East Georgia State College Campus Plan Update 2022

Fall Semester

2013

2014

2015

2016

2017

2018

2019

2020

2021

2022

High School

12

23

115

101

96

33

76

100

151

Online Only

164

171

232

260

383

443

493

797

680

558

Augusta

92

307

468

462

429

386

357

246

236

193

Statesboro

1,523

1,343

1,327

1,249

1,078

1,075

973

634

425

413

Swainsboro

1,078

1,077

951

1,066

1,012

942

885

662

582

585

Total Enrolled

2,857

2,910

3,001

3,152

3,003

2,942

2,741

2,415

2,023

1,900

Fall Semester

2013

2014

2015

2016

2017

2018

2019

2020

2021

2022

High School

0.4%

0.8%

3.6%

3.4%

3.3%

1.2%

3.1%

4.9%

7.9%

Online Only

5.7%

5.9%

7.7%

8.2%

12.8%

15.1%

18.0%

33.0%

33.6%

29.4%

Augusta

3.2%

10.5%

15.6%

14.7%

14.3%

13.1%

13.0%

10.2%

11.7%

10.2%

Statesboro

53.3%

46.2%

44.2%

39.6%

35.9%

36.5%

35.5%

26.3%

21.0%

21.7%

Swainsboro

37.7%

37.0%

31.7%

33.8%

33.7%

32.0%

32.3%

27.4%

28.8%

30.8%

Student Ethnic Composition

EGSC

USG

White

46.4%

45.9%

Black

38.4%

25.3%

Hispanic

7.1%

19.0%

Asian

1.3%

4.9%

Two or More Races

4.4%

3.1%

Other

2.5%

1.9%

Fall 2022 Enrollment

Augusta

Statesboro

Swainsboro

High Schools

Online Only

Overall

Female

100

210

299

89

350

1,048

Black or African American

42

69

135

15

134

395

White (Non-Hispanic Origin)

40

105

137

55

159

496

Multiracial

9

19

17

4

37

86

Other

9

17

10

15

20

71

Male

93

203

286

62

208

852

Black or African American

49

69

127

7

81

333

White (Non-Hispanic Origin)

27

104

117

41

95

384

Multiracial

10

24

28

10

17

89

Other

7

6

14

4

15

46

Total

193

413

585

151

558

1,900

Fall 2022 Enrollment

Augusta

Statesboro

Swainsboro

High Schools

Online Only

Overall

Female

5.3%

11.1%

15.7%

4.7%

18.4%

55.2%

Black or African American

2.2%

3.6%

7.1%

0.8%

7.1%

20.8%

White (Non-Hispanic Origin)

2.1%

5.5%

7.2%

2.9%

8.4%

26.1%

Multiracial

0.5%

1.0%

0.9%

0.2%

1.9%

4.5%

Other

0.5%

0.9%

0.5%

0.8%

1.1%

3.7%

Male

4.9%

10.7%

15.1%

3.3%

10.9%

44.8%

Black or African American

2.6%

3.6%

6.7%

0.4%

4.3%

17.5%

White (Non-Hispanic Origin)

1.4%

5.5%

6.2%

2.2%

5.0%

20.2%

Multiracial

0.5%

1.3%

1.5%

0.5%

0.9%

4.7%

Other

0.4%

0.3%

0.7%

0.2%

0.8%

2.4%

FTF Fall 2022 Course Load

Augusta

Statesboro

Swainsboro

Online Only

Overall

Full-Time Percentage

83.3%

88.6%

93.7%

51.3%

84.5%

Part-Time Percentage

16.7%

11.4%

6.3%

48.7%

15.5%

FTF Fall 2022 First Generation /Pell Recipient

Augusta

Statesboro

Swainsboro

Online Only

Overall

First Generation Percentage

28.9%

20.9%

26.5%

30.1%

25.4%

Pell Grant Recipient Percentage

58.9%

55.1%

71.2%

67.3%

63.8%

Activity/Project Name

Annual Review of Academic Program Maps

Momentum Area
(select all that apply)

3. Purpose
3. Pathways
4. Mindset
3. Change Management
3. Data & Communications

Activity/Project Overview or Description (what this is?)

Reviewed annually by AVP Academics, Director of Advising, coordinators, and VPAA to ensure seamless transition to 4-year programs and/or graduation.

