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East Georgia State College 2024

East Georgia State College (EGSC) is an associate degree granting, liberal arts institution providing access to academically transferable programs of study and targeted baccalaureate degrees at low cost to its students. As a unit of the University System of Georgia (USG) within the State College Sector, EGSC extends its access mission from its home campus in Swainsboro to instructional sites on the campuses of Georgia Southern University in Statesboro and Augusta University in Augusta.

Presented in Tables 1a and 1b below are the number and percentages of EGSC fall semester students broken down by location and mode of delivery for Fall 2015 through Fall 2024. The declines in fall to fall enrollment experienced in recent years has been reversed by a 3.3 percent enrollment increase in Fall Semester 2024.

Table 1a: Enrollment by Location/Delivery Mode: Fall Semesters 2015-2024

Fall Semester

2015

2016

2017

2018

2019

2020

2021

2022

2023

2024

High School

23

115

101

96

33

76

100

151

191

208

Online Only

232

260

383

443

493

797

680

558

490

509

Augusta

468

462

429

386

357

246

236

193

191

175

Statesboro

1,327

1,249

1,078

1,075

973

634

425

413

370

361

Swainsboro

951

1,066

1,012

942

885

662

582

585

526

573

Total Enrolled

3,001

3,152

3,003

2,942

2,741

2,415

2,023

1,900

1,768

1,826

Table 1b: Percentage of Enrollment by Location/Delivery Mode: Fall Semesters 2015-2024

Fall Semester

2015

2016

2017

2018

2019

2020

2021

2022

2023

2024

High School

0.8%

3.6%

3.4%

3.3%

1.2%

3.1%

4.9%

7.9%

10.8%

11.4%

Online Only

7.7%

8.2%

12.8%

15.1%

18.0%

33.0%

33.6%

29.4%

27.7%

27.9%

Augusta

15.6%

14.7%

14.3%

13.1%

13.0%

10.2%

11.7%

10.2%

10.8%

9.6%

Statesboro

44.2%

39.6%

35.9%

36.5%

35.5%

26.3%

21.0%

21.7%

20.9%

19.8%

Swainsboro

31.7%

33.8%

33.7%

32.0%

32.3%

27.4%

28.8%

30.8%

29.8%

31.4%

EGSC Academic Program Review

EGSC currently offers five associate degrees listed below:

  • Associate of Arts in Elementary Education
  • Associate of Arts in Liberal Arts (formally Associate of Arts, Core Curriculum)
  • Associate of Arts in Social Sciences (introduced in Fall Semester 2021)
  • Associate of Science in Business Administration
  • Associate of Science in Natural Sciences (introduced in Fall Semester 2021)

In addition, EGSC is approved to offer its students the following eMajor degrees in cooperation with USG eCampus:

  • Associate of Science in Financial Technology (begun in Spring Semester 2023)
  • Bachelor of Science in Criminal Justice (begun in Fall Semester 2023)  
  • Bachelor of Science Degree in Organizational Leadership (beginning in Spring Semester 2024)

In Spring Semester 2025, EGSC will introduce a general Bachelor of Business Administration (BBA) degree. Business Administration at the associate level has long been the most popular discipline specific degree offered at the College. With a new BBA option, EGSC will be able to retain more students through their senior year. As demand for the new degree increases, the College plans to introduce a number of attractive concentrations in cooperation with USG eCampus, including data science and logistics.

EGSC Fall Semester 2024 Comparisons with Fall Semester 2023

Throughout the Complete College Georgia initiative (2012 to 2024), EGSC’s four largest demographic cohorts have been African American (Black) Females; African American (Black) Males; White (Non-Hispanic) Females; and White (Non-Hispanic) Males. As indicated in Table 2 below for Fall Semester 2024 compared to Fall 2023, The percentages of Black and multiracial students increased, while the percentages of White and Hispanic students decreased. EGSC serves higher proportions of Black and multiracial students and lower proportions of Hispanic and Asian students compared to other colleges in the USG State College Sector.

Table 2: Fall 2023 and Fall 2024 EGSC Student Ethnic Composition

Student Ethnic Composition

2023

2024

White

42.9%

38.7%

Black

39.9%

45.3%

Hispanic

7.5%

2.3%

Asian

1.6%

1.6%

Two or More Races

4.6%

9.0%

Other

3.6%

3.0%

Fall Semester 2024 Student Profile

A numeric breakdown of EGSC’s Fall 2024 enrollment demographic cohorts by location and mode of delivery is presented below in Table 3a. A percentage breakdown of EGSC’s demographic cohorts is presented below in Table 3b.

