Goal B4: Extend high-impact learning practices and support current and new educational program offerings
Objective B 4.1. Embrace high-impact educational practices that reinforce academic proficiencies
- Provided ongoing incentives to faculty teaching service-learning courses; proposed new incentives for faculty teaching service-learning courses; offered pre-populated clearinghouse of service-learning opportunities and self-identified community agency needs through the CCGA webpage; strengthened faculty service-learning course assessment measures; increased the unduplicated count of students that have taken one or more service-learning courses; and strengthened student service-learning course assessment measures
- Continued to improve the college success skills of CCGA Freshmen with emphasis on adult students through a joint collaboration involving ATTIC and Academic Advising; through surveys and focus groups of faculty, students and staff, data will be gathered to measure the impact of the new services provided to this high-risk student population.
- Provided opportunities for disability awareness education and advocacy through the Office of Disability Services' participation as a service-learning community partner for several English and literature classes for the last two semesters which allowed interaction with all students (not just those self-identified as having disabilities).
- Implemented new counseling services procedures regarding student completion of intake paperwork, including informed consent to ensure that these forms are completed before appointments are scheduled or students were offered the opportunity to complete the paperwork on an office laptop in the Health Center and were then given an appointment card on-site.
- Provided faculty with professional development opportunities that focused on reflective and interactive learning: a hybrid teaching academy three-day workshop and a summer reading book group (on “Teach Students How to Learn” by Dr. Saundra McGuire).
- Joined the Gateway2Completion project, which is a revisioning of gateway courses using a reflective and interactive approach.
- Provided ongoing incentives to faculty teaching service-learning courses; proposed new incentives for faculty teaching service-learning courses; offered pre-populated clearinghouse of service-learning opportunities; and self-identified community agency needs through the CCGA website.
Objective B 4.2. Embed service-learning throughout the curriculum
- Proposed new incentives for faculty teaching service-learning courses; offered pre-populated clearinghouse of service-learning opportunities and self-identified community agency needs through the CCGA website; increased the unduplicated count of students that have taken one or more service-learning courses.
- Trained new faculty and more returning faculty through service-learning workshops.
- Hosted the annual Service-Learning Symposium, as well as a series of Service-Learning Scholar’s Workshop (Fall session, Spring session) to encourage faculty to continue to embed service-learning into their respective curriculum.
- Provided mini-grants for Service-Learning projects and planned summer work sessions/support sessions.
- Encouraged peer mentoring and modeling of service-learning activities across the curriculum.
Objective B 4.3. Identify new degree programs that meet the professional and intellectual needs of students
- Awaiting approval to offer a BA degree in Visual Arts with concentrations in 2D Studio & 3D Studio.
- Received approval to offer a new baccalaureate degree in Environmental Science to commence in fall 2018.
- Received approval to offer a BS in Hospitality and Tourism Management degree program.
- Created new minors in Visual Art and Environmental Science.
- Created programs of study within the associate of science for transfer in public management, environmental science, and pre-health science.
Objective B 4.4. Develop campus programming that allows for the recruitment and retention of academically-talented students
- Worked toward implementing new ways to improve the freshmen experience, both socially and academically; e.g., follow clearly sequenced program maps.
- Begun utilizing new enrollment management strategies to recruit academically-talented students, including phon-a-thons and a letter-writing and postcard communication series.
- Increased efficiency in utilizing University System of Georgia persisted Cognos reports as a repository of institutional data to assist in decision-making in consideration of student recruitment and retention initiatives.
- Established graduation requirements and a program of study for students to graduate from the Honors Program.
- Created new honors courses in history, psychology, and philosophy, as well as an honors capstone course.
Objective B 4.5. Develop study abroad opportunities for students to gain a global perspective
- Publicized several study abroad programs to students through social media, campus presentations and the College website.
- Joined with the Institute of International Education and more than 600 institutions and organizations as a member of Generation Study Abroad; the program’s goal is to double the number of U.S. students studying abroad by the end of the decade.
- Held two campus study abroad fairs, including one at the Camden Center, that attracted over 100 students.
- Assisted ten students with their formal study abroad applications to programs in Europe; an increase of 11% in student participants compared to 2017.
- Created a study abroad scholarship program through a Study Abroad Foundation account supported by generous College donors.
- Supported faculty and students utilizing fundraising initiatives to contribute additional student funding in support of day-to-day expenditures while studying abroad.