We are pleased to announce that Dr. Julia “Julie” Sonnenberg-Klein, executive director of the Vertically Integrated Projects (VIP) Program, has joined the Office of Undergraduate Education and Student Success (OUESS) in a joint appointment as director of Experiential Learning Strategic Initiatives.
We are pleased to announce that Dr. Julia “Julie” Sonnenberg-Klein, executive director of the Vertically Integrated Projects (VIP) Program, has joined the Office of Undergraduate Education and Student Success (OUESS) in a joint appointment as director of Experiential Learning Strategic Initiatives. Within OUESS, Julie will serve as a member of the E2L team and the OUESS leadership team, supporting division-wide strategic priorities.
As director of Experiential Learning Strategic Initiatives, Julie will identify and advance special projects, strategies, and initiatives related to undergraduate High-Impact Practices (HIPs) and Experiential Learning. She will also work to strengthen collaborations between VIP and the Undergraduate Research Opportunities Program (UROP) to ensure strategic alignment around undergraduate research. Finally, she will have responsibilities supporting our Quality Enhancement Plan (QEP), Leaders in Progress and Service, working closely with Chad Slieper, faculty director, and Dr. Roberta Berry, QEP coordinator and associate vice provost for Undergraduate Education and Student Success.
Julie has been part of the Georgia Tech community since 2004, when she began her career as a project director at our Savannah campus. In 2013, she relocated to Atlanta to work with the Center for Education Integrating Science, Mathematics, and Computing (CEISMC), and in 2017 she joined the VIP program in the School of Electrical and Computer Engineering (ECE) as an academic program manager, where she has progressed in leadership to her current role as executive director and academic professional. Julie’s educational background includes a Ph.D. in Education Policy Studies with a concentration in Research, Measurement and Statistics from Georgia State University; a Master of Education in Education Organization and Leadership from the University of Illinois Urbana-Champaign; and a Bachelor of Science in Engineering Physics from the University of Illinois Urbana-Champaign. She is a co-author on numerous articles and has presented extensively at national conferences on the VIP program, which received the 2025 University System of Georgia (USG) Regents’ Award for Excellence in High-Impact Practices and Experiential Learning.
Please join us in welcoming Julie to the OUESS team!
We are pleased to announce that Emily Wong will be joining the Office of Undergraduate Education and Student Success (OUESS), as part of her new role in the Office of Development as Senior Director of Development, Student Experience. In this newly created role, Emily will lead a coordinated fundraising strategy that brings together OUESS, Student Engagement and Well-Being (SEWB), and the Georgia Tech Libraries.
We are pleased to announce that Emily Wong will be joining the Office of Undergraduate Education and Student Success (OUESS), as part of her new role in the Office of Development as Senior Director of Development, Student Experience.
In this newly created role, Emily will serve as a member of the OUESS senior leadership team while continuing to report directly to the Associate Vice President for Development in the Office of Development. She will lead a coordinated fundraising strategy that brings together OUESS, Student Engagement and Well-Being (SEWB), and the Georgia Tech Libraries.
Currently, Emily manages a major and principal gift portfolio of parents and alumni who seek to enhance the student experience at Georgia Tech. She also facilitates a Parents Board composed of 45 couples from around the world, under the leadership of Georgia Tech’s Dean of Students. Recently, she partnered with leaders in OUESS to secure a principal gift and name Georgia Tech’s Honors Program, now the John H. Martinson Honors Program.
Emily has nearly 20 years of experience in development and alumni and parent engagement, with prior roles at her alma mater, Emory University, and at a PK–8 independent school in Atlanta. She holds a history degree from Emory University.
Emily is deeply embedded in the Georgia Tech community. She serves as the advisor to the Georgia Tech chapter of Kappa Alpha Theta and co-teaches GT 1000. She is a frequent speaker on topics related to parent giving and engagement, and is passionate about connecting families, alumni, and friends to opportunities that advance student well-being, high impact learning, academic enrichment, career development, and campus life.
Please join us in congratulating Emily on this well-deserved promotion and in welcoming her to OUESS.
GT 1000 is more than a first-year seminar. Officially named in 2004 but with a history dating back to the 1980s, the course serves as a close-knit community of peers, a launchpad for life and learning at Georgia Tech, and a living example of the Institute’s commitment to student success. The program’s growth and longevity reflect a shared commitment from dedicated instructors, team leaders, and staff who believe that belonging and support should be part of every student’s Georgia Tech experience.
