Retention and Student Success

The College of Coastal Georgia is committed to supporting you, the student, in every step of your collegiate career, and to provide you with as many support structures as possible to ensure your success.

The following list of strategies and initiatives are a sample of the many institutional efforts to promote retention and students success.

Mariner Milestone Initiative

Mariner Milestone Initiative: Celebration of important educational milestones in the student life-cycle.

This important initiative is meant to signify and celebrate important time periods in the life cycle of a college student, particularly students that initially intend to complete a baccalaureate degree. Creating and encouraging the completion of milestone markers (i.e., one-year Certificate, Associate’s degree) has the potential to encourage students to continue on and provide a tangible credential in case they discontinue their studies prior to completing a baccalaureate degree.

Summary of Activities: In alignment with CCG Goals 1 and 5, the Mariner Milestone Initiative is already in action and after a thorough audit of all students with 60 or more credits during fall 2015, spring 2016, and summer 2016, 159 students were identified as eligible to receive an Associate’s degree that had not applied to receive one. This initiative resulted in an additional 126 students receiving an Associate’s degree during the spring 2016 Mariner Milestone ceremony and 33 during the summer ceremony. Although the initiative started with the award of Associate’s degree, the College has now received approval from the USG to also award a Liberal Arts First Year Certificate and a STEM (Science, Technology, Engineering and Mathematics) first-year certificate, and these certificates will be awarded in addition to the Associate’s degrees after the 2016-2017 academic year.

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Adult Learner Pathway

Adult Learner Pathway: Increase access and completion for adult learners.

In an attempt to encourage greater access and post-secondary participation and baccalaureate degree obtainment, the College of Coastal Georgia has created two streamlined pathways of access to ease admission and the transition to entering a degree program. These pathways are designed for all students who have graduated high school or earned a GED but have little or no prior college experience and/or are returning to college after being away several years.

The College of Coastal Georgia is committed to reducing the hurdles for students, particularly those that have self-efficacy and test anxiety by streamlining and simplifying the admissions process and assisting students to overcome initial testing hurdles. By creating a short application process and basing Mathematics and Reading/Writing placement on classroom achievement, one-on-one advising, and guided choice, students are able to build their self-efficacy and academic confidence to eventually lead to degree obtainment and success.

Summary of Activities: Established a personalized enrollment pathway for adult learners. Each student now jointly works with his/her admissions counselor and academic advisor to develop an enrollment pathway. This enrollment plan begins with a counseling session with an adult learner admissions counselor that outlines all possible pathways to establish successful academic and financial plans. The student finishes with a meeting with the academic advisor to work on placement and the first semester schedule.

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Creation of a new Academic Advising model

After a thorough evaluation of our academic advising structure, which included the evaluation of feedback from faculty, staff and students, the evaluation of the Regents Advisory Committee on Academic Advising Survey, and following best practices across the nation, the College is implementing a new Academic Advising Model for the 2016-2017 academic year.

Summary of Activities: In the new model, the College is shifting first-year advising to be handled by the Advising Center using first-year professional advisors. The first-year professional advisors, assigned to a specific department/major, will help students complete a 4-year academic plan, monitor student’s academic performance, direct advising when registering and assist in major selection, seek individualized services as needed, and encourage students to engage in the CCGA community. Once the student reaches the 30-plus credit target, primary advising would be transferred to the academic department (faculty advisor). This dual model of advising provides important quality contact with students to help them connect with their classes, their program of study, their faculty, and their end goal for jobs and career.

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Move On When Ready (MOWR) student outreach

Increase Move On When Ready (MOWR) student outreach to local county school districts.

CCGA’s commitment to the MOWR program was ratified by the appointment of a new MOWR Coordinator. The new coordinator is providing the leadership and support structure to ensure that this growing population is served appropriately.

Summary of Activities: CCGA continues to expand and enhance the relationship development with high school counselors, locally, regionally and state‐wide. Under the leadership of the new MOWR Coordinator, CCGA is hosting annual MOWR breakfasts for all area high school counselors that include Glynn, McIntosh, Camden, Wayne, Brantley Counties as well as area private high schools.

The strengthening of the bonds with the school systems in the region is paired with a focused student recruitment plan which is increasing the MOWR student enrollment from area high schools.

The institution is offering regular College information programs to continually update guidance counselors on new degree programs, etc.

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Learning Support Redesign

Enroll most students in need of remediation in gateway collegiate courses in English and mathematics, with co‐requisite Learning Support.

In order to promote access while at the same time promoting retention, progression, and graduation, it is imperative that the College has an effective structure to support students who arrive at college with a gap in academic preparation. The College needs to shift its focus, however, from traditional remedial education as a standalone enterprise, and concentrate on supporting students in the credit-bearing collegiate level courses that align well with each individual program of study.

Summary of Activities: CCGA has transformed the Learning Support structure by focusing its efforts on co-requisite remediation. For the Area of Mathematics, students that would have been previously placed in MATH 0099 are now enrolled in the gateway Mathematics course appropriate to their programs of study (i.e., Quantitative Reasoning or College Algebra) while taking the linked support course (co‐requisite component). The students with a larger gap in preparation (who were previously placed in MATH 0097) are now placed in the LS Foundations course of their year‐long pathway.

For the area of English, students requiring remediation are now placed in the appropriate collegiate/co-requisite English course (ENGL 1101/0999) or the Foundations for English Composition (ENGL 0989).

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Promote access and affordability by adopting OERs

Promote access and affordability by adopting low cost and open educational resources in core courses.

With the goal of promoting access and affordability of higher education, the College is committed to adopting open and low cost educational resources as alternatives to high price textbooks, without compromising the standards of the courses.

Summary of Activities: With the support of Affordable Learning Georgia, and with institutional support from faculty and administration, the College has now adopted open or low cost educational resources in 12 courses in the core curriculum institution. To further encourage and support the evaluation of new OER alternatives, the Office of Academic Affairs has launched an OER Reviewer initiative, where faculty members receive a small stipend to engage in additional review of OERs.

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