2016-17 Fact Book
Welcome to the revamped College of Coastal Georgia Fact Book. The Office of Institutional Effectiveness has improved the amount and type of data available. The fact book provides a centralized location for valuable information about the College to help facilitate analysis of trends, decision-making and reporting. Topics include data related to the College's student body, academics, student services, and personnel.
Founded in 1961, the College of Coastal Georgia is a four-year state college within the University System of Georgia, located in Brunswick, Georgia. The main campus is conveniently located in the center of the Golden Isles, a growing community of more than 100,000 people. With the beaches of St. Simons Island and Jekyll Island just minutes away, the College of Coastal Georgia provides an exceptional education in a strikingly beautiful location. Brunswick has the second largest concentration of documented historic structures in Georgia. The nearby islands of St. Simons and Jekyll lure visitors with the promise of beaches, resorts, and historic sites - it has long been known as the "Gateway to the Golden Isles".
The College is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (1866 Southern Lane, Decatur, Georgia 30033-4097; telephone number 404.679.4501) to award associate and baccalaureate degrees. Individual programs are accredited by various regional and national organizations.
Baccalaureate/Associate's Colleges: Mixed Baccalaureate/Associate's
Notice of Non-Discrimination
College of Coastal Georgia does not discriminate on the basis of gender, race, creed, ethnic or national origin, religion, disability, age, sexual orientation, gender identity, gender expression, military or veteran status in its admission policies, educational policies, employment practices, athletic or other College-administered programs
Special Learning Opportunities
- Teacher certification
- Distance education opportunities - undergraduate level
- Study abroad
- Remedial services
- Academic/career counseling service
- Employment services for students
- Placement services for completers
Faculty & Staff
- Number of Full-Time Faculty: 90
- Number of Full-Time Staff: 249
Graduation & Retention
- Six-Year Graduation Rate: 35%
- First-Year Retention/Progression Rate: 71%
- Degrees Awarded
- Enrollment & FTE
- Enrollment by Age Range
- Enrollment by Class Level
- Enrollment by Race and Ethnicity
- Enrollment by Georgia Student Market
- Enrollment by New Student Classifications
- Enrollment by Residency & Tuition Status
- Enrollment by Georgia County of Origin
- Enrollment by State of Origin
- First-Time Freshmen
- Gender of Students by Term
- International Student Enrollment
Specific degrees and programs
BaccalaureateBaccalaureate programs are focused on selected areas of study and offer students the opportunity to complete Bachelor of Applied Science, Bachelor of Arts (with various majors), Bachelor of Business Administration, Bachelor of Science (with various majors), Bachelor of Science in Health Informatics, Bachelor of Science in Education, or Bachelor of Science in Nursing degrees with special emphasis on fields that support regional and state economic development.
Transfer AssociateThe College offers two transfer associate degrees: Associate of Science (A.S.) and the Associate of Arts (A.A.). The college transfer curricula which lead to these degrees either prepare students for further academic study or can serve, in certain instances, as a recognized two-year degree credential for employment opportunities upon graduation. Area F is designed to provide a required foundation of courses for successful work in a specific major once the student pursues a baccalaureate degree.
Career AssociateCareer programs prepare students for further academic study while providing graduates with specific knowledge and skills for employment in such fields as culinary arts, hospitality management, nursing, and radiologic sciences.
CertificatesPre-baccalaureate certificates and one-year certificates not associated with degrees, provide students with a program of study at the postsecondary educational level based on the completion of a prescribed curriculum, including first-year certificates in Liberal Arts and STEM (Science, Technology, Engineering and Math) and one-year certificates in Spanish for Professionals and Teaching English to Speakers of Other Languages (TESOL).
OFF-CAMPUS INSTRUCTIONAL SITE
The Southern Association of College and Schools Commission on Colleges (SACSCOC) granted the College approval to operate an off-campus instructional site, the Camden Center, located in Kingsland, Georgia. In addition to the transfer associate degree, the Camden Center offers baccalaureate degree programs in business administration, interdisciplinary studies and psychology.
AthleticsApproximately 95 to 100 students at the College of Coastal Georgia participate in formal athletic programs as student-athletes. Of these, about approximately 65% are female students, while 35% are men.
The College offers eight intercollegiate athletic teams: men’s and women’s basketball; men’s and women’s golf; women's softball; men’s and women’s tennis, and women's volleyball. The Athletic department sponsors five women’s teams, three men’s teams, and cheerleaders.
