What is a Momentum Year?
Momentum Year is a suite of strategies designed to help ÐÔÊÓ½çAPP students in their crucial first year of college. We work with students to guide them on a path to achieve their educational goals, including successful degree completion and on-time graduation.
We know that:
* Predictive analytics and proactive advising help keep struggling students on track toward graduation, saving students money in the long term.
* Changes in remedial education that include intensive tutoring in conjunction with courses being taken for credit have led to big jumps in student success rates.
* First-year students who take at least three courses connected to what they think they want to study are 40 percent more likely to graduate than students who do not.
* Taking 15 hours a semester improves student success as well as shortens the time to graduation.
Evidence-based research confirms that college students are most successful when they:
* Start out their college careers by making a purposeful choice in a focus area or program,
* Develop with a productive academic mindset,
* Follow clearly sequenced program maps that include:
* core English and math
* nine credits in the student’s academic focus area
* and 30 credits in their first year. Â
Put together, these three elements create a Momentum Year for students—a starting point that helps students find their path, get on that path, and build velocity in the direction of their goals.
There is considerable logic in this. By helping students make a purposeful choice about what they wish to study, institutions help narrow the thousands of course options to a manageable level and align the work a student undertakes in college with their goals, interests, and expectations. Such an approach does not preclude student exploration—indeed, for many students, the process of discerning the program path will be one of exploration. And for students who are undecided, institutions can assist them to understand how their interests, goals, and dreams intersect with programs of study and future careers.
**Academic Focus Areas**
Supporting this work are academic focus areas—sometimes referred to as meta-majors—that group programs together so that students groping with uncertainty can pursue coursework from the start that contributes to college completion and also provides exposure to potential majors, helping them refine their post-secondary path. Courses a student pursues in their first year in an academic focus area should count across all programs under the focus area umbrella and offer an informative exposure to the subject field. These courses should be broadly applicable across a wide range of majors within the area, helping students avoid unnecessary credits as they narrow their program choice.
**Program Maps**
Program maps help structure the choices students must make to reach their academic and personal goals in college, graduating on time and without wasted credits. These maps sequence courses for students by semester, eliminate uncertainty about what courses students should take and when, identify prerequisite and corequisite courses, and highlight key academic and non-academic milestones students should satisfy along the way.
In the first year, program maps should include:
* the completion of core English and the aligned mathematics course (including any required learning support courses),
* nine credit hours (three courses) in a student’s selected major or academic focus area,
* and a total of at least 30 credit hours.
While the momentum year addresses the challenges of students making the transition to college, the benefits persist, with students accruing more credits across all student subgroups and preparation levels and demonstrating greater persistence to graduation.[1](http://www.completegeorgia.org/what-momentum-year#fn1)
**Academic Mindset**
Finally, supporting students in college to reach their full potential demands promotion of a growth mindset around academics, supporting students’ resilience in the face of setbacks. A mounting body of evidence supports the benefits of small interventions that encourage students to view intelligence as malleable, helping them build resilience in the face of setbacks and avoid becoming demotivated and disengaged with their academic pursuits.
Supporting this work are academic focus areas—sometimes referred to as meta-majors—that group programs together so that students groping with uncertainty can pursue coursework from the start that contributes to college completion and also provides exposure to potential majors, helping them refine their post-secondary path. Courses a student pursues in their first year in an academic focus area should count across all programs under the focus area umbrella and offer an informative exposure to the subject field. These courses should be broadly applicable across a wide range of majors within the area, helping students avoid unnecessary credits as they narrow their program choice.
**Program Maps**
Program maps help structure the choices students must make to reach their academic and personal goals in college, graduating on time and without wasted credits. These maps sequence courses for students by semester, eliminate uncertainty about what courses students should take and when, identify prerequisite and corequisite courses, and highlight key academic and non-academic milestones students should satisfy along the way.
In the first year, program maps should include:
* the completion of core English and the aligned mathematics course (including any required learning support courses),
* nine credit hours (three courses) in a student’s selected major or academic focus area,
* and a total of at least 30 credit hours.
While the momentum year addresses the challenges of students making the transition to college, the benefits persist, with students accruing more credits across all student subgroups and preparation levels and demonstrating greater persistence to graduation.[1](http://www.completegeorgia.org/what-momentum-year#fn1)
**Academic Mindset**
Finally, supporting students in college to reach their full potential demands promotion of a growth mindset around academics, supporting students’ resilience in the face of setbacks. A mounting body of evidence supports the benefits of small interventions that encourage students to view intelligence as malleable, helping them build resilience in the face of setbacks and avoid becoming demotivated and disengaged with their academic pursuits.