equipped to administer and interpret career assessment instruments. Individual or group career assessment appointments are available. New Initiative Beginning Fall semester 2014, Student Education set out to make career advisement more available to students by becoming more connected and accessible to them. Each advisor hosted meetings and advising sessions each semester at various consistent times throughout the week within the schools they support. On a weekly or bi-weekly basis, advisors prescheduled individual advisement or provided walk-in hours that offered a full range of services to students. This arrangement allowed the Career Development Advisor to become more closely connected to the Faculty and Academic Advisors in each school. This initiative has been very successful and the plan is to continue offering this convenient option to students.

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THE HONORS PROGRAM Curriculum Renovation In collaboration with the Schools of Mathematics and Literature, Media, and Communication at Georgia Tech, the Honors Program added two new core courses on Integral Calculus and four additional English composition classes, scheduled for the Fall 2015 semester. This action was in direct response to students’ requests for more HP course availability in these subjects. Mindfulness Pilot Project Triggered by the impressive show of interest for the Honors Program special topic course, Mindfulness: The Practice and Science of Contemplation (taught by Dr. Paul Verhaeghen, Psychology), this year the Honors Program offered—through seminars by three excellent speakers and additional, informal meditation sessions—the opportunity for all our students to learn about secular methods of meditation and mindfulness, mainly in order to enhance mental acuity and reduce stress. Beginning in spring semester 2015, this initial effort was met with enthusiasm, with more than 60 students participating in at least one of the events. Trends: Three important trends associated with the leadership of the new director were in evidence this past year in the program.

1. Curriculum flexibility: Rather than requiring students to complete a minimum of two core courses and three seminar courses, students may henceforth fulfill their Honors Program academic requirement by completing 15 credits of any combination of HP courses, whether core or seminar. This change was instituted in order to make it easier for students to complete the requirements and thereby increase the number of HP students graduating with our designation on their transcripts.

2. Increase in HP student population: For the first time in three years, the program significantly increased its admitted first-year student population, from an average of 140 students each of the past three years to 203 students for the entering class of fall 2015.The decision for this modification was motivated by our planned move to a new residence hall with increased capacity. (See next point.)

3. Increased focus on living/learning community: As a result of ongoing negotiations over the past year

with housing, the office of undergraduate education, and space planning, the Honors Program is on track to move its offices and classroom into newly renovated space in the Armstrong-Hefner residence hall complex on west campus in August 2015. This will allow for more staff-student-faculty interaction and additional cultural and academic programming.

Key Accomplishments:

• Admissions: 203 students admitted for fall 2015 matriculation, an increase of 43% over the previous year.

• Instituted and received approval for program fee of $600 ($300 per semester, first year only) for Honors Program incoming freshmen: The result will be to enhance the Honors Program budget by $120,000 in the first year of its implementation.

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• Service-Oriented Objectives: Realigned HP Student Challenge Fund goals to support service and innovation. The Honors Program Student Challenge Fund, which has typically funded multiple types of activities, was refined this year to strongly encourage proposals aimed at funding alternative spring break activities which focused on civic and global service. As a result, this spring the fund supported spring break service for 15 students, from Biloxi, Mississippi, to Guatemala and Peru.

• Increased sponsorship of sustainability activities on campus: In response to a funding proposal from the GT Campus Garden organizers, who are also Honors Program student members, the program provided funding for the purchase of a tool shed for the student organization, Students Organizing for Sustainability.

• Comparative course assessment: The Honors Program collaborated with Dr. Ken Brown from the chemistry department to design and implement a survey of students who took the Honors Program chemistry section as well as those in the regular class section to determine student understanding, interest, and willingness to engage in issues of public policy in science. The goal is to support continuation of the interdisciplinary approach to our core chemistry course offering.

• Graduation statistics: A total of 128 Honors Program students graduated in the summer 2014, fall 2014, and spring 2015 semesters. Of that number, 80 graduated with a GT designation, based on GPA, of honors or higher: 17 graduated with honors, 22 with high honors, and 51 graduated with highest honors.

• Student engagement: This past year saw sizable increases in the number of student attendees at HP events such as our Freshman Orientation (100 percent this year, unprecedented) and the Karlovitz lecture (attendance doubled over last year). We attribute this effect to improved organization and marketing efforts within the program.

• Website improvement: The hiring of a new student office assistant, who has expertise in website design and management, has allowed the Honors Program to improve and maintain its website more effectively than in previous years.