Clubs and Organizations
Voluntary organizations run by students reveal much about student interests, career goals, and social life on a college campus. The College of Coastal Georgia hosts the following student clubs and organizations:
* Association of Coastal Educators * Art Club * Astronomy Club * Baptist Collegiate Ministries * Biology Club * Business Student Society * C.H.E.F. * Camden Activity Board * CCGA Dance Team * Chess Club * Coastal Georgia Association of Nursing Students * Coastal Georgia Future Alumni Association * College of Coastal Georgia College Republicans * Converge * Fellowship of Christian Athletes * Gay-Straight Alliance * Geology Club * Health Informatics Association * International Association * Crow's Nest (student newspaper) * MASDA * Math and Engineering Club * Non-Traditional Students Club * Overboard Entertainment * Phi Theta Kappa * Psi Chi * Psychology Club * Radiology Club * Residence Hall Association * Rotaract * Seaswells * Soccer Club * Student Government Association * Torchbearers * Urban Gaming Club * VALOR
In addition to the activities of these clubs and organizations, traditional college activities and events held annually at the College of Coastal Georgia include:
- Annual Homecoming Weekend
- Family and Alumni Weekend
- Student Government Association elections
- Welcome Week
Chronology of Campus Transformation
The College of Coastal Georgia is situated in Brunswick, Georgia, and positioned midway between Savannah, Georgia, and Jacksonville, Florida. The campus is conveniently located in the center of the Golden Isles, a growing community of more than 100,000 people. The College is a four-year state college with an off-campus instructional center in Camden County. As one of 29 institutions in the University System of Georgia (USG), it is governed by policies established by the Board of Regents.
With approval from the Board of Regents, Coastal Georgia Community College became the College of Coastal Georgia in June 2008, authorized to grant baccalaureate degrees, following its designation as a state college within the University System. In December 2008, the College was granted initial approval from the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) as a Level II institution to offer several new baccalaureate degree programs: Bachelor of Business Administration in General Business; Bachelor of Science in Education in Early Childhood/Special Education; Bachelor of Science in Middle Grades Education; and Bachelor of Science in Nursing (pre-licensure and RN to BSN). In March 2009, as part of the transition to a four-year institution, the College sought and received approval to discontinue the technical college programs effective July 2009. At its June 2010 Board of Trustees meeting, SACSCOC reconfirmed the College as a Level II institution authorized to offer baccalaureate degrees. Since that time, the College developed eleven additional baccalaureate degree programs, bringing the current total to sixteen.
Founded as Brunswick College in 1961, the institution changed its name to Brunswick Junior College in 1965. The Brunswick and Glynn County citizens provided a $1 million bond issue for construction of buildings and purchase of land. The College began operations in 1964 with four buildings: the administration-library building, student center, academic building, and a maintenance shop building. The College’s first registration included 269 students, eleven full-time teaching faculty members, and twenty-five full-time staff. In 1966, the College held its first formal graduation to include 28 students who were awarded associate degrees. Brunswick Junior College was granted accreditation in December, 1967, by SACSCOC. That same year, the College established a nursing program, the Division of Continuing Education and Community Service and the Physical Education Division. The physical education complex was completed in January 1969.
Community College Years
The Vocational Technical Division was established in 1971 with offerings in business occupations, trade and industry and allied health. And, the College was granted Reaffirmation of Accreditation by SACSCOC that same year. Since 1969, the plant facilities were expanded to include a library, renovation of the old library space into administrative offices, a vocational-technical classroom-laboratory building, a science classroom building, and a classroom building/laboratory for allied health and computer classes.
The campus size doubled in 1975 when the Brunswick City Commission and the Glynn County Commission donated 100 acres of land. A lake was dredged on the east central perimeter of the campus. At this time, the campus consisted of 193 acres. In 1981, the College was granted Reaffirmation of Accreditation by SACSCOC. And, one year later, the Governor’s Committee on Postsecondary Education recommended that “senior college status” be conferred on an institution in Southeast Georgia, with then-Brunswick Junior College identified as the preferred and best resourced option. The Committee recommended that baccalaureate and targeted graduate degrees need to be offered in the region; however, no action was taken on this recommendation for 25 years. From the late 1980s until 2008, the College offered both associate programs in higher education and postsecondary technical and adult programs. In 1992, the Board of Regents authorized an off-site instructional unit to be located in Camden County to serve students in the region with classes being offered one year later in the former Kingsland Elementary School. A new permanent facility, the Camden Center, opened in 2004. The name of Brunswick Junior College was officially changed to Coastal Georgia Community College in 1996 to better reflect the broader mission of serving the educational needs of not only Brunswick and Glynn County, but also the surrounding coastal communities.