Table 3a: Fall 2024 Enrollment Count by Gender and Ethnicity by Location/Delivery Mode

Fall 2024 Enrollment

Augusta

Statesboro

Swainsboro

High Schools

Online Only

Overall

Female

106

188

291

148

344

1,077

Black or African American

48

67

162

56

158

491

White (Non-Hispanic Origin)

26

83

99

74

124

406

Multiracial

15

23

19

11

29

97

Other

17

15

11

7

33

83

Male

69

173

282

60

165

749

Black or African American

35

61

150

17

73

336

White (Non-Hispanic Origin)

17

87

92

34

71

301

Multiracial

9

17

24

3

15

68

Other

8

8

16

6

6

44

Total

175

361

573

208

509

1,826

Table 3b: Fall 2024 Enrollment Percentages by Gender and Ethnicity by Location/Delivery Mode

Fall 2024 Enrollment

Augusta

Statesboro

Swainsboro

High Schools

Online Only

Overall

Female

5.8%

10.3%

15.9%

8.1%

18.8%

59.0%

Black or African American

2.6%

3.7%

8.9%

3.1%

8.7%

26.9%

White (Non-Hispanic Origin)

1.4%

4.5%

5.4%

4.1%

6.8%

22.2%

Multiracial

0.8%

1.3%

1.0%

0.6%

1.6%

5.3%

Other

0.9%

0.8%

0.6%

0.4%

1.8%

4.5%

Male

3.8%

9.5%

15.4%

3.3%

9.0%

41.0%

Black or African American

1.9%

3.3%

8.2%

0.9%

4.0%

18.4%

White (Non-Hispanic Origin)

0.9%

4.8%

5.0%

1.9%

3.9%

16.5%

Multiracial

0.5%

0.9%

1.3%

0.2%

0.8%

3.7%

Other

0.4%

0.4%

0.9%

0.3%

0.3%

2.4%

Fall Semester 2024 First-Time Freshmen (FTF) Profile

Presented in Table 4 below is a breakdown by percentage of first-time freshmen (FTF) based on course load for Fall Semester 2024. Most first-time freshmen who attend one or more classes at an EGSC location are full-time. In contrast, a smaller majority of FTF taking classes online only are full-time students.

Table 4: Fall 2024 First-Time Freshmen by Course Load

FTF Fall 2024 Course Load

Augusta

Statesboro

Swainsboro

Online Only

Overall

Full-Time Percentage

84.8%

88.5%

94.0%

58.6%

85.6%

Part-Time Percentage

15.2%

11.5%

6.0%

41.4%

14.4%

Presented in Table 5 below is a breakdown by percentage of Fall 2024 first-time freshmen are first generation college students and who receive a Pell Grant.

Table 5: Fall 2024 First-Time Freshmen First Generation and Pell Grant Recipients

FTF Fall 2024 First Generation /Pell Recipient

Augusta

Statesboro

Swainsboro

Online Only

Overall

First Generation Percentage

28.6%

28.8%

28.8%

49.5%

32.0%

Pell Grant Recipient Percentage

73.3%

66.0%

73.5%

76.6%

71.9%

EGSC Comparisons with Peer Colleges

When this report was prepared, an IPEDS Data Feedback Report 2024 was not available. The following analysis is based on the IPEDS Data Feedback Report 2023 for East Georgia State College.

In 2017, EGSC selected fifteen colleges, including three within the USG, as its comparison group for the National Center for Education Statistics (NCES). Each EGSC data feedback report generated from the Integrated Postsecondary Education Data System (IPEDS) compares the College to this group. According to the IPEDS Data Feedback Report 2023 for the College, 38 percent of EGSC enrolled students in Fall Semester 2022 were Black, in contrast with 6 percent for its comparison group. In addition, 46 percent of EGSC enrolled students in Fall Semester 2022 were white, in contrast with 60 percent for its comparison group. The majority of EGSC were full-time students, while the majority of students in its comparison group were part-time. In Fall Semester 2022, EGSC also had 40 percent of its students taking at least one course online, in contrast to 28 percent of its comparators. As in previous years, tuition and fees charged by EGSC to full-time, first-time (FTFT) students were lower than its comparison group. In contrast, the average net price of attendance for FTFT students was higher at EGSC than its comparison group.

The 2023 feedback report included three-year associate degree graduation and transfer-out rates for the Fall Semester 2016 FTFT cohort. While EGSC’s graduation rate of 13 percent was lower than the 27 percent average for its comparison group, EGSC’s transfer-out rate of 53 percent was substantially higher than the 14 percent average for its comparison group. For the Fall Semester 2017 FTFT cohort, EGSC’s three-year graduation rate increased to 14 percent and its three-year transfer-out rate increased to 54 percent. The combination of these two rates for the Fall 2017 FTFT cohort indicates a success rate of 68 percent for EGSC in fulfilling its access mission.

Success Inventory

CATS 1101 Update (East Georgia State College-2024)

Strategy/Project Name: 
CATS 1101 Update
Momentum Area: 
Purpose
Category: 
Access for Underserved Populations
Career/Major Exploration
First Year Experience
High Impact Practices
Orientation
Transition to College
Strategy/Project Description: 

Redesign content and format to improve transition experience for students and increase student success and retention

Activity Status: 
Refining/Maintaining
Evaluation/Assessment plan: 


Evaluation Plan and measures:
Assessment of goals and course student learning outcomes at the end of the semester.
KPIs:

  • Success rate in the CATS 1101;
  • Retention of the students enrolled in the CATS 1101 class;
  • Semester GPA of the students enrolled in the CATS 1101 class. 