Activity/Project Activity Status (where is this in process? E.g., studying, initiating, piloting, scaling, maintaining, retiring, etc.)

Fall 2022 Update: All the academic program maps were reviewed in May 2022. The AVP Academics consulted with the Director of Advising for inputs. Course number for the BIOL 2251K, BIOL 2252K, and BIOL 2260K were updated. The academic program map for the new AS in Financial Technology was created. All updated and new academic program maps were uploaded on the EGSC website. Updates to program plans and pathways were made during the Summer 2022. The revised forms have been placed on the academic advisement website.

Evaluation/Assessment plan (Key Performance Indicators, assessment plan, anticipated time period, reporting and review)

Evaluation Plan and measures: Carefully review academic program requirements at receiving institutions to update maps, as necessary.

Baseline measure – updated academic program maps

Goal or targets – seamless transfer to receiving institutions

Time period/duration - ongoing

Progress and Adjustments
(what has been accomplished and what changes do you feel you need to make)

Review academic program requirements annually

Plan for the year ahead
(What steps will you be taking in 2022)

Continue to monitor and make changes, as necessary

What challenges will affect your ability to do this activity?
What support do you need from outside your institution (e.g., the System Office or other institutions) to be successful?

None anticipated

Project Lead/point of contact

AVP Academics, Academic Campus Coordinators

Activity/Project Name

Analysis of Academic Programs

Momentum Area
(select all that apply)

3. Purpose
3. Pathways
4. Mindset
3. Change Management
3. Data & Communications

Activity/Project Overview or Description (what this is?)

Reviewed annually by AVP Academics, coordinators, and VPAA to redefine mission of the college, right-size, and maximize resources.

Activity/Project Activity Status (where is this in process? E.g., studying, initiating, piloting, scaling, maintaining, retiring, etc.)

Fall 2022 Update: The USG Study Group Spring 2021 review of academic programs has been completed. Three bachelor and thirteen associate degree programs were closed to new admissions as of August 2021.

Evaluation/Assessment plan (Key Performance Indicators, assessment plan, anticipated time period, reporting and review)

Evaluation Plan and measures: Analyzed data from USG Study Group to determine viability of academic programs.

Baseline measure – 21 academic programs

Goal or targets – 5 academic programs

Time period/duration - completed

Progress and Adjustments
(what has been accomplished and what changes do you feel you need to make)

Faculty met and submitted academic programs for deactivation. These recommendations were submitted to the Faculty Senate for review and further recommendations. The recommendations from the Faculty Senate were presented to the President’s Cabinet for approval. The recommendations were approved and submitted to the USG.

Fall 2022 Update: In Fall Semester 2021, the AS in Natural Sciences and the AA in Social Sciences were added. EGSC has been approved to offer the eMajor AS in Financial Technology beginning in Spring Semester 2023 and BS in Criminal Justice beginning in Fall semester 2023. EGSC has engaged Hanover Research in a service agreement that extends through August 2025 to identify associate and bachelor degree options appropriate to the needs of its service area.

Plan for the year ahead
(What steps will you be taking in 2022)

Continue to monitor

What challenges will affect your ability to do this activity?
What support do you need from outside your institution (e.g., the System Office or other institutions) to be successful?

None anticipated

Project Lead/point of contact

AVP Academics, Academic Campus Coordinators

Activity/Project Name

Alignment of Degree Programs with 4-year Receiving Institutions

Momentum Area
(select all that apply)

3. Purpose
3. Pathways
4. Mindset
3. Change Management
3. Data & Communications

Activity/Project Overview or Description (what this is?)

Ensure that all EGSC courses count for credit in Area F at USG receiving institutions

Activity/Project Activity Status (where is this in process? E.g., studying, initiating, piloting, scaling, maintaining, retiring, etc.)

Fall 2022 Update: Since most of the EGSC students transfer to either Georgia Southern University (GSU) and Augusta University (AU), we decided to align the area F of the EGSC academic programs to the Area F of corresponding academic programs at these two institutions.