State College Years
In 2007, College Degree Access for Coastal Southeast Georgia, a report to the USG Chancellor, recommended “senior college” status for then-Coastal Georgia Community College, noting that the campus is in one of the state’s most desirable locations and has one of the largest acreages within the System. The report called for the new “senior college” to offer a wide range of targeted baccalaureate degrees and to become a “destination campus to attract Georgians from other regions.” The report further recommended the development of a strategic master plan to address academic, student life and facility needs for the new campus and its new mission. In April 2008, the Board of Regents approved a recommendation to address “strategic issues in the southeast region of Georgia” to include additional access to baccalaureate degree programs and opportunities for significant University System growth. By June of the same year, the Board of Regents approved the mission change for then-Coastal Georgia Community College, granting it state college designation, providing for a new, interim mission change, and changing its name to College of Coastal Georgia.
The Board authorized a “first phase” of five baccalaureate degrees and recognized that “future phases” were expected. At its meeting in December 2008, SACSCOC granted the College initial approval as a Level II institution to offer baccalaureate degrees in business administration, early childhood/special education, middle grades education, and nursing. Between May and June 2009, The Strategic Master Plan for College of Coastal Georgia, entitled 2020 Vision, was completed and presented to the Board of Regents for its review and acceptance. The plan called for the College to “1) serve significantly increasing numbers of people from its 12-county region, and 2) be a destination College, attracting students from elsewhere in Georgia and, to a lesser extent, from other states and nations.” A full array of innovative baccalaureate programs and community engagement strategies were outlined for implementation with targeted graduate programs to be considered in future years.
Since 2009, the landscape of higher education in Georgia has shifted faster than the sandbanks along the St. Simons Island beach. Education has become a top priority, recognized as critical for the economic development and well-being of the state. Retention, progression and timely graduation have become the new standards of success and the new formula for funding. Against this backdrop, the timing could not be better for institutional planning beyond this decade, into 2021.
In August 2014, the College of Coastal Georgia began undergoing an inclusive, rigorous and synergistic strategic planning process, including an environmental scan and SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis, as well as hosting a series of focus groups with a wide range of internal and external stakeholders, including alumni, community, College Foundation, and K16 constituents. Through thoughtful deliberation and reflection, five strategic themes (Student Enrichment, Academic Excellence, Institutional Distinction, Leadership through Community Engagement & Partnerships, and Sustainability & Organizational Development) were formulated to serve as key pillars with foundational strategic goals and objectives that support the College’s mission, vision and core values. The end result of this strategic planning process was the creation of Coastal Vision 2021.
The new strategic plan provides Schools, departments, and offices on the Brunswick campus and Camden Center a guide for navigating through planning and resource allocation decisions. Coastal Vision 2021 sets a dynamic pathway to the future for the College in becoming a college of choice, providing associate and baccalaureate degree programs, accentuated by strong leadership, exemplary student development, and worthwhile community linkages to the cultural, economic and social well-being of the local community, southeast Georgia and beyond.
In November 2015, the Board of Regents adopted a new mission for the College, codifying the vision that: The College of Coastal Georgia will be a college of choice for students within Georgia and beyond, providing an outstanding education for tomorrow's leaders and citizens through service-learning, global awareness and engaged entrepreneurship.
As of fall 2016, with 16 baccalaureate degree programs, four career associate degree programs, and two associate for transfer degrees, the College continues to expand as a state college, providing an outstanding education for tomorrow's leaders and citizens.
 Sources: Institutional Effectiveness Fact Books; The New Georgia Encyclopedia, A project of the Georgia Humanities Council, in partnership with the University of Georgia Press, the University System of Georgia/GALILEO, and the Office of the Governor.
 Note: The Regents explicitly did not incorporate “state college” into the name of the new institution.