Baseline measure:

  Fall 2021 Spring 2021 Fall 2022 Spring 2022
Success rate in the CATS 1101

65.8%

55.8%

63.5%

57.8%
Retention of the students enrolled in the CATS 1101 class (next semester)
*Spring-to-Fall Retention

74.2%

49.2%*

76.1%

48.3%*
Semester GPA of the students enrolled in the CATS 1101 class

1.81

1.71

1.88

1.65

Current/most recent data:

  Fall 2023 Spring 2024
Success rate in the CATS 1101

65.57%

64.55%
Retention of the students enrolled in the CATS 1101 class (next semester) *Spring-to-Fall Retention

80.69%

47.27%*
Semester GPA of the students enrolled in the CATS 1101 class

1.97

2.13

Goal or targets:

Goal or targets Results from Fall 2023 Results from Spring 2024
Increase success rate in CATS 1101 by 10% Increased by 7.77%

Increased by 6.75%
Increase retention of students enrolled in CATS 1101 by 5% Increased by 4.59%

Decreased by 1.03%
Increase average GPA of students enrolled in CATS 1101 by 0.5 point Increased by .32 points

Increased by .48 points
Progress and Adjustments: 

Student Success Coaches, advisement staff, library director, and campus workshops and events will be incorporated more intentionally to help new students.

Plan for the Year Ahead: 

For Fall 2024, we have attempted to use the CATS sections like Student Learning Communities, with associated sections of the CATS course with academic programs. Students were registered for the section that aligned with their program as much as was possible. Otherwise, we are continuing with all the previous aspects

Challenges and Support: 

Student schedules may not align with the sections that match their academic program.

Contact email: 
sharman@ega.edu
Primary Contact: 
Dr. Sandra Sharman, Lead instructor for CATS

Academic Advisement: College in 4 or 6 semesters at EGS (East Georgia State College-2024)

Strategy/Project Name: 
Academic Advisement: College in 4 or 6 semesters at EGS
Momentum Area: 
Mindset
Category: 
Advising
Mindset
Strategy/Project Description: 

As an access institution, we are offering an alternative pathway for students who may have faced challenges resulting in their withdrawal from a course. This provides a revised roadmap to completion, depending on course rotation.

Activity Status: 
Initiating
Evaluation/Assessment plan: 

KPIs:

  • Numbers of students enrolled in at least 30 credit hours over one academic year (Fall, Winter, Spring and Summer semesters). 
  • The average number of credits for students enrolled in at least 30 credit hours during an academic year. 
  • Average academic year GPA for students enrolled in at least 30 credit hours during an academic year. 
  • Two and three-year graduation rate for full-time students enrolled in an Associate program. 

Baseline measure (for each KPI):
Enrollment data:

  Academic Year 2021 Academic Year 2022 Academic Year 2023 Academic Year 2024
Numbers of students enrolled in at least 30 credit hours over one academic year (Summer, Fall, Winter, Spring, and semesters) 413 367 336 269
Average number of credits for students enrolled in at least 30 credit hours during an academic year (Summer, Fall, Winter, Spring, and semesters) 33 33 33 33
Average academic year GPA for students enrolled in at least 30 credit hours during an academic year (Summer, Fall, Winter, Spring, and semesters) 2.57 2.49 2.61 2.65

Full-time Student Graduation Rates

 

Fall 2018 Cohort

Fall 2019 Cohort

Fall 2020 Cohort
Two-year graduation rate for students enrolled in an Associate program (USG Qlik app) 9.4% Institutional 9.5% System-Wide 7.6% Institutional 7.6% System-Wide 9.1% Institutional 9.1% System-Wide
Three-year graduation rate for students enrolled in an Associate program (USG Qlik app) 16.4% Institutional 16.7% System-Wide 13.0% Institutional 13.0% System-Wide N.A.

Current/most recent data: Data will be collected at the end of the academic year 2024. 

Goal or targets (for each KPI):

  • Numbers of students enrolled in at least 30 credit hours over one academic year (Fall, Winter, Spring and Summer semesters): increase by 5%
  • Average number of credits enrolled for full -time students during an academic year: increase by 3 credit hours.
  • Average academic year GPA for students enrolled in at least 30 credit hours during an academic year: increase by 0.5 point.
  • Two and three-year graduation rate for students enrolled in an Associate program: increase by 5%.
Progress and Adjustments: 

Faculty and Student Success Coaches have been provided with information and guidelines to assist students in achieving their graduation objectives within a two-year timeframe, considering their prior academic performance.

Plan for the Year Ahead: 

We are currently implementing a team advisement approach aimed at strengthening students' connection to the institution. Following the completion of their co-requisite classes, students will maintain their collaboration with their Success Coach, who will serve as an integral member of their advisement team throughout their tenure at EGSC.

Challenges and Support: 

It is essential to facilitate clear communication with students regarding the financial implications of enrolling in the summer semester. Students may have the opportunity to take advantage of summer Pell grants, particularly if they do not require housing and are maintaining satisfactory academic progress. This could provide an opportunity for students to enhance their GPA. Furthermore, it is important to maintain open lines of communication with faculty and administration to expand and improve the summer course offerings, ensuring their availability for all students.