Evaluation/Assessment plan (Key Performance Indicators, assessment plan, anticipated time period, reporting and review)

Evaluation Plan and measures: Annual review of Area F requirements in degree programs and transfer pathways

Baseline measure – Area F in current academic program maps

Goal or targets – all Area F courses count toward degree majors

Time period/duration - ongoing

Progress and Adjustments
(what has been accomplished and what changes do you feel you need to make)

Annual review of Area F requirements for 5 academic degrees Fall 2022 Update: The area F of the AA in Liberal Arts Computer Sciences Transfer Pathway was revised during the summer to match the requirements of the BS Computer Sciences at Georgia Southern University and Augusta University.

Plan for the year ahead
(What steps will you be taking in 2022)

Continue to monitor and amend, as necessary

What challenges will affect your ability to do this activity?
What support do you need from outside your institution (e.g., the System Office or other institutions) to be successful?

None anticipated

Project Lead/point of contact

AVP Academics, Academic Campus Coordinators

Activity/Project Name

Advising for 15 credit hours per semester

Momentum Area
(select all that apply)

3. Purpose
3. Pathways
4. Mindset
3. Change Management
3. Data & Communications

Activity/Project Overview or Description (what this is?)

Emphasize 15 credit-hour goal to professional and faculty advisors and publish two-year academic degree plans

Activity/Project Activity Status (where is this in process? E.g., studying, initiating, piloting, scaling, maintaining, retiring, etc.)

Ongoing during preregistration, registration, and drop/add.

Fall 2022 Update: Faculty and staff are trained during workshops to advise students based on 15 credit hours per semester to ensure on-time graduation. (DKM)

These workshops were held on:

Fall Workshop on August 3, 2022

Faculty Professional Development Day on October 7, 2022

Evaluation/Assessment plan (Key Performance Indicators, assessment plan, anticipated time period, reporting and review)

Evaluation Plan and measures: Data will be examined to determine the success rates for students taking 15 or more credit hours versus students taking between 12-14 credit hours

Baseline measure – GPAs of students in both groups (above)

Goal or targets – 50% of students taking 15 or more credit hours will make Cs or higher in their classes

Fall 2022 Update: Students taking 15 or more credit hours will have higher GPAs for the semester compared to students with course loads of less than 15 credit hours.

Time period/duration – after final grades are posted at the conclusion of each semester

Progress and Adjustments
(what has been accomplished and what changes do you feel you need to make)

Break down results according to demographic groups for comparison and remediation.

Fall 2022 Update: Over the 2019 through 2022 academic years, 64% of students taking 15 credit hours had a semester GPA of 2.0 or greater, with an average GPA of 3.06; the other 36% of students taking 15 credit hours had an average semester GPA of 0.90.

Of students taking 12-14 credit hours, 58% had a semester GPA of 2.0 or greater, with an average GPA of 3.06; the other 42% of students taking 12-14 credit hours had an average semester GPA of 0.75.

Of students taking less than 12 credit hours, 70% had a semester GPA of 2.0 or greater, with an average GPA of 3.34; the other 30% of students taking less than 12 credit hours had an average semester GPA of 0.51.

Plan for the year ahead
(What steps will you be taking in 2022)

Continue to monitor and implement support strategies for students at-risk

What challenges will affect your ability to do this activity?
What support do you need from outside your institution (e.g., the System Office or other institutions) to be successful?

Fall 2022 Update: New students coming in after Covid may not be able to handle 15 hours and be as successful due to lack of learning in classroom. Students in 15 hours should be made to utilize resources to ensure success OR have a plan to check on those students regularly.

Project Lead/point of contact

AVP Academics, Academic Campus Coordinators

Activity/Project Name

Focus on High Impact Practices (HIPs)

Momentum Area
(select all that apply)

3. Purpose
3. Pathways
4. Mindset
3. Change Management
3. Data & Communications

Activity/Project Overview or Description (what this is?)

Train faculty in HIPs and encourage faculty to implement into their teaching, assignments, and exams

Activity/Project Activity Status (where is this in process? E.g., studying, initiating, piloting, scaling, maintaining, retiring, etc.)

Present a session on HIPs at the annual Faculty Workshop

CETL programming on HIPs

Fall 2022 Update: As part of a STEM IV grant from the USG, we implemented Curriculum-embedded Undergraduate Research Experiences (CUREs) into all our biology and chemistry classes for STEM majors. We piloted this approach in our general biology and chemistry course sequences first, and then extended the approach throughout the courses in these areas. These changes were combined with Mindset surveys given to all students at the beginning and end of each semester for each course.