When Dean John Stein reflects on his 24 years of teaching Georgia Tech’s one credit hour first-year seminar, he doesn’t hesitate: “It’s the highlight of my week.”
That sentiment captures the heart of a course that, for two decades under its current name, has helped thousands of students navigate the transition to college life. GT 1000 is more than a class. It serves as a close-knit community of peers, a launchpad for life and learning at Georgia Tech, and a living example of the Institute’s commitment to student success.
A Course with Deep Roots
Although the program was officially named GT 1000 in 2004, the development of Tech’s first-year seminar actually dates back to the 1980s when it was housed in the School of Psychology as a multi-credit adjustment to college life course. The 2004 naming milestone reflected a thoughtful redesign led by Dean Stein, then director of Success Programs, who worked to strengthen the curriculum and position the course as a cornerstone of the first-year experience.
Stein worked closely with Debra Fowler, an educational and faculty developer within the Center for Teaching and Learning (CTL) at the time, to redesign the course from the ground up. Together, they developed learning objectives, signature assignments, and a training model for instructors. The revamped course was approved by the Institute Undergraduate Curriculum Committee and launched as GT 1000: Freshman Seminar.
Staying True to Its Mission
Despite its evolution, the core mission of GT 1000 has continued to anchor the first-year experience: helping students build a sense of belonging, develop academic and career plans, and connect with the people and resources that will support them throughout their time at Tech.
Catherine Thomas, director of Academic Transition & Learning Communities, puts it simply: “This is time for you.” She emphasizes that while Georgia Tech students are already high-achieving, GT 1000 gives them space to reflect, build self-awareness, and form meaningful relationships. The class also provides a supportive environment where they can explore academic, professional, and social opportunities and work through challenges they’re experiencing.
Students agree. “While Georgia Tech already felt close-knit, taking GT 1000 made it feel even more approachable,” said alumna Kelly Sokolowski. “The course was not just about resources or study tips. GT 1000 offered ways to truly engage with the Georgia Tech community.”
GT 1000 helps students build a sense of belonging and connect with people and resources that will support them throughout their time at Tech.
Built on Relationships
One of the course’s most distinctive features is its Team Leader (TL) model. Undergraduate students volunteer to serve as mentors and role-models for first-years, fostering strong relationships between new students, helping familiarize them with Tech resources and campus culture, offering guidance and encouragement as they transition from high school to college, and providing an important peer perspective.
“Students live this experience every day,” Stein says. “And that’s why the TLs are so important. They normalize the challenges first-years are going through, and they offer hope.”
Bianca Chuma, a current Team Leader, describes GT 1000 as “a place where I get to be the mentor I once needed and remind first-years that they’re not alone in figuring things out.”
TLs serve as mentors and role-models for first-year students.
Scaling with Heart
Today, GT 1000 serves nearly 1,800 students annually, with 130 instructors and 140 TLs leading 100 sections of the course. That growth reflects a deep commitment to helping students start strong.
“The scalability of GT 1000 has ultimately relied on the very passionate staff and faculty that we have,” says Steven Girardot, vice provost for Undergraduate Education and Student Success. “They truly value being part of the student experience.”
Instructors are volunteers from across campus who bring diverse perspectives and a shared desire to connect with students and contribute to Tech’s academic mission. “These classes connected me to Georgia Tech on a molecular level,” says Brett Hulst, associate director of Residence Life and 2022 winner of the Instructor of Excellence Award. “Each year brought something new, but the experience was always grounding and fun. It reminded me why I chose to work in higher education.”
That sense of purpose is echoed by many, who describe teaching the course as one of the most rewarding parts of their careers. They value the opportunity to play a hands-on role in shaping the first-year experience, developing lessons to meet students where they are, facilitating honest conversations, and helping them apply what they learn to real-life decisions. Instructors create space for individuals to feel seen and supported, laying the groundwork for growth that carries into future semesters and beyond.
GT 1000 instructors are volunteers from across campus who play a hands-on role in shaping the first-year experience.
Evolving with Purpose
Over the years, GT 1000 has introduced new section types — including thematic and cohort-based options — to better serve students’ interests and connect them with their academic programs earlier. From leadership and innovation to pre-health and international education, these sections offer tailored experiences while preserving the course’s foundational goals.
Signature assignments like the Career Readiness Project, Academic Plan, and Team Presentation have remained integral to the seminar, helping first-year students reflect on their goals, map their academic paths, and build leadership and collaboration skills. Some instructors, like Stein, have added creative twists to the signature assignments, such as a Shark Tank-style team project that blends career research with entrepreneurial thinking.