Contact email: 
gmathews@ega.edu
Primary Contact: 
Georgia Sanders, Director of Student Success

Student Success Coaches (East Georgia State College-2024)

Strategy/Project Name: 
Student Success Coaches
Momentum Area: 
Purpose
Category: 
Mindset
Strategy/Project Description: 

Continue to incorporate workshops within the academic classrooms to improve student success.

Activity Status: 
Refining/Maintaining
Evaluation/Assessment plan: 

Evaluation Plan and measures: Improve success rates in CATS, ENGL 1101, and Area A math.

KPIs:

  • Number of workshops and class visits conducted by success coaches in classes
  • Success rate in CATS 1101, ENGL 1101, and Area A math
  • Fall to Spring retention
  • Fall to Fall retention

Baseline measure (for each KPI):

Current retention rate

  Fall 2021 Spring 2022  Fall 2022  Spring 2023 
Number of workshops and class visits conducted by success coaches in classes  0  0  7  15 
Success rate in CATS 1101  65.8%  57.8%  63.5%  54.2% 
Success rate in ENGL 1101  47.8%  39.1%  55.8%  36.1% 
Success rate in MATH 1001  43.2%  43.3%  46.4%  40.1% 
Success rate in MATH 1111  63.5%  61.2%  39.2%  45.6% 

Current retention rate (*These data are not cohort specific)

  Fall 2020 Fall 2021 Fall 2022
Fall-to-Spring Retention*  64.0% 64.3% 68.7%
Fall-to-Fall Retention*  32.9% 34.2% 32.8%

Current/most recent data (for each KPI):

Current retention rate

  Fall 2023 Spring 2024
Number of workshops and class visits conducted by success coaches in classes  27 62
Success rate in CATS 1101  65.6% 64.6%
Success rate in ENGL 1101  64.0% 45.7%
Success rate in MATH 1001  54.9% 45.4%
Success rate in MATH 1111  56.7% 44.6%

Current retention rate (*These data are not cohort specific)

  Fall 2023
Fall-to-Spring Retention*  73.2%
Fall-to-Fall Retention*  37.7%

Goal or targets (for each KPI): 

  • Number of workshops and class visits conducted in classes: 30
  • Success rate in CATS 1101, ENGL 1101, and Area A math: increase by 5%
  • Fall to Spring retention: increase by 5%
  • Fall to Fall retention: increase by 5%

KPI

Goal or targets

Results
Fall 22 Vs. Fall 23 Spring 23 Vs. Spring 24
Number of workshops and class visits conducted by success coaches in classes 30 27 62
Success rate in CATS 1101 Increase by 5% 2.1% increase 10.4% increase
Success rate in ENGL 1101 Increase by 5% 8.2% increase 8.2% increase
Success rate in MATH 1001 Increase by 5% 8.5% increase 5.3% increase
Success rate in MATH 1111 Increase by 5% 17.5% increase 1% decrease
Fall to Spring retention Increase by 5% 7.6% increase NA
Fall to Fall retention Increase by 5% 4.9% increase NA
Progress and Adjustments: 

Success coaches will collaborate with faculty to enhance in-class workshops and expand our presence across all institutional locations. They have successfully increased the number of workshops offered in classrooms and are actively refining and adapting the types of workshops necessary to support and improve student success.

Plan for the Year Ahead: 

Training programs have been developed and are accessible at all locations. We are committed to enhancing these programs as needed to address any academic gaps that our students may encounter.

Contact email: 
gmathews@ega.edu
Primary Contact: 
Georgia Sanders, Director of Student Success

Inclusive Access for Digital Content used as Textbook (East Georgia State College-2024)

Strategy/Project Name: 
Inclusive Access for Digital Content used as Textbook
Momentum Area: 
Data & Communications
Category: 
Data
Strategy/Project Description: 

We would like to set up inclusive access for all the digital content used as textbook for all sections that require the purchase of a textbook. Inclusive Access is a sales model for college textbooks. Inclusive access allows for the digital content to be delivered to students by the first day of class. Students have a period to “opt out” before they are billed through their tuition and fees. In addition to saving money on the price of the digital content, inclusive access was shown to increase student success in classes and retention.

The inclusive access activity is not targeting courses with free textbook materials including free materials through the Affordable Learning Georgia. In addition, inclusive access will not be implemented for a course with a low cost textbooks if the implementation of the inclusive access leads to an increase of costs for students.

Activity Status: 
Scaling
Evaluation/Assessment plan: 

Evaluation Plan and measures: We will get student data from Banner and dollar saved from the bookstore.

KPIs:

  • The number of courses that offer inclusive access.
  • The number of sections that offer inclusive access.
  • The number of students in sections with inclusive access.
  • The % of students who opt out.
  • The amount of dollars saved by the EGSC students.
  • Course success rate (A, B, and C rate) in sections with inclusive access.

