Serving learning support students has been a challenge for many USG institutions. The goal of this session is to demonstrate how one USG institution introduced new learning support practices to better serve students, faculty, and the institution. If the plan works as designed, students who might have been mired in learning support for multiple semesters are able to take English 1101 and a co-requisite lab class their first semester, pass 1101 and move successfully to English 1102, thus advancing their academic careers. These new practices, made possible because of changes in Board of Regents policy, not only benefit students but also faculty who experience the satisfaction of teaching students who are prepared for academic writing and the institution in the form of more graduates.