 As a state college of the University System of Georgia, the College of Coastal Georgia will be a college of choice for residents of Georgia and beyond by providing an accessible and affordable quality education. Advocating excellence in scholarship and community engagement, the College promotes student progression and timely graduation through student–centered programs that offer a rich and diverse student experience. Students are prepared for meaningful careers, advanced study, lifelong learning, and participation in a global and technological society. The institution will provide associate and baccalaureate degrees that support the intellectual, economic and cultural needs of the community and region.
 American Studies, Biological Sciences, Criminal Justice, Early Childhood/Special Education, French Language and Literature, General Business, Health Informatics, Interdisciplinary Studies, Mathematics, Middle Grades Education, Nursing, Nursing RN to BSN, Public Affairs, Psychology, Spanish Language and Literature, and Workforce Development.
 Culinary Arts, Hospitality Management, Nursing, and Radiologic Science.
 Associate of Arts, Core Curriculum and Associate of Science, Core Curriculum
The three central goals the College has established to guide, track and monitor student access and success efforts are integrally connected with its retention, progression, and graduation initiatives. These goals include (1) increasing access and providing proactive services for the traditionally under-served student; (2) expanding and improving retention systems and instructional delivery to support student success; and (3) promoting and increasing student campus and community engagement.
The College’s completion priorities are flexible to meet the variety of learners the institution serves, particularly adult learners, military students/veterans, under-represented populations, at-risk, first generation, and dual enrolled (Move-On-When-Ready) students. Initiatives include: (1) implementing an accelerated Fall semester (2014) to allow for students to gain work-related experience and associated revenue to pay for the subsequent spring semester; (2) enhancing targeted outreach programs with local school districts (i.e., Brantley, Camden, Glynn, McIntosh, and Wayne County) through institutional level-SAT administration; (3) admission and support of students who meet USG State College admissions requirements but who minimally fall below the institutional admissions threshold; (4) providing early and proactive academic interventions (e.g., an academic early alert system and improvement workshop series for all students issued either an academic warning or placed on academic probation), (5) expanding Supplemental Instruction offerings; and (6) shortening the time required and cost to earn a degree.
The College piloted an accelerated semester (Fall 2014) that concluded by Thanksgiving. This program was spearheaded by the Office of Career Services and Student Employment to locate off-campus employment that would enable students to work full-time from Thanksgiving to the beginning of the Spring 2015 semester. The income generated by the initial group (over 100 students completing at least one class in the accelerated schedule) not only contributed to helping these students pay for Spring 2015 semester tuition and fees, but also enabled them to reduce their overall student indebtedness.
The College has partnered with three local school districts to offer an institutional-SAT test. The goal of this testing program was to help provide greater access to college for first generation and financially at-risk students by testing high school seniors (more than 350 students since 2014) who had not taken the SAT by the final spring SAT test administration.
Student Entry and Access for Student Traction and Retention Program
The College implemented the Student Entry and Access for Student Traction and Retention Program (SEASTAR) in the Fall 2015 to address students who meet University System of Georgia State College admissions requirements but who minimally fall below the institutional admission’s threshold. Since the College’s first year student admission’s index is slightly above the minimum University System of Georgia requirements for a state college, admitting and supporting a small initial cohort of seven students in the Fall 2015 allowed students to access college who would not have otherwise been granted access. In terms of support, SEASTAR students engage in intensive advising, participate in leadership, financial literacy, and study skills coaching by staff and faculty.
Move On When Ready
The College has also increased students access, decreased time-to-degree, and retention by increasing dual enrollment (MOWR) through student outreach in local county school districts. These efforts have resulted in over a 100% increase in headcount (from 99 to 203) between Fall 2013 and Fall 2015 by these students. An important part of this outreach is increasing student and parent understanding of actual college costs and college affordability by way of workshops and promotional materials, as well as increasing the online filing rate of the FAFSA and GA financial aid applications among at‐risk students by hosting small group presentations throughout the academic year.
The College has initiated an early and proactive academic intervention system (e.g., an academic referral system and an improvement workshop series for all students issued either on academic warning or placed on academic probation from Fall semester). The faculty based academic referral system is designed to identify students who are not performing satisfactorily, are exhibiting behavioral issues, have not been attending class regularly, are experiencing financial problems, or present any other circumstance that is of concern. Faculty are regularly encouraged several times each semester to refer students and those who are referred are contacted by Academic Advising staff within 24-72 hours. Contact relates to information on available academic support resources, along with information on how to contact their faculty advisor when appropriate. Supplemental instruction (SI) is a pro-active student assistance program that increases academic learning, performance and retention through the use of peer-based collaborative learning and study strategies. Since 2009, the number of classes participating in SI has increased from four to 54 in 2015 while the number of impacted students has increased from 31 in 2009 to more than 420 in 2015.