Baseline measure:

Data about the use of inclusive access:

  Fall 2022
Number of courses with inclusive access 0
Number of sections with inclusive access 0
Number of students in sections with inclusive access 0
% of opt out students 0
Dollars saved by inclusive access 0

Course success rate: see appendix

Current/most recent data:

Data about the use of inclusive access:

  Spring 23 Summer 23 Fall 23 Spring 24 Summer 24

Fall 24
Number of courses with inclusive access 2 2 7 9 5 25
Number of sections with inclusive access 11 3 43 38 6 55
Number of students in sections with inclusive access 269 50 921 912 159 1290
% of opt out students 1.9 %

 

(5 students)

 2%

 

(1 student)

 0.9%

 

(8 students)

 0.8%

 

(7 students)

 0.6%

 

(1 student)

 0%

 

(0 student)
Dollars saved by inclusive access $22,867.69 $4,250.50 $49,574.86 $46,234.12 $7,169 $66,853.98

Course success rate: see appendix

Goal or targets:

  • Increase the number of courses with inclusive access.
  • Increase the number of sections with inclusive access.
  • Increase the number of students in sections with inclusive access.
  • Maintain a low % of opt out students.
  • Maintain or increase the course success rate.
KPI Goal or targets
Increase the number of courses with inclusive access From 2 courses during Spring 23 to 9 courses during Spring 24
Increase the number of sections with inclusive access From 11 sections during Spring 23 to 38 courses during Spring 24
Increase the number of students in sections with inclusive access From 269 sections during Spring 23 912 students during Spring 24
Maintain a low % of opt out students Opt out rate stayed below 2%
Maintain or increase the course success rate The success rate for 5 out 7 courses with inclusive access increased and was maintained for the other 2 courses.
Progress and Adjustments: 

We continued to expand the number of courses with inclusive access. We are still working on the best approach to collect data related to the homework and assignments completion rate.

Plan for the Year Ahead: 

We will set up a survey to assess students’ opinion about inclusive access.

Challenges and Support: 

None. The EGSC Interim VP for Business Affair has been very supportive of this initiative. In addition, the help and support from the EGSC bookstore have been crucial for the success of this activity.

Contact email: 
dchevalier@ega.edu
Primary Contact: 
Dr. David Chevalier, AVP Academics

Student Learning Communities (East Georgia State College-2024)

Strategy/Project Name: 
Student Learning Communities
Momentum Area: 
Mindset
Category: 
First Year Experience
High Impact Practices
Learning Communities
Mindset
Strategy/Project Description: 

Student Learning Communities consist of courses in which a common theme or themes are utilized in order to create opportunities for students to explore these themes in more depth and see how the theme (s) crosses different disciplines. In addition, SLCs encourage a sense of belonging and student engagement since students may share two or more courses together which focus on the same theme

Activity Status: 
Refining/Maintaining
Evaluation/Assessment plan: 

General Evaluation Plan and measures: See pg 55 of the QEP: https://www.ega.edu/about/sacscoc/qep/files/egsc-quality-enhancement-plan-2020.pdf 

KPIs: (pg 34 of QEP) 

  • Success-rate: Percentage of passing grades (ABC) 
  • Average Cumulative GPA for participants in SLCs 
  • Retention Rates 

Baseline measure: page 34 of QEP)

https://www.ega.edu/about/sacscoc/qep/files/egsc-quality-enhancement-plan-2020.pdf

Goal or targets (for each KPI): pg 34 of the QEP:

https://www.ega.edu/about/sacscoc/qep/files/egsc-quality-enhancement-plan-2020.pdf

Time period/duration: The QEP was implemented in 2020. The QEP is currently in its refining and revising stage. The new thematic approach to SLCs was approved at the end of April 2023. The first thematic approach to SLCs was implemented and piloted in spring 2024. During summer 2024, the Summer Leadership Program was created. Fall 2024 led to the official launch of the thematic approach with SLCs on each campus. There were around 48 students who were considered participants at the start of the fall 2024 semester.

Spring 2024 data:

SLC v Non-SLC
Grade Performance

Grade
Count

 ABC Grades DFWI Grades
Count Percent Count Percent

Spring 2024 (Thematic Approach)
In Equity SLC 16 8 50.0% 8 50.0%
Not in Equity SLC 669 389 58.1% 280 41.9%

Summer 2024 (Thematic Approach)
In Leadership SLC 38 38 100.0% 0 0.0%
Not in Leadership SLC 253 169 66.8% 84 33.2%
Grade Point Averages SLC Students Non-SLC Students
Term GPA Overall GPA Term GPA Overall GPA
Spring 2024 1.65 1.69 1.97 2.16
Summer 2024 3.57 3.46 2.31 2.44

Fall 2024 Retention

SLC Students

Non-SLC Students
Not Retained Retained % Retained Not Retained Retained % Retained
Spring 2024 4 4 50.0% 295 272 48.0%
Summer 2024 0 11 100.0% 58 136 70.1%

Summer 2024 data:

During summer 2024, the Bobcat Summer Leadership Program was implemented. This program ran as part of an SLC thematic group which focused on the theme of leadership. Please see results from the Bobcat Summer Leadership activity.

When comparing the spring 2024 and summer 2024 SLC data, we can see that there were two extremes. We went from not meeting any of the KPIs to meeting all of the KPIs. We are currently running three SLC thematic groups for the fall 2024 semester. It is my hope that the thematic approach will balance itself out from these two extremes and become more accurate since we will have more participants, and a more diverse group of students registered for the fall thematic groups.