COMPLETE COLLEGE GEORGIA In 2014, a Retention and Graduation Coordinator position was created to provide full-time focus on Georgia Tech’s retention-progression-graduation (RPG) efforts. This position reports jointly to the Associate Vice Provost for Undergraduate Education and the Registrar. With the ultimate goal of helping to improve Georgia Tech’s retention and graduation rates, responsibilities of the position are four-fold:

• To operationalize retention initiatives • To promote campus communications, policies, and procedures that impact retention efforts • To serve as a clearinghouse for campus-wide RPG activities • To coordinate the Institute’s annual Complete College Georgia update

Key Accomplishments for 2014-15: • Held over 70 meetings across campus to discuss retention efforts, build relationships, and

explore services and support systems available for Georgia Tech students. • Coordinated group meetings on first-year programs, sophomore programs, HOPE/Zell Miller

outreach, interventions for “at risk” students, engineering outreach, women in engineering, and the co-op/internship effect on graduation rates.

• Coordinated the annual Complete College Georgia update.

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• Provided degree mapping materials for first-year seminar classes. • With the Center for Academic Success, revised the “at-risk” intervention plan. • Provided outreach for non-registered and non-returning students. • Made presentations on Georgia Tech’s retention efforts and outcomes to the Office of

Undergraduate Admission, the Complete College Georgia-GT Steering Committee, and the Center for Career Discovery and Development.

• Served on the Complete College Georgia-GT Steering Committee, Registration Task Force, DegreeWorks Task Force, Transfer Student Work Group, Data and Assessment Committee, and the First Generation Committee.

• Participated in key retention-related conferences such as NACADA, the ASEE First-Year Programs Division, and the National Symposium on Student Retention.

• Served on the national board of directors for the ASEE Cooperative and Experiential Education Division.

Complete College Georgia (CCG) is a system-wide initiative to significantly increase the number of students who successfully complete their degrees. Higher completion rates are vital for meeting the workforce and policy needs of the future. Georgia Tech is committed to goals, strategies, and activities that promote high graduation rates and deep learning experiences for our students. In 2014, Georgia Tech experienced a first-to-second-year retention rate of 96% and a six-year graduation rate of 82%. The Retention and Graduation Coordinator and members of the CCG-GT Steering Committee accomplished a number of projects during 2014-15:

• Institutional CCG strategies were refined in alignment with the latest University System of Georgia (USG) recommendations.

• Improved baseline measures for students with “at risk” attributes were established. • Metrics and program outcomes were collected, analyzed, and reported in the CCG 2014 Status

Report for USG and the Governor of Georgia. This report can be viewed at http://completecollegegeorgia.org/Campus_Plans/2014/index.php?institution=Georgia%20Institute%20of%20Technology

• Non-registered and non-returning student surveys were conducted, which resulted in the identification of trends and opportunities for improvement. Direct outreach to students was conducted with non-registered and non-returning students.

• Groundwork was laid for a Complete College Georgia @ Georgia Tech web site. • Outreach was conducted for students on the cusp of losing HOPE/Zell Miller. • Graduation outcomes for high impact programs such as living-learning communities, study

abroad, co-op/internship programs, and undergraduate research were studied. • Campus communications for students on academic dismissal were reviewed and updated. • The midterm progress report process was refined, and a longitudinal study on the retention and

graduation outcomes for students with midterm unsatisfactory grades was conducted with Institutional Research and Planning.

• Summer on-line course offerings were expanded.

35

B. STAFF HIGHLIGHTS

THE OFFICE OF UNDERGRADUATE EDUCATION • Dr. Carol Thurman joined OVPUE in January as the Data and Assessment Coordinator.

• Ms. Crissandra Miller joined OVPUE in March as the Executive Assistant.

• De’Angelo Neely joined OVPUE in April as Financial Administrator II.

• Dr. Jennifer Hirsch joined OVPUE in August as the Director of the Center for Serve-Learn-Sustain

CENTER FOR ACADEMIC SUCCESS • Ms. Fiona Brantley joined the staff in July as Associate Director for Success Programs.

• Dr. Joyce Weinsheimer was appointed Interim Director in July 2015.

• Mr. Justin Boone joined the staff in August as Academic Support Coordinator after having served as a graduate TA

for Tech Prep.

• Ms. Savitra Dow joined the staff in August to provide tutoring desk coordination as an Administrative Professional I.

• Ms. Liz Kazungu joined the staff in January as Learning Specialist (Academic Coaching Coordinator).

CENTER FOR ACADEMIC ENRICHMENT

• Ms. Recha Reid joined the Center for Academic Enrichment as an Administrative Professional III in November 2014.

• Dr. Lacy Hodges joined the Center for Academic Enrichment as a Fellowship Academic Advisor II in November 2014. Dr. Hodges presented a paper at the International Conference on the Fantastic in the Arts in March 2015.