In an attempt to shorten the time required and cost to earn a degree, the two-credit College of Coastal Georgia orientation course 1101 was removed as a graduation requirement and replaced with a non-credit three-phase orientation program. The first phase included a one-day orientation program hosted in the summer and focused on the logistics of the enrollment process and overview of the support services offered. Phase two engaged students just prior to the beginning of Fall semester classes by indoctrinating them into the campus academic and social community and culture. Phase three included a fall seven- to eight-week workshop series including several sessions about academic and first-year skills needed to be successful in college. This graduation requirement change saved first year College students more than $133,000 in tuition.
In addition to tuition savings, College faculty have begun transforming expensive Math, Economics, and Physics textbooks into easily accessible and readily affordable online resources, saving students hundreds of dollars for each course. All of these efforts increase student access and affordability for college.
Overall, the College is applying what Jim Collins suggests in his book, Good to Great, the “flywheel” effect—everyone within an organization pushing in a common direction with a shared purpose. This key institutional focus on student retention and progression has become more prevalent over the last year given regular campus updates and information sharing that exists amongst internal and external campus stakeholders – an adjustment in how retention and progression were previously viewed. The retention and progression priority is being embedded in everything the College is engaged in, including performance reviews, annual reports, and budget reviews.
As Complete College Georgia initiatives are implemented and metric results carefully monitored, the College believes its standards and retention and graduation strategies are clear evidence of those expectations and strong philosophical commitment to graduation with distinction as the overarching campus priority.
The faculty shall be represented by a Faculty Senate, which shall be formed by the Faculty Senate Bylaws approved by a vote of at least a majority of the faculty and by the President (Board of Regents Policy 3.2.4). The Faculty Senate is a vehicle through which faculty share in the operation and management of the College by way of a shared governance model of decision-making between the Faculty Senate and the senior administration; it underscores the belief that faculty are at the heart of the academic mission of teaching, research, and service. Any member of the Faculty may bring to the attention of the Faculty Senate at its regularly scheduled meetings any matters defined as within the scope of faculty governance. Substantial items shall be presented in the form of a written motion or proposal. The Faculty Senate shall direct such motions or proposals, when appropriate, to the proper council or committee for study and recommended action by the Faculty. Any motion, recommendation, or proposal having been favorably adopted by the Faculty Senate shall be forwarded to the Provost and Vice President for Academic Affairs. Upon his/her endorsement, said motion, etc., becomes an official policy of the College. The Bylaws of the Faculty Senate contain a fuller description of its responsibilities and organization
The President's Cabinet shall meet as called and shall serve in an advisory capacity to the President on non-academic administrative matters. The President's Cabinet shall be chaired by the President and its membership shall include the Provost and Vice President for Academic Affairs, the Vice President for Business Affairs, the Vice President for Student Affairs & Enrollment Management, the Vice President for Advancement, the Assistant Vice Presidents for Academic Affairs, the Assistant Vice President for Business Affairs, the Assistant Vice President for Recruitment & Admission, the Assistant Vice President for Student Affairs/Dean of Students & Title IX Coordinator, the Dean of the Camden Center, the Director of Athletics, the Director of Institutional Effectiveness, the Director of Internal Audit, the Director of Human Resources/Auxiliary Services, the Chief Information Officer, the Chief of Police, the Chair of the Faculty Senate, the Chair of the Staff Assembly, and the President of the Student Government Association. Other persons may be asked to attend Cabinet meetings in an advisory capacity when deemed appropriate by the President. Minutes of Cabinet meetings shall be recorded by the College staff and a copy provided to each Cabinet member.
Any staff employee of the College of Coastal Georgia, full-time regular or temporary, not classified as Faculty shall be considered a member of the Staff Assembly. The leadership of the Staff Assembly shall include an Executive Board composed of a chair, vice chair, secretary, four unit members and the Director of Human Resources in an advisory capacity. The Staff Assembly shall meet at least five times during the fiscal year. The Staff Assembly will encourage and promote professional development, provide guidance to staff of the College of Coastal Georgia, and serve as a forum of communication to and from the administration of the College.