Progress and Adjustments: 

Since we had good feedback and success rates for the Bobcat Summer Leadership Program, we would like to continue working with the summer program and make some adjustments. For instance, some possible ways to improve the BSLP would be to make the 4-week intensive program into 6-weeks since we are looking to expand the participant numbers to 20-24 instead of the 11-15 that we expected last summer. We would also like to move the leadership theme into the fall and spring course offerings to further expand on and build campus leaders.

Plan for the Year Ahead: 

Housing Director Gage Dowling agreed to work with Professor Todd on trying to create a residential community for fall 2025 since the fall 2024 enrollment numbers were a little low when considering non-athletes.

Professor Todd also reached out to faculty who were teaching fall 2024 SLCs to see if they were willing to teach the same SLCs in the spring 25. We currently have 5 professors who have agreed to teach as part of the Literacy and Equity groups.

Professor Todd is currently working with the EGSC Library staff to create a LibGuide for faculty who are interested in teaching and incorporating Literacy into their courses. This will be available to all faculty, but it was inspired by the Literacy SLC group since this group focuses on the various types of literacy.

For Summer 2025, we would like to continue our partnership with the Summer Leadership Program if possible. We would also like to create an SLC based on the Leadership theme for fall 2025 and spring 2026 to help assist with creating campus leaders.

Challenges and Support: 

Faculty participation, course scheduling, and student enrollment will all affect our ability to implement the SLCs on each campus. It is especially difficult to have SLCs in Augusta due to the limited number of faculty on the Augusta campus.

Contact email: 
jatodd@ega.edu
Primary Contact: 
Jessica Todd, Director of QEP

Student Success Team (East Georgia State College-2024)

Strategy/Project Name: 
Student Success Team
Momentum Area: 
Change Management
Category: 
Advising
Strategy/Project Description: 

The team-based student success model, which has been successfully piloted with campus athletic teams, is now being rolled out across all campus locations. The objective is to provide a comprehensive support system for all students. By leveraging the expertise of student success coaches, faculty mentors, faculty athletic associates, and other staff members, students will receive customized guidance to address their academic, career, and personal needs. This initiative is anticipated to enhance the overall college experience and significantly improve student retention rates.

Activity Status: 
Scaling
Evaluation/Assessment plan: 

Evaluation Plan and measures: Data will be collected and analyzed at the end of each Fall and Spring semester.

KPIs:

  • Fall to Spring retention (program was piloted Spring 2024)
  • Fall to Fall retention
  • Average credits earned to graduate for students enrolled in an Associate program
  • Two – and – three-year graduation rate for students enrolled in Associate program.

Baseline measure (for each KPI)

Retention (* These data are not cohort specific)

  Fall 2020 Fall 2021  Fall 2022 Fall 2023 

Fall-to-Spring Retention* 

 64.0% 64.3%  69.7%  73.2% 

Fall-to-Fall Retention* 

 32.9% 34.2%  34.2%  32.8% 

Credit for graduation:

  FY 2020 FY 2021  FY 2022  FY 2023 

Average credits earned to graduate for students enrolled in an Associate program 

 73.5 72.6 73.1  69.8

Graduation rate (USG Qlik app):

Full-time Student Graduation Rates 

 Fall 2019 Cohort  Fall 2020 Cohort  Fall 2021 Cohort  Fall 2022 Cohort

Two-year graduation rate for students enrolled in an Associate program

7.6% Institutional 

7.6% System-Wide

9.1% Institutional 

9.1% System-Wide 

9.6% Institutional 

9.6% System-Wide 

11.9% Institutional 

12.1% System-Wide 

Three-year graduation rate for students enrolled in an Associate program

13.0% Institutional 

13.0% System-Wide 

15.1% Institutional 

15.1% System-Wide 

16.2% Institutional 

16.4% System-Wide 

N.A.

Current/most recent data (for each KPI):

No current data yet since the update of the student success team model is being piloted during the spring 2024 semester for athletes and for every student during the Fall 2024 semester.

Goal or targets (for each KPI):

  • Fall to Spring retention: increase by 5% 
  • Fall to Fall retention: increase by 5% 
  • Average credits earned to graduate for students enrolled in an Associate program: decrease by 5 credit hours 

Two- and three-year graduation rate for students enrolled in an Associate program: increase by 5% 

Progress and Adjustments: 

The Student Success Team strategy was piloted with athletic teams during the Spring 2024 semester to facilitate advisement for the Summer and Fall 2024 semesters. This collaborative approach has now been adopted campus-wide for the 2024-2025 academic year.

Plan for the Year Ahead: 

The Student Success team, in collaboration with faculty administrators, ensures that all advisors are well-informed. Professional development sessions were held during the summer to effectively train Success Coaches and faculty members in advisement and registration for the upcoming semesters. Additionally, follow-up training tailored to specific disciplines was provided to enhance faculty and staff proficiency. We will evaluate the process to identify any necessary adjustments or scaling before future terms.

Challenges and Support: 

It is important to ensure that students recognize the significance of maintaining enrollment in their assigned courses for the semester, especially when they are enrolled in 12 or 13 credit hours, to prevent the necessity of completing nine credit hours during the summer.