• In September 2014, Dr. Chris Reaves, Ms. Taylor Fischer, and Dr. Peter Ludovice wrote a proposal to the Atlantic Coast Conference Academic Collaborative (ACCAC) seeking funding to develop an innovation

36

competition among ACC universities in an effort to foster student creativity and camaraderie among participating schools. The proposal was accepted and approved for $45,000 in first-year support.

• In 2014, Director of Undergraduate Research and Student Innovation, Dr. Chris Reaves, was promoted to Associate Director of CAE. Dr. Reaves received a Georgia Tech Professional Development Grant for participation at the NCIIA 19th Annual Conference.

• Ms. Allyson Tant, Academic Enrichment Coordinator II, received a Georgia Tech Professional Development Grant for participation at the Annual First-Year Experience Conference, which she attended in February 2015.

CENTER FOR CAREER DISCOVERY AND DEVELOPMENT

• C2D2 hosted the 6th Annual Homecoming Brunch for Co-op Alumni on November 1, 2014 at the Georgia Tech Hotel and Conference Center. The Georgia Tech Co-op Alumni Group, founded in 2008, promotes and facilitates the engagement of Co-op Affiliated Alumni, Faculty, Staff, Employers, Friends, and Students within the Georgia Tech Alumni community.

• Student Education highlights included Rob Rogers and Karen Houston presenting at the Southeastern Regional Cooperative Education Conference in Lexington Kentucky in May 2015. Their presentation was “Empowering Today’s Students with Innovative Options in Career Exploration”.

• The Employer Relations Director, Patricia Bazrod, currently serves as the Past President of the Cooperative Education and Internship Association. The annual conference was held in Atlanta in March of 2015 with many of the C2D2 staff serving on the local planning committee which was chaired by Mary Fisher, Employer Relations Coordinator II.

• The Outreach and Assessment team has gained an additional member over the Fall semester, hiring Russell Wallis in the IT Support Tech temp position.

• Scott Green has moved into a new role as an Application Support Analyst Lead as of spring 2015. As a result of his new role he participated in the Annual Drupalcon conference that took place in May 2015 in Los Angeles, California. Andrea Comsa has joined the Assessment Committee that was recently formed within the Office of Undergraduate Education.

37

THE HONORS PROGRAM Roberta Berry, Director, joined the Honors Program on August 15, 2014. Highlights of her accomplishments through June 2015 include (1) negotiating agreement with Institute partners to transition the HP to a West Campus living learning community (LLC) beginning in fall 2015, and collaboratively designing the elements of the LLC; (2) negotiating agreement with departments and instructors in math and English for more extensive, HP-tailored class offerings to be offered onsite in the West Campus LLC beginning in fall 2015; (3) proposing and receiving approval for a new HP Program Fee to support a richer set of HP curricular, co-curricular, cultural and social activities beginning in fall 2015; (4) in collaboration with HP staff and Institute partners, designing and implementing a revised admissions process that is more fully integrated with the Institute’s Undergraduate Admission computerized processes and that draws more extensively on its data; (5) in collaboration with HP staff, hiring a new full-time administrative professional beginning in October 2014; (6) designing and offering a new Spring 2015 HP seminar course on the philosophy of interdisciplinarity; (7) devising and administering a pre- and post-assessment of a Fall 2014 HP chemistry class and a control class for comparative data to inform future HP course offerings; (8) individual and group meetings with HP students for input on future directions of the HP throughout fall 2014 and spring 2015. Monica Halka, Associate Director, served as interim director of the Honors Program during the summer of 2014. Dr. Halka typically teaches courses, manages the curriculum and student challenge fund, and carries out other duties as needed. This year she focused on three activities.

• “Mindfulness, Meditation, & Mental Acuity,” a project designed to allow all our students to learn about the benefits of meditation, was planned in fall of 2014 and launched in spring semester of 2015. Taking advantage of our extensive faculty/colleague network, a committee consisting of Dr. Halka (chair), Dr. Paul Verhaeghen (PSYCH), Dr. Dana Hartley (EAS), and Ameet Doshi (GT Library) organized a series of speakers on the benefits of mindfulness, as well as weekly informal meditation sessions. This effort was well-attended and students have asked for it to continue. To further her understanding in this field, Dr. Halka participated in a volunteer opportunity to teach science to Buddhist monks in India for two weeks in May/June 2015.

• Piedmont Project: In order to further her authority and understanding of the urban forest, a subject on which she teaches a seminar course for the Honors Program, Dr. Halka was selected for and participated in the Emory University-sponsored Piedmont Project. This interdisciplinary effort is designed to help faculty bring sustainability into their coursework.

• Karlovitz lecture: For the past 8 years, Dr. Halka has been responsible for facilitating the Karlovitz Lecture Series, which is co-sponsored by the College of Sciences. This year’s speaker on cities and sustainability, Dr. Geoffrey West, was the most popular so far.