STUDENT GOVERNMENT ASSOCIATION
The Student Government Association, based on the authority granted by the College, shall strive to:
- to ensure democratic representation and governance
- to act as the voice for student concerns through service on college committees
- to disseminate important information to the College of Coastal Georgia students
- to assist in the allocation and approval of student activity funds
- to promote campus pride and spirit on campus and in local communities around the College.
University System of Georgia
- Renew excellence in undergraduate education to meet students’ 21st century educational needs
- Strengthen the USG’s partnerships with the state’s other education agencies
- Create enrollment capacity to meet the needs of 100,000 additional students by 2020
- Maintain affordability so that money is not a barrier to participation in higher education
- Increase USG’s participation in research & economic development to benefit a global Georgia
- Increase efficiency, working as a System
College of Coastal Georgia
STRATEGIC THEMES, GOALS & OBJECTIVES
THEME A – STUDENT ENRICHMENTThe College of Coastal Georgia is a community of scholars that engages students in intellectual, cultural, social, personal, and professional growth. The institution maintains a safe and nurturing environment that supports and encourages students to participate in curricular and co-curricular activities that promote intellectual curiosity, student success and engaged citizenship.
A1. Enhance opportunities for student engagement by providing an educational, inclusive, and socially responsible learning community within the College and beyond
A1.1. Actively pursue the College’s Complete College Georgia plan to increase student retention, progression, and graduation by enhancing college transition and student success initiatives and partnerships
A1.2. Enhance programming initiatives to develop a high-quality, vibrant student life program that promotes the physical, social, academic, and emotional health and wellness of students
A1.3. Provide opportunities for students to develop leadership competencies
A1.4. Promote excellence in and breadth of intramural, club, and intercollegiate athletic programming
A1.5. Develop institution-wide diversity initiatives that promote inclusion and global awareness
A1.6. Promote and maintain a multifaceted career-planning program for students which leads to successful personal and professional transitions
THEME B – ACADEMIC EXCELLENCE
The College of Coastal Georgia is a community committed to providing an educational experience for a diverse student population that is rigorous, inclusive, engaging, socially sensitive, interdisciplinary, and global.
B2. Create a culture of engaged teaching, learning and assessment
B2.1. Develop opportunities for interdisciplinary collaboration in teaching
B2.2. Support reflective, interactive and experiential learning
B2.3. Embed service-learning throughout the curriculum
B2.4. Advance diversity across the curriculum through learning activities centered around identity and inclusiveness
B2.5. Standardize the practice of integrating assessment into teaching
B2.6. Develop campus programming that allows for the recruitment and retention of academically-talented students
B3. Enhance the depth and breadth of academic programs to expand opportunities for students
B3.1. Identify new degree programs that meet the professional and intellectual needs of students
B3.2. Develop study abroad opportunities for students to gain a global perspective
B3.3. Expand opportunities throughout the curriculum that allow students to pursue new majors, minors, and concentrations within the boundaries of 120 credit hours
B4. Increase opportunities for faculty development in relationship to teaching and scholarship
B4.1. Provide support for faculty-student research
B4.2. Expand support for faculty research and grant writing
B4.3. Increase instructional support for the use of technology in the classroom, as well as for online and hybrid courses
B4.4. Support faculty research and exchange opportunities abroad
THEME C – INSTITUTIONAL DISTINCTION
Increase and enhance the College of Coastal Georgia’s visibility and reputation for an experiential and supportive approach to learning that prepares graduates for community engagement as well as professional and personal success.
C5. Achieve regional, state, national, and international recognition for institutional distinction and educational excellence
C5.1. Refine the College’s institutional identity
C5.2. Create a marketable institutional brand
C5.3. Develop and implement strategies to increase awareness of the positive impact that the institution, faculty, staff and its graduates have on the region, state, nation, and global community
C5.4. Improve the College’s rankings in reputable and recognized educational publications and surveys
THEME D – LEADERSHIP THROUGH COMMUNITY ENGAGEMENT & PARTNERSHIPS
The College of Coastal Georgia works in partnership with key stakeholders within the region, including educational support groups, not-for-profits, governmental agencies and economic development organizations, to enhance cultural experiences and raise community-wide awareness of the value of an educational system. The institution is committed to engagement and partnership within the region and internationally to provide academic and extracurricular experiences for students and create an educational structure which can drive the institution and the region forward.