Contact email: 
gmathews@ega.edu
Primary Contact: 
Georgia Sanders, Director of Student Success

Bobcat Summer Leadership Program (East Georgia State College-2024)

Strategy/Project Name: 
Bobcat Summer Leadership Program
Momentum Area: 
Mindset
Category: 
First Year Experience
High Impact Practices
Learning Communities
Mindset
Orientation
Transition to College
Strategy/Project Description: 

The Bobcat Summer Leadership Program (BSLP) is open to all first-time full-time freshmen planning to attend East Georgia State College immediately after high school. The program is designed to provide the student with an opportunity to build a strong academic foundation to ease the transition from high school to college. In addition to taking courses for credit toward their degree, the student will connect with support services and engage in a range of leadership development activities.

This is a 4-week residential program on the Swainsboro campus, but it is open to anyone who plans to attend EGSC at our other locations or online in the Fall.

Activity Status: 
Piloting
Evaluation/Assessment plan: 

Evaluation Plan and measures:

Participant data/KPIs will be collected at the end of summer semester and subsequent semesters.

KPIs:

  • Summer to Fall retention for program participants
  • Fall to Spring retention for participants
  • Summer GPA for participants
  • Fall GPA for participants
  • Spring GPA for participants
  • Summer Success rate for participants
  • Fall Success rate for participants
  • Spring Success rate for participants
  • Two-year graduation rate for student participants enrolled in Associate degree programs

Baseline measure (for each KPI):

Retention rate:

Academic Year 21-22 Academic Year 22-23
Summer to Fall 61%

(394/646 students)

 66.8%

(332/497 students)
Fall to Spring 64.3%

(1313/2042 students)

 68.7%

(1303/1898 students)
Semester GPA: 2022 2023   Success rate: 2022 2023
Summer 2.64 2.40  

Summer

73.4%

67.4%
Fall 2.22 2.34  

Fall

61%

65.8%
Spring 2.35 2.36  

Spring

63.8%

62.7%

Two-year graduation rate:

2020 cohort 2021 cohort
Two-year graduation rate: 7.8%
(cohort size: 691 students)		 8.0%

(cohort size: 671 students)

Current/most recent data:

Limited data is currently available since this Summer Program will start in July 2024.

Retention rate:

Academic Year 23-24
BLSP students Non BLSP students All students
Summer to Fall 100% 66.8% 67.4%

Semester GPA:

2024
BLSP students Non BLSP students All students
Summer 3.57 2.39 2.41

Success rate:

2024
BLSP students Non BLSP students All students
Summer 100% 65.8% 69.6%

Goal or targets:

KPI Goal Results
Summer to Fall retention 90% 100%
Fall to Spring retention 90% NA
Summer GPA 2.8 3.57
Fall GPA 2.8 NA
Spring GPA 2.8 NA
Summer success rate 90% 100%
Fall success rate 90% NA
Spring success rate 90% NA
Two-year graduation rate for student participants enrolled in Associate programs 70% NA
Progress and Adjustments: 

The cohort of students involved in our pilot program has continued to keep in close contact with the faculty involved in the program. There are regular office visits, updates on course progress, questions about any hurdles they may face on campus and a general desire to regroup as a course cohort again in upcoming semesters. Recently, the students expressed an interest in participating in next summer’s BPSL as advanced members/leaders within the program. This cohort of students can frequently be found dining together, engaging with one another at campus events and maintaining close ties as the semester moves on.

Plan for the Year Ahead: 

Developing a timely marketing campaign. Enhancing the program experience (increase course offerings, higher number of participants, continuing to include faculty engagement through workshop activities outside of faculty teaching within the program.) We have talked about key members of the pilot cohort participating in future student outreach.

Challenges and Support: 

Cost is always a challenge. Field trips, meals, supplies, faculty/staff pay, marketing, etc add up.

Student commitment/early sign up can also be a challenge at an access institution.

Developing effective, targeted marketing for recruitment. 

A grant to stimulate the program would be wonderful. The aid could be used for marketing, program experiences and student needs.

Contact email: 
jweaton@ega.edu
Primary Contact: 
Johnna Eaton, Interim Dean of Students

Improve the first-year completion rate of the Mathematics and Quantitative Skills areas and the Communicating in Writing areas of the core IMPACTS (East Georgia State College-2024)

Strategy/Project Name: 
Improve the first-year completion rate of the Mathematics and Quantitative Skills areas and the Communicating in Writing areas of the core IMPACTS
Momentum Area: 
Pathways
Category: 
Advising
Co-curricular Pathways
Corequisite Learning Support
First Year Experience
Pathways
Other/Undefined
Strategy/Project Description: 

EGSC is seeking to improve the rate at which students complete the English composition series and required math course within their first 30 hours of coursework. We understand that failure to complete these vital and foundational courses in the early portion of a student’s education journey can hinder the student by blocking courses that need the prerequisite and by limiting the number of choices a student has available to choose from during each successive registration period.

Activity Status: 
Initiating
Evaluation/Assessment plan: 

Evaluation Plan and measures:

Key performance indicators include studying the data and examining how many semesters, historically, it takes students to complete these foundational courses on each campus and in each demographic subcategory to see if any trends can be found.