Nicole Leonard, Academic Advisor, MBA, completed her term as Vice President – Programs for the Georgia Tech Academic Advising Network during the summer of 2014. This year she focused on the following:

• Professional Development: Ms. Leonard attended the Oxford Study Abroad Programme (OSAP) Faculty Conference in Oxford, UK during the summer of 2014 and the regional National Academic Advising Association (NACADA) conference in Auburn, AL, during the spring of 2015. During the

38

OSAP conference Ms. Leonard learned of ways to incorporate the program into existing Georgia Tech sponsored study abroad programs (GT Oxford), networked with directors and professors from around the United States, and viewed some of the most awe aspiring historical artifacts in human existence.

o During the NACADA conference Ms. Leonard gathered advising best practices ranging from managing mental health to group advising methods from advisors around the southeast.

• Student Outreach: Beyond the students in the GT Honors Program, Ms. Leonard is a member of the First Generation Group. This affinity group works with in conjunction with the student First Generation group to provide support and create services geared towards homeless, foster, and first generation Georgia Tech students. Ms. Leonard also serves as a Coach for the Leadership Fellows program. The purpose of this program is to equip GT faculty, staff and graduate students with professional training to assist undergraduates who want to improve their leadership skills. This academic year, Ms. Leonard coached two students—a freshman and senior.

Lauren Evans, Administrative Professional, completed her M.A. in Liberal Studies in April 2014 and started working for the Honors Program in October 2014. Ms. Evans went through several training courses and assumed responsibility for accounts payable and other financial processes for the Honors Program. Ms. Evans also attended training and planning meetings with the Office of Undergraduate Admission to help integrate the Honors Program admissions process into the overall plans of admission at Georgia Tech. As chief data manager for Honors Program admissions, Ms. Evans organized the 1,961 applications received, initiated the 522 invitations, and worked through the process as needed until we reached 204 new, incoming students for Fall 2015. Ms. Evans was the main contact for anything related to the admissions process and communicated with the student applicants and their parents to address all questions and concerns about the process. Ms. Evans will also be responsible for the Continuity of Operations Plans for the Honors Program and has begun training for this role. In addition, Ms. Evans is a Contributing Editor for the Palaver Interdisciplinary Journal and was featured in the spring 2015 issue of the journal.

John Kaffezakis, Student Office Assistant, a rising junior majoring in Nuclear and Radiological Engineering, was hired in January of 2015. He has experience in web design and has been keeping HP’s website maintained much more efficiently than was previously the case.

39

C. APPENDICES

SUPPLEMENTARY FIGURES

Appendix A

CENTER FOR ACADEMIC ENRICHMENT

1879382

190

131113

87

8176 75 73 Project One

College of Engineering [Which college are you in?]

ENGL 1101 and 1102 Group

Biomedical Engineering

Chemical & Biomolecular Engineering

College of Sciences [Which college are you in?]

Project One Mentors

ENGL 1102 Mysteries and the Unknown

#TvsZ

0

500

1000

1500

2000

2500

3000

Figure A2: Undergraduate research enrollment since AY 2004-05.

2698269946984699Total

Figure A1: Group membership on Mahara.

40

Appendix B

CENTER FOR CAREER DISCOVERY AND DEVELOPMENT

Undergraduate Co-op Summer 2014 Top 10 Majors

Undergraduate Co-op Fall 2014 Top 10 MajorsME 160 IE 130 EE 60 CS 53 AE 43 CHBE 44 CE 21 BMED 27 CMPE 23 BA 15