The course also partners with campus initiatives like the First-Year Wellness Experience and the Experiential Learning Showcase, reinforcing its role of connecting first-years to everything Georgia Tech has to offer.
GT 1000 introduces students to the wide variety of programs and resources campus has to offer.
Looking Ahead
As GT 1000 enters its third decade, its purpose remains clear: to help every first-year student start strong. The program’s growth and longevity reflect a shared commitment from instructors, team leaders, and staff who believe that belonging and support should be part of every student’s Georgia Tech experience.
As Girardot says, “It’s a real point of pride that Georgia Tech offers a class focused on helping students succeed. That commitment to service — from faculty, staff, and students — is something we really practice.”
Twenty years after earning the name GT 1000, Tech’s first-year seminar continues to provide new students with connection, confidence, and a roadmap for success. If you or someone you know is interested in becoming an instructor or Team Leader, please visit the Undergraduate Transition Seminar website for more information.
We are pleased to announce that Morgan Short has joined Academic Success and Advising (ASA) as Educational Outreach Manager I. Morgan will support Retention and Completion Initiatives with student engagement, success, and access to educational opportunities.
We are pleased to announce that Morgan Short has joined Academic Success and Advising (ASA) as Educational Outreach Manager I. Morgan will support Retention and Completion Initiatives with student engagement, success, and access to educational opportunities.
Before joining Georgia Tech, Morgan worked as a Senior Academic Advisor at Life University, a K–12 Mental Health Coach, and a Residence Hall Director at Southeastern Oklahoma State University, where she gained extensive experience in student development, mentorship, and community building.
Morgan earned her Bachelor of Science in Human Services from Millikin University and her Master of Science in Education in College Student Personnel Administration from Southern Illinois University Edwardsville. In her free time, Morgan enjoys traveling, spending time with loved ones, baking, and working out.
Please join us in welcoming Morgan to ASA and OUESS!
118 students attended the Georgia Tech Research Institute (GTRI) Engage Event on Oct. 28 to discover how classroom learning transforms into real-world innovation. The event offered the opportunity to connect directly with researchers from GTRI and gain insight into the groundbreaking work happening across GTRI’s labs.
118 students attended the Georgia Tech Research Institute (GTRI) Engage Event on Oct. 28 to discover how classroom learning transforms into real-world innovation. The event offered the opportunity to connect directly with researchers from GTRI and gain insight into the groundbreaking work happening across GTRI’s labs.
From defense technologies to data-driven research, students explored how they can make a tangible impact through internships and co-op opportunities.
For many, the event was both inspiring and eye-opening:
“It was wonderful,” said Marcus Murray, a Georgia Tech transfer student and civil engineering major. “I made great connections with several lab hiring managers and learned so much about the different projects happening at GTRI.”
A huge thank you goes out to all the GTRI teams, hiring managers, and coordinators who shared their expertise and career insights with students. And to every student who attended, your curiosity, enthusiasm, and engagement made this event a resounding success.
We are pleased to announce that Sudie Davis has joined the Office of Undergraduate Education and Student Success’ (OUESS) Undergraduate Curriculum team as Academic Program Manager I for the Leaders in Progress & Service Quality Enhancement Plan (QEP).
We are pleased to announce that Sudie Davis has joined the Office of Undergraduate Education and Student Success’ (OUESS) Undergraduate Curriculum team as Academic Program Manager I for the Leaders in Progress & Service Quality Enhancement Plan (QEP). In her new role, Sudie will take primary responsibility for developing and maintaining the systems to track students’ progress in meeting the requirements for Leaders in Progress & Service, recruiting and advising aspiring Leaders in Progress & Service, and educating academic advisors about Leaders in Progress & Service. In addition, she will be a full member of the core QEP team, as all aspects of Leaders in Progress & Service are implemented and assessed in the coming months and years.
Sudie began her career in higher education in 2011 and brings almost 15 years of academic advising and student success experience across multiple Georgia institutions. Most recently, she served as an Academic Advisor II in the H. Milton Stewart School of Industrial and Systems Engineering (ISyE) where she advised more than 450 students, led the planning of IE’s GT 1000 sections, and managed ISyE’s Change of Major process and undergraduate award recognition program. Prior to her time in ISyE, Sudie advised graduate students in the School of Industrial Design at Georgia Tech, as well as engineering, STEM, and business students at Kennesaw State University and Georgia State University. She is actively engaged in the Georgia Tech advising community as President of the Georgia Tech Academic Advisor Network (GTAAN) and is wrapping up her term as the Georgia liaison for NACADA. She also serves on the Undergraduate Transition Seminars Curriculum & Assessment Committee.