D6. Raise the institutional position and profile of the College within the community to help shape regional growth
D6.1. Provide knowledge and expertise of faculty, staff and students to the region
D6.2. Collaborate with educational and economic partners to define and develop programs to meet the needs for regional growth
D6.3. Integrate and enhance student learning and development through service-learning and other experiential activities that address community needs
D6.4. Expand efforts to develop educational pathways and partnerships with local P-12 school systems, the technical college system, and the University System of Georgia
D6.5. Develop and sustain collaborative partnerships with community members and organizations to maximize student engagement and community involvement
THEME E – SUSTAINABILITY & ORGANIZATIONAL DEVELOPMENT
Sustainability calls for the College of Coastal Georgia to efficiently use its resources – human, physical and financial – to ensure the future success of the institution. With limited resources and competing needs, it is imperative that the institution create strategies that make the most effective use of its resources.
E7. Develop and sustain an organizational, fiscal and physical infrastructure that supports and enhances the college community
E7.1. Ensure all facilities, equipment and technology meet state and federal requirements and College operational needs, while enhancing efficiencies
E7.2. Recruit and retain qualified faculty and staff, while promoting both diversity and inclusion
E7.3. Develop and maintain organizational and financial plans that continue to support faculty, staff and student success 7.4. Develop a long-range sustainable plan for athletics
E7.5. Address all organizational elements at the Camden Center through development of focused strategies
E7.6. Continue to transform the institution as a college of choice through ongoing implementation of the strategic master plan
E7.7. Promote fiscal responsibility in all initiatives
E7.8. Refine and maintain a comprehensive risk management plan that addresses the College’s overall responsibility
E7.9. Maintain a sustainable enrollment management plan to ensure continued institutional growth and financial stability
The Office of Career Services prepares an annual First Destination Report about Life after CCGA. The graduating class is surveyed, and research continues for at least six months after graduation with a goal of at least 80% of the graduating class responding to at least one survey. This executive summary represents data results from students graduating (N=430) during the 2014‐15 academic year.
The survey cohort consists of Bachelor‐level graduates from Business, Health Informatics, Public Affairs, Education, Psychology, Biology and Nursing. The cohort also consists of Career Associate‐level graduates in Radiologic Science, Clinical Laboratory Technology, Hotel Operations/Culinary Arts and Nursing. Lastly, Associate for Transfer graduates from over 46 pre‐majors were included in the survey. The overall response rate was 64%.
A sample of organizations who hired College of Coastal Georgia graduates this past year include: Southeastern Pathology, Southeast Georgia Health System, US Department of Homeland Security, International Auto Processing, Memorial Hospital, Coastal Regional Commission Area on Agency, Sea Island Company, Glynn County Health Department, Glynn County School System, GEO Group, Edward Jones Investments, Federal Law Enforcement Training Center, Long County School System, Toombs County Board of Education, UF Health Jacksonville, Satilla Riverkeeper, and Warner Robbins Air Force Base.
- 36% of respondents indicated that they had secured either full‐time or part‐time employment.
- 65% of graduates who reported being employed indicated that the position they found was in their area of study.
Graduate and Professional Education
According to information collected for the class of 2015, 13% of surveyed graduates planned to pursue further graduate or professional school study within one year or in the near future. A sample of institutions where recent graduates are planning to enroll include:
- Georgia Southern University (GA)
- University of Georgia (GA)
- Savannah State University (GA)
- Eastern Tennessee State University (TN)
The College of Coastal Georgia has sufficient financial resources to support its mission and has demonstrated financial stability on a consistent basis. The College prepares a comprehensive annual budget that is preceded by sound planning, is subject to sound fiscal procedures, and is approved by the Board of Regents of the University System of Georgia, which is the governing board for the institution. Revenues for the General Operating Budget are comprised of State Appropriations and internal revenues (tuition and other revenues). The Vice President for Business Affairs, who submits formal revenue projections to the Board of Regents annually, forecasts internal revenues. On a local level, budget priorities are linked to the institutional and University System strategic plan based upon planning and assessment documents completed at the departmental level. The President, Vice Presidents, and other Cabinet members identified funding priorities. Fiscal Year 2018 funding priorities focused on building faculty and staff capacity in support of the institutional transformation as a college of choice locally, regionally and beyond. The budget is reviewed by the University System budget office staff and is ultimately approved by the Board of Regents. Budget amendments are then submitted on a quarterly basis.