162

14275

58

56

43

25

22 17 13

Majors

ME

IE

EE

CS

AE

CHBE

CMPE

BMED

CE

ME 162 IE 142 EE 75 CS 58 AE 56 CHBE 43 CMPE 25 BMED 22 CE 17 BA 13

41

Undergraduate Co-op Spring 2015 Top 10 Majors

Undergraduate Co-op Class Level – Summer 2014

154

12757

50

50

34

2622

18 15

Majors

ME

IE

EE

CS

CHBE

AE

BMED

BA

CMPE

12

119

320

192

Classlevel

Freshman

Sophomore

Junior

Senior

ME 154 IE 127 EE 57 CS 50 CHBE 50 AE 34 BMED 26 BA 22 CMPE 18 CE 15

Senior 192 Junior 320 Sophomore 119 Freshmen 12

42

Undergraduate Co-Op Class Level – Fall 2014

Undergraduate Co-Op Class Level – Spring 2015

245

309

50

3

ClassLevel

SR

JR

SO

FR

259

74

253

ClassLevel

JR

SO

SR

Senior 245 Junior 309 Sophomore 50 Freshmen 3

Senior 245 Junior 309 Sophomore 50 Freshmen 3

43

Undergraduate Co-op Ethnicity Summer 2014

Undergraduate Co-op Ethnicity Fall 2014

147

27

308

3429

Ethnicity

Asian

BlackorAfricanAmerican

HispanicorLatino

TwoorMoreRaces

Unknown

White

White 429 African American 27 Hispanic/Latino 30

Asian 147 Two or More Races 8

Unknown 3

White 397 African American 14 Hispanic/Latino 42

Asian 133 Two or More Races 16

Unknown 2

44

Undergraduate Co-op Ethnicity Spring 2015

Top Undergraduate Co-op Hiring Employers – Summer 2014

39717

42

133

162

EthnicityWhite

BlackorAfricanAmerican

HispanicorLatino

Asian

TwoorMoreRaces

Unknown

37918

134

4

26

17

Ethnicity

White

BlackorAfricanAmerican

Asian

Unknown

TwoorMoreRaces

HispanicorLatino

White 379 African American 18 Hispanic/Latino 17

Asian 134 Two or More Races 26

Unknown 4

45

Top Undergraduate Co-op Hiring Employers - Fall 2014

Top Undergraduate Co-op

63

44

20

18

15

TopCo-opEmployers

GTRI

DeltaAirlines

GeorgiaPower

McKenney's

Coca-ColaRefreshments

50

39

29

2117

TopCo-opEmployers

Delta

GTRI

CocaCola

McKenney's

GeorgiaPower

GTRI 63 Delta Airlines 44 Georgia Power 20 McKenney’s 18 Coca-Cola 15

Delta 50 GTRI 39

Coca-Cola 29 McKenney’s 21

Georgia Power 17

46

Hiring Employers - Spring 2015

Top Undergraduate Co-op Employers By State – Summer 2014

Top Undergraduate Co-op Employers by State – Fall 2014

51

49

19

18

16

TopCo-opEmployers

GTRI

Delta

McKenney’s

Coca-Cola

GeorgiaPower

494

27

131312 12

Co-opEmployerStates

Georgia

SouthCarolina

NorthCarolina

California

Texas

Ohio

GTRI 51 Delta 49

McKenney’s 19 Coca-Cola 18

Georgia Power 16

Georgia 494 South Carolina 27 North Carolina 13

California 13 Texas 12 Ohio 12

47

Top Undergraduate Co-op Employers by State – Spring 2015

Internship Program Summer constitutes the largest number of internship positions accepted by GT students. In Summer of 2014, 522 students accepted internship offers. During Fall 2014, 131 students, and in Spring 2015, 216 students,

10 8 12

478

10

37

Co-opEmployerStates

Alabama

California

Florida

Georgia

NorthCarolina

SouthCarolina

436

31

18 14

98

Co-opEmployerStates

Georgia

SouthCarolina

Texas

NorthCarolina

Alabama

Florida

Georgia 436 South Carolina 37

Florida 12 North Carolina 10

Alabama 10 California 8

Georgia 436 South Carolina 31

Texas 18 North Carolina 14

Alabama 9 Florida 8

48

received offers and accepted internship positions. The following data illustrates the breakdown in majors, gender, and class level. Top 10 Interning Majors Summer 2014