Sudie earned her Master of Science in Social Foundations of Education from Georgia State University and her Bachelor of Science in Parks and Recreation Management from Georgia Southern University. She holds a Post-Master’s Certificate in Transfer Leadership & Practice from the University of North Georgia and is pursuing her Doctor of Education in Higher Education Leadership & Practice at the University of North Georgia. Her doctoral research explores systemic and structural barriers affecting rural students’ access to and persistence in higher education.
In her spare time, Sudie enjoys cheering on her favorite sports teams (especially the Tampa Bay Lightning and Jacksonville Jaguars), traveling, and spending time outside with her husband Ross while they chase after their young son Baker and golden retriever Gracie.
Please join us in extending a warm welcome to Sudie as she joins OUESS!
We are delighted to announce that Dr. Catherine (Cassie) Thomas has officially been appointed Director of Academic Transition and Learning Communities within the Office of Experiential and Engaged Learning (E2L).
We are delighted to announce that Dr. Catherine (Cassie) Thomas has officially been appointed Director of Academic Transition and Learning Communities within the Office of Experiential and Engaged Learning (E2L). In this role, Cassie will continue to serve as a key member of the Office of Undergraduate Education and Student Success’ (OUESS) leadership team, providing strategic oversight for all academic and institutional matters related to undergraduate learning communities, leading the Ignite program and its staff, and advancing initiatives that strengthen student success and engagement.
Cassie has already made a profound impact at Georgia Tech through her leadership of the Undergraduate Transition Seminars (GT 1000 and GT 2000), which serve thousands of first-year and transfer students annually. Her work has included:
Curriculum innovation, including revising Canvas templates to integrate wellness and belonging frameworks.
Faculty development, through sustained programming on inclusive teaching and the creation of Reading Circles to foster instructor community.
Shared governance, by establishing Curriculum and Assessment and Awards and Recognition committees.
Professional learning opportunities, such as the Seminar Scholars program for instructors and Team Leaders (TLs).
Her commitment to student success and high-impact practices is evident in every initiative she leads. Cassie’s efforts have strengthened the transition experience for new students and created meaningful engagement opportunities for faculty and staff.
Prior to joining Georgia Tech, Cassie served as Associate Dean for Student Success Programs at Georgia Gwinnett College, where she revitalized the GGC 1000 First-Year Seminar, launched learning communities, and advanced equity-focused course redesign through the Gateways to Completion initiative. She also brings extensive experience as a tenured faculty member and administrator at the College of Charleston.
Cassie is a 2023 Georgia Association for Women in Higher Education (GAWHE) Leadership Program Fellow and a graduate of Georgia Tech’s 2024 Inclusive Leaders Academy. Her scholarly contributions include a co-edited volume, Transforming Leadership Pathways for Humanities Professionals in Higher Education (Purdue UP), and recent work in Shakespeare and Comics (Arden/Bloomsbury). She holds a Ph.D. and M.A. in English from Penn State University.
Please join us in congratulating Cassie on this well-deserved appointment. We look forward to her continued leadership in advancing academic transition, learning communities, and student success at Georgia Tech.
Academic Success and Advising’s (ASA) Tutoring program has received the College Reading & Learning Association’s (CRLA) International Peer Educator Training Program Certification (IPTPC). This recognition affirms ASA’s dedication to high standards in peer education and academic support and positions Tutoring among a select group of programs that prioritize excellence in student learning and development.
Academic Success and Advising’s (ASA) Tutoring program has received the College Reading & Learning Association’s (CRLA) International Peer Educator Training Program Certification (IPTPC). This recognition affirms ASA’s dedication to high standards in peer education and academic support, distinguishing Tutoring as an accredited, high-achieving learning center and positioning it among a select group of programs that prioritize excellence in student learning and development.
“ASA encourages all of its programs to set the bar high, and earning this certification reflects that commitment,” said Erica Chaviano, assistant director for Peer Tutoring Programs. “We’re proud to represent ASA and Georgia Tech through a training program that is grounded in the most current and relevant strategies for promoting academic success and connecting students to meaningful learning resources.”
The certification emphasizes key areas such as active listening, goal setting, and communication, which will help make tutoring sessions feel more collaborative and student-centered. CRLA also encourages ongoing evaluation and reflection, ensuring the Tutoring program will continue to evolve with best practices and student needs in mind.