KPIs:

  • Percentage of new first time college students registering for Mathematics and Quantitative Skills (MATH course) and Communicating in Writing (ENGL 1101 and 1102) courses within the first year in both aggregated and disaggregated groups.
  • Percentages of students registering for Mathematics and Quantitative Skills (MATH course) and Communicating in Writing (ENGL 1101 and 1102) within the first year, who completed all three courses successfully with a grade C or better.

Baseline Measure (for each KPI):

  • Percentage of new first time college students registering for Mathematics and Quantitative Skills (MATH course) and Communicating in Writing (ENGL 1101 and 1102) courses within the first year in both aggregated and disaggregated groups.: see appendix
  • Percentages of students registering for Mathematics and Quantitative Skills (MATH course) and Communicating in Writing (ENGL 1101 and 1102) within the first year, who completed all three courses successfully with a grade C or better: see appendix

Current/most recent data (for each KPI):

This effort is in the initial stage (February 2024) and no data has been collected or examined.

Progress and Adjustments: 

This effort is in the initial stages as we get our administrative restructuring and curriculum coordinator into place along with our new faculty-only advisement structure. (SUMMER/FALL 2024). Instead of hiring curriculum coordinators for each discipline, in our restructuring during Summer 2024, three separate Department Chairs were hired to cover Mathematics/Natural Science, Humanities, and Social Sciences. In addition, a curriculum coordinator was hired from the current English faculty to facilitate the coordination of the curriculum and requirements in ENGL 1101 and ENGL 1102.

With regard to advisor education about our renewed push for completion of math/ENGL in 30-hours, we restructured the advisement process for FALL 2024 and advisee assignments go to faculty only, so we will now need to start this education push again.

Plan for the Year Ahead: 

The ENGL 1101/1102 curriculum coordinator is currently working on shared policies and procedures for these courses, such as an AI policy, agreement about types and numbers of essays, etc. These discussions and the work are in the initial stages.

The math department is currently discussing reinstituting Math Modeling and the learning support corequisite for that course so that business students are not all funneled directly in to MATH 1111 College Algebra. These discussions and the work are in the initial stages.

Challenges and Support: 

Time for meetings; collating the data to determine which areas of our population we should begin with; making sure that we have full buy-in and adequate education for our faculty advisors on campus; general course pass rates.

Contact email: 
cwhelan@ega.edu
Primary Contact: 
Dr. Catherine Whelan, Provost & VP for Academic/Student Affair

Campus Plans Supplemental Sections

Observations and Next Steps

We continued the student success strategies that we initiated in 2023 and hope that these strategies will lead to an additional increase in student success and a further reduction in the performance gap. These strategies include the adoption of the inclusive access model for textbook, update of the CATS 1101 course, and the work from the student success coaches for both academic support and advising. While only limited data are available, the Bobcat Summer Leadership Program that was started during the summer 2024 shows great promises. The program is designed to provide the student with an opportunity to build a strong academic foundation to ease the transition from high school to college. In addition to taking courses for credit toward their degree, the student will connect with support services and engage in a range of leadership development activities.

We believe that none of the student success strategies are ineffective. We still have no data or limited data to show the effectiveness of several strategies because they were initiated recently. For example, the student success team strategy was only implemented to all students at the beginning of August 2024.

The improvement of the first-year completion rate of the Mathematics and Quantitative Skills areas and the Communicating in Writing areas of the core IMPACTS, and reduction in the performance gap are the two main priorities for 2025. For the Mathematics and Quantitative Skills areas and the Communicating in Writing areas, Faculty are working with the newly hire Chair of the Department of Mathematics and Sciences and English Curriculum Coordinator to restructure the math and English freshman courses. Finally East Georgia State College was selected for 2024 Student Success Equity Intensive Program Cohort organized by the American Association of State Colleges and Universities. Participating SSEI schools are required to assemble a team of campus leaders that includes presidents, provosts, and student success and data experts. During this team-learning experience, EGSC will receive customized support to help make data-driven decisions that center the realities of Black, Latinx, Indigenous, and low-income students. Throughout the program, members become better equipped to tackle the barriers these students face, so they no longer stand in the way of academic achievement.

Finally, we are working to integrate our top five strategies for success as a part of ASPIRE with our Momentum/CCG plan:

  • ASPIRE strategies #1 - Freshmen successfully completing 30 hours within first academic year. Several Momentum strategies are aligned with this strategy: Student Success Coaches, Academic Advisement, Student Success Team, and Bobcat Summer Leadership Program.
  • ASPIRE strategies #2 - Freshmen completing initial Writing/Math courses within the first academic year. The Momentum activities Improve the first-year completion rate of the Mathematics and Quantitative Skills areas and the Communicating in Writing areas of the core IMPACTS and Bobcat Summer Leadership Program are directly related to this ASPIRE strategy.
  • ASPIRE strategies #3 - Student success rates. The following Momentum activities align with this strategy: Student Success Team, Student Success Coaches, and the update of the CATS 1101 course.
  • ASPIRE strategies #4 - Equity gap in student success rates. Student Learning Communities, Inclusive Access for Digital Content used as Textbook, and the new work with the SCU Student Success Equity Intensive program aligned with this strategy.