Top 10 Interning Majors Fall 2014

81

71

7050

46

42

39

2319

14

InternProgramMajors IE

CS

ME

CHBE

BA

EE

BIOMED

COMPE

CE

AE

IE 81 CS 71 ME 70

CHBE 50 BA 46 EE 42

BIOMED 39 COMPE 23

CE 19 AE 14

ME 23 IE 18 CS 16

BMED 10 CHBE 9

BA 9 EE 8

MGT 8

49

Top 10 Interning Majors Spring 2015

23

18

1610

9

9

8

8

76

InternProgramMajors

ME

IE

CS

BMED

CHBE

BA

EE

MGT

CE

AE

34

31

2922

21

10

10

87 7

InternProgramMajorsIE

ME

BA

CHBE

CS

BMED

CE

AE

CMPE

MSE

CE 7 AE 6

IE 34 ME 31 BA 29

CHBE 22 CS 21

BMED 10 CE 10 AE 8

CMPE 7 MSE 7

50

Class Level Summer 2014

Class Level Fall 2014

15

75

174

239

ClassLevel

Freshman

Sophomore

Junior

Senior

93

39

9

0

ClassLevel

SR

JR

SO

FR

Senior 239 Junior 174

Sophomore 75 Freshmen 15

Senior 93 Junior 39

Sophomore 9 Freshmen 0

51

Class Level Spring 2015

EmployersbyStateSummer2014

1

18

56

141

ClassLevel

FR

SO

JR

SR

250

33

20

2815

InternshipEmployerStates

Georgia

California

Florida

Texas

Washington

Senior 141 Junior 56

Sophomore 18 Freshmen 1

Georgia 250 California 33 Florida 20 Texas 28 Washington 15

52

Employers by State Fall 2014

Employers by State Spring 2015

9 8

86

4 4

InternshipEmployerStates

California

Florida

Georgia

SouthCarolina

Texas

135

88

5 4 4

InternshipEmployerStates

Georgia

SouthCarolina

Texas

California

Virginia

Tennessee

Georgia 86 California 9 Florida 8 Texas 4 South Carolina 4

Georgia 135 South Carolina 8 Texas 8 California 5 Tennessee 4 Virginia 4

53

Appendix C

SUPPLEMENTARY TABLES

CENTER FOR ACADEMIC SUCCESS

Table C1: Student Contact Hours

Center for Academic Success – Student Contacts (2014 – 2015) Program/Service # of Unique

Students # of Student Contacts/visits

TPLP

PR

OG

RA

MS

1-to-1 Tutoring

Summer 2014 66 222 Fall 2014 756 2380 Spring 2015 703 2620

PLUS (Peer-Led Undergraduate Study)

Fall 2014 1993 8042 visits (11,163 contact hours)

Spring 2015 1745 7683 visits ( 10,397contact hours)

Tech PrEP 69 69

SUC

CES

S PR

OG

RA

MS

Success Summit 39 39 Coaching 240 698 Reboot 74 240 Success Workshops & Invited Presentations 598 618

GT 2100 -- Academic Success Fall 2014 60 --- Spring 2015 54 ---

TOTAL 6397 22,611visits (28,446 contact hours)

Table C2: Other Contacts/Services

Other CAS Contacts/ Services Unique Contact/Visits Commons Tutoring Fall 2014 2011 7171 Spring 2015 1491 5763 F’14 S’15 F’14 S’15

Math Lab 519 380 1327 1091 SCS Help Desk 536 453 2913 2642 Freshman Chemistry 320 173 841 488

54

Organic Chemistry 280 173 918 552 Physics 356 312 1172 990

Study Hours Fall 2014 637 1548 Spring 2015 371 864

Table C3: Fall 2014 PLUS Grade Comparison

Grade PLUS Group** (2079)

Non-PLUS Group (3496)

Total (5575)

A 804 39% 1432 41% 2236 40% B 632 30% 854 24% 1486 27% C 390 19% 555 16% 945 17% D 94 5% 228 7% 322 6% F 66 3% 218 6% 284 5% W 69 3% 164 5% 233 4% S 9 0% 33 1% 42 1% U 7 0% 4 0% 11 0% I 8 0% 8 0% 16 0%

A, B, C, & S 1835 88% 2874 82% 4709 84% D, F, W, & U 236 11% 614 18% 850 15% Mean* Grade 3.01 2.93 2.96 Mean Grade + Withdrawals 2.91 2.79 2.84

*Mean final grade without withdrawals Table C4: Fall 2014 PLUS Statistics

Percent of Graded Students Attending PLUS 37% Number of PLUS Sessions Attended 797 Total Contact Hours of PLUS Participants 11163 Mean Number of Contact Hours of PLUS Participants 5.25 Mean Number of Sessions Attended by PLUS Participants 3.78 Mean Size of PLUS Sessions 10.09 Mean Size of Regular PLUS Sessions 7.39 Mean Size of Double PLUS Sessions 23.82

Table C5: Fall 2014 Effects of PLUS Attendance

Grade 1 to 2 3 to 5 6 to 8 9 or + A 388 202 61 116 B 291 138 74 89 C 208 95 29 34 D 52 14 9 7 F 49 9 1 1 W 42 17 3 0 S 7 2 0 0 U 1 3 1 0

55

Grade 1 to 2 3 to 5 6 to 8 9 or + GPA 2.93 3.11 3.06 3.26 Total 1038 480 178 247

Table C6: Spring 2015 PLUS Grade Comparison

Grade PLUS Group** (2007)

Non-PLUS Group (3223)

Total (5230)

A 642 32% 1163 36% 1805 35% B 716 36% 921 29% 1637 31% C 378 19% 556 17% 934 18% D 129 6% 224 7% 353 7% F 68 3% 175 5% 243 5% W 54 3% 167 5% 221 4% S 14 1% 4 0% 18 0% U 3 0% 2 0% 5 0% I 3 0% 11 0% 14 0%

A, B, C, & S 1750 87% 2644 82% 4394 84% D, F, W, & U 254 13% 568 18% 822 16% Mean* Grade 2.90 2.88 2.89 Mean Grade + Withdrawals 2.82 2.73 2.76