Students who take advantage of Tutoring’s resources can feel confident knowing they’re working with peer tutors who have been intentionally trained through Fundamentals of Peer Tutoring (CETL 2001), a course offered by Georgia Tech’s Center for Teaching and Learning (CTL) that equips them with the skills needed to support students effectively. Through this training, tutors meet nationally recognized CRLA standards and are prepared with strategies that promote active learning, critical thinking, and independent problem-solving. Tutoring sessions are designed to go beyond just answering questions, helping students build confidence, strengthen academic habits, and deepen their understanding of course material in ways that aid long-term academic success.
ASA’s Tutoring programs offer personalized support to help students thrive at Georgia Tech. To learn more about Peer-Led Undergraduate Study (PLUS) sessions, Learning Assistant (LA) support, drop-in sessions at the Clough Tutoring Center, and more, visit the Tutoring website.
At Georgia Tech, innovation is embedded in the student experience, and a growing number of students are arriving at Tech already thinking like entrepreneurs. Now they can find support from a network of programs across campus offering opportunities to turn “what if” into “what’s next.”
At Georgia Tech, innovation is embedded in the student experience, and a growing number of students are arriving at Tech already thinking like entrepreneurs. Now they can find support from a network of programs across campus offering opportunities to turn “what if” into “what’s next.”
“Students no longer see themselves as just good employees, but really good employers,” said Dr. Christopher Reaves, assistant vice provost for Undergraduate Education and Student Success (OUESS) and executive director of the Office of Experiential and Engaged Learning (E2L).
The Student Innovation Program, a part of E2L, focuses specifically on helping students explore entrepreneurship. This program supports students at every stage, guiding them through prototyping, protecting their intellectual property, and pitching for funding.
Olga Kotlyar, assistant director of Student Innovation and Entrepreneurship, has seen firsthand how this kind of support fuels creativity at Georgia Tech. “You get what you celebrate,” she says. “So, if you celebrate innovation on campus, students will want to be part of that.”
Innovation in Action
Convexity supporters sit in the audience at the 2025 InVenture Prize Competition.
That celebration of innovation that Kotlyar describes comes to life through events like the InVenture Prize, a televised student pitch competition that was launched in 2009 and is open to all undergraduate students and recent graduates of Georgia Tech. Each year, six finalist teams showcase their prototypes in a Shark Tank-style format, competing for a $20,000 grand prize and automatic acceptance into the next cohort of CREATE-X’s Startup Launch program.
Convexity Electronics took home first place in 2025, and for Calla Scotch, the team’s founder and lead technical developer, the moment represented both a victory and the culmination of a journey shaped by Tech’s Innovation Ecosystem.
“The most memorable part was standing on stage, looking out at the audience, and seeing a sea of Convexity T-shirts,” the mechanical engineering and materials science student said. “I’ve become a TA for startup classes, done InVenture Prize, gone through Learn Make and Launch — all in the pursuit of building a future with my own two hands.”
Building an Entrepreneurial Community
Recognizing that innovation doesn’t begin or end with a single pitch, the Student Innovation Program has expanded their offerings with two brand-new initiatives in 2025: Startups & Strikes and the MiniVenture Pitch Competition.
Startups & Strikes is a relaxed networking event that’s designed to spark conversations, build community, and help students find potential cofounders, all while introducing them to campus resources like Georgia Tech Commercialization and Startup Exchange.
MiniVenture gives students a chance to practice pitching in a low-pressure environment. With Georgia Tech-affiliated judges and friendly feedback, it’s ideal for students who are just starting out and want to build confidence before stepping into a formal competition.
As Kotlyar puts it, “This is the perfect place for trial and error.”
A Culture of Innovation
Convexity team members at the 2026 InVenture Prize Kickoff.
The Student Innovation Program draws purpose from the Institute’s Strategic Plan, particularly Big Bet 4, which focuses on building a national hub for innovation and entrepreneurship. The plan calls for quadrupling the number of startups created since 2019 and making Atlanta a top five startup city. And for students like Calla Scotch, that vision is already taking shape.
“Instead of following the traditional tracks laid out for us, the Student Innovation Program gives us the space to turn projects into ventures and ideas into a future,” says Scotch. “You can’t get that anywhere else. Especially as an undergraduate.”
Have an idea but you aren’t sure where to start? Click here to explore Georgia Tech’s Innovation Ecosystem, and connect with mentors, fellow makers, and more.