*Mean final grade without withdrawals Table C7: Spring 2015 PLUS Statistics

Percent of Graded Students Attending PLUS 38.37% Number of PLUS Sessions Attended 967 Total Contact Hours of PLUS Participants 10397 Mean Number of Contact Hours of PLUS Participants 5.96 Mean Number of Sessions Attended by PLUS Participants 4.40 Mean Size of PLUS Sessions 7.95 Mean Size of Regular PLUS Sessions 6.20 Mean Size of Double PLUS Sessions 16.35

Table C8: Effects of PLUS Attendance

Grade 1 to 2 3 to 5 6 to 8 9 or + A 313 131 42 82 B 346 139 52 90 C 180 76 34 26 D 73 18 9 8 F 36 15 6 2 W 36 10 2 1 S 1 3 6 4 U 0 2 0 1

GPA 2.87 2.93 2.80 3.16 Total 985 394 151 214

56

Table C9: Breakdown of Tech Prep Participant Fall 2014-Spring 2015 Course Registration and Final GradeFall 2014 MATH Course A B C D F W Total Tech Prep 1501 Track 7 14 10 2 1 1 35

MATH 1501 4 13 9 2 1 1 30 MATH 1502 1 1 1 3 MATH 1503 1 1 MATH 1712 1 1

Tech Prep 1502 Track 14 12 5 3 34 MATH 1501 3 3 1 7 MATH 1502 11 9 4 3 27

Grand Total for Fall 2014 21 26 15 5 1 1 69 Spring 2015 MATH Course A B C D F W Total Tech Prep 1501 Track 7 7 13 3 1 2 35

MATH 1501 1 2 3 MATH 1502 5 4 10 3 1 2 25 MATH 1504 1 1 MATH 1711 2 2 MATH 2401 1 1 MATH 2403 1 1 No MATH Class 2

Tech Prep 1502 Track 10 11 7 1 34 MATH 1502 1 2 3 6 MATH 2401 6 8 2 1 17 MATH 2403 1 1 2 4 MATH 2605 2 2 No MATH Class 5

Grand Total for Spring 2015 17 18 20 4 1 2 69

Table C10: Comparison of 2014 Tech Prep Average Course Grade to the Georgia Tech Average*

Calculus Course MATH 1501 MATH 1502 MATH 2401 Tech Prep Participant’s Grade 2.86 2.78 3.11

Georgia Tech Average Grade 2.41 2.56 2.68

Diff 0.45 0.22 0.43

*Average GT Grade pulled from critique.gatech.edu

57

Table C11: Reboot Attendance, Fall and Spring

Reboot Number of Unique

Attendees Contact Hours Average Attendance

Fall 2014 Reboot I 15 56 9.3 Reboot II 27 83 13.8

Spring 2015 Reboot I 13 49 9.8 Reboot II 19 52 10.4

Total 74 240 10.8 Missing one week of attendance. Average calculated using five weeks, not six.

Table C12: GT 2100 Continuing/Drop Status

Class

# in Class

Status after Spring 2014

Status after Summer 2014

Status after Fall 2014

Status after Spring 2015

Success Rate* as of May 2015

Spring 2014

27

Continuing 20 Continuing 17 Continuing 11 Continuing 11

56% Graduated 0 Graduated 2 Graduated 2 Graduated 0

Dismissed 7 Dismissed 1 Dismissed 4 Dismissed 0

TOTAL 27 TOTAL 20 TOTAL 17 TOTAL 11

Fall 2014

60

Continuing 35 Continuing 29

52% Graduated 0 Graduated 2

Dismissed 25 Dismissed 4

TOTAL 60 TOTAL 35

Spring 2015

54

Continuing 33

61% Graduated 0

Dismissed 21

TOTAL 54

58

Appendix D

CENTER FOR ACADEMIC ENRICHMENT Table D1: Undergraduate research enrollment since AY 2004-05. 04-05 05-06 06-07 07-08 08-09 09-10 10-11 11-12 12-13 13-14 14-15 2698 8 25 40 33 41 45 47 42 35 44 63 2699 85 95 144 180 218 253 243 310 311 392 494 4698 221 259 388 367 364 479 447 417 385 433 426 4699 651 829 1008 930 1187 1311 1451 1524 1557 1733 1799 Total 965 1208 1580 1510 1810 2088 2188 2293 2288 2602 2782

Table D2: Survey responses from AY 2014-15 undergraduate research students to the question, “How much did you gain in the following areas as a result of your most recent research experience?” (110 responses, 1 = no gain, 5 = great gain). Answer Option 3 or less 4 5 Ability to work independently. 16.51% 38.53% 44.95% Understanding the theory and concepts guiding my research project. 26.36% 36.36% 37.27% Developing patience with the slow pace of research. 27.52% 31.19% 41.28% Identifying limitations of research methods and designs. 28.18% 44.55% 27.27% Understanding the connections among various disciplines. 29.09% 36.36% 34.55% Figuring out the next step in a research project. 29.09% 37.27% 33.64% Problem-solving in general. 29.09% 38.18% 32.73% Taking greater care in conducting procedures in the lab or field. 32.11% 26.61% 41.28% Confidence in my ability to contribute to my discipline. 32.73% 33.64% 33.64% Understanding the relevance of my research to my coursework. 32.73% 34.55% 32.73% Comfort in working collaboratively with others. 33.64% 28.18% 38.18% Comfort in discussing scientific concepts with others. 38.18% 28.18% 33.64% Analyzing data for patterns. 47.27% 22.73% 30.00% Formulating a research question that could be answered with data. 47.27% 31.82% 20.91%

Table D3: Survey agreement ratings from AY 2014-15 undergraduate research students (110 responses). Answer Option SD D A SA Doing research confirmed my interest in my field of study. 1.82% 15.45% 52.73% 30.00% My research experience has prepared me for advanced coursework or thesis work. 4.55% 14.55% 59.09% 21.82%

My research experience has prepared me for graduate school. 4.59% 15.60% 53.21% 26.61% My research experience has prepared me for a job. 4.55% 16.36% 59.09% 20.00%

59

Table D4: 2015 InVenture Challenge schools.

School Name Charles Drew High School Cheatham Hill Elementary Chestatee High School Collins Hill High School Due West Elementary Griffin High School Mountain View Elementary Murdock Elementary School North Oconee High School Oconee County High School Rockdale Magnet School for Science and Technology

60

Table D5: Representatives at ACC Innovation Competition steering committee conference, April 2015. Institution Name Title Boston College Tom Chiles Vice Provost for Research & Academic Planning

Clemson University Barbara Speziale Associate Dean of Undergraduate Studies, Director of Creative Inquiry

Duke University Marie-Angela Della Pia

Program Coordinator, Student and Alumni Affairs, Faculty Entrepreneur

Florida State University Ross Ellington Associate Vice President for Research NC State University Megan Greer Director, Communications Outreach Syracuse University Gina Lee-Glauser Vice President for Research

Syracuse University John Liddy Director, Student Venture Development and the Student Sandbox

UNC Chapel Hill Judith Cone Special Assistant to the Chancellor for Innovation & Entrepreneurship

University of Miami Adrian Alvarez Program Manager, Launch Pad University of Notre Dame Sam Miller Director, Gigot Center for Entrepreneurship University of Pittsburgh Lorenzo Soletti Entrepreneur in Residence

Virginia Tech Linda Oldham Executive Director, APEX System's Center for Innovation and Entrepreneurship

Wake Forest University Bill Conner Director of Innovation, Creativity and Entrepreneurship Center

61

Appendix E

CENTER FOR CAREER DISCOVERY AND DEVELOPMENT

Table E1: Undergraduate Co-ops at Work by Semester, Spring 2010 - Spring 2015

Table E2: Mock Interviews

Year Spring Summer Fall Total 2010 461 523 500 1484 2011 526 599 538 1663 2012 601 673 612 1886 2013 617 682 620 1919 2014 641 643 631 1915 2015 586 607

Year

Event Days

# of Companies # of Students

2015 4 days 74 613 2014 4 days 72 626 2013 4 days 71 762 2012 4 days 69 535 2011 4 (1 skype) 57 465 (33 Skype) 2010 5 49 companies 403 (490 interviews) 2009 4 74 572 (708 interviews) 2008 4 48 304 2007 5 50 532

62

Table E3: Resume Blitz

Table E4: Co-op and Internship Fair

Table E5: Virtual Career Fair

Year Month Event Days # of Companies # of Students 2015 February 2 56 1427 2014 September 2 45 860 2014 July 2 57 649 2014 February 2 50 1013 2013 September 2 43 560 2013 July 2 30 671 2013 February 2 52 809 2012 September 2 34 643 2012 July 2 45 629 2012 February 2 61 1188

Year Event Days # of Companies # of Students 2014 3 days 101 1500 2013 3 days 95 1786 2012 3 days 60 1630 2011 3 days 54 1580 2010 4 days (1 skype) 73 987 2009 3 60 1139 2008 3 75 1441 2007 3 58 1037 2006 3 47 1215 2005 3 27 375

Year Event Days # of Companies # of Students 2015 2 102 2498 (1933) 2014 1 1/2 92 1775 2013 2 104 3295 2012 2 103 3370 2011 1 75 1700 2010 1 78 1880

63

ORGANIZATIONAL CHART

Appendix F