Through a private grant, students awarded a Correll Scholarship earn the EGSC’s Service Seal of Distinction by mentoring and tutoring high school students in the College’s Fulford Center.

EGSC introduced Student Learning Communities (SLCs) as its quality enhancement plan (QEP) during its 2021 SACSCOC decennial reaffirmation of accreditation review. Progress on SLCs is detailed below in a separate section.

Evaluation/Assessment plan (Key Performance Indicators, assessment plan, anticipated time period, reporting and review)

Evaluation Plan and measures: Faculty will set goals for student learning and assess at the conclusion of each term

Baseline measure – final grades for the past two years in the same course

Goal or targets – unique to each professor

Time period/duration – after final grades are posted at the conclusion of each semester

Progress and Adjustments
(what has been accomplished and what changes do you feel you need to make)

Amend or change HIPs according to the student learning outcomes

Plan for the year ahead
(What steps will you be taking in 2022)

Encourage faculty to set and measure student success using goals; reward faculty who meet or exceed goals

What challenges will affect your ability to do this activity?
What support do you need from outside your institution (e.g., the System Office or other institutions) to be successful?

None anticipated

Project Lead/point of contact

AVP Academics, Academic Campus Coordinators, CETL Director

Activity/Project Name

Student Learning Communities (SLCs)

Momentum Area
(select all that apply)

3. Purpose
3. Pathways
4. Mindset
3. Change Management
3. Data & Communications

Activity/Project Overview or Description (what this is?)

Linking academic courses in two subject areas to improve learning, make connections between academic subjects, and understand why and how learning in two subject areas can be relevant

Activity/Project Activity Status (where is this in process? E.g., studying, initiating, piloting, scaling, maintaining, retiring, etc.)

Fall 2022 Update: A number of activities have been conducted to promote SLCs since March 2022, including:

• A May 17^th workshop to discuss direct and indirect assessment. The workshop was designed to assist faculty with developing assessment methods for their SLCs.
• A June 9^th workshop that addressed student success strategies for SLCs, interdisciplinary learning, and activities to engage students.
• A July 12^th workshop focusing on how to create learning objectives, assess objectives, assess a course, create effective lesson plans, and promote student engagement.
• A September 9^th workshop introducing the SLC QEP to new faculty.
• On September 22^nd, two EGSC professors who were leading an SLC. participated in the Augusta University reading of the Amendments for Constitution Day. The professors brought their SLC students from their American History and American Government classes to the event.

Evaluation/Assessment plan (Key Performance Indicators, assessment plan, anticipated time period, reporting and review)

Evaluation Plan and measures: Compare student final grades in SLCs and same courses that are not linked

Baseline measure – final grades

Goal or targets – Students in SLCs score an average of 5 percent higher than students not in SLCs

Time period/duration – after final grades are posted at the conclusion of each semester

Progress and Adjustments
(what has been accomplished and what changes do you feel you need to make)

Outcomes will be known at the conclusion of SP 2022

Plan for the year ahead
(What steps will you be taking in 2022)

More faculty training in creation of linked courses is needed and will be provided before the AY 2022-2023; increase the number of SLCs offered each semester; goal to have all SLCs taught in a face-to-face modality

What challenges will affect your ability to do this activity?
What support do you need from outside your institution (e.g., the System Office or other institutions) to be successful?

Fall 2022 Update: Scheduling SLCs continues to be challenging. Beginning in Fall Semester 2022, only course sections that are scheduled for the full semester will be paired to form SLCs.

Project Lead/point of contact

AVP Academics, Academic Campus Coordinators, QEP Co-chairs

Activity/Project Name

Student Retention

Momentum Area
(select all that apply)

3. Purpose
3. Pathways
4. Mindset
3. Change Management
3. Data & Communications

Activity/Project Overview or Description (what this is?)

Collect, compile, and present retention data to faculty and staff; HIPs implemented and assessed

Activity/Project Activity Status (where is this in process? E.g., studying, initiating, piloting, scaling, maintaining, retiring, etc.)

Fall 2022 Update: The Advisement department contacts students and meet with them face-to-face (sometimes via zoom) about their experiences at East Georgia and registers them for classes for the next term.

Evaluation/Assessment plan (Key Performance Indicators, assessment plan, anticipated time period, reporting and review)

Evaluation Plan and measures: Enact intervention measures for students reported as at-risk (4 week and 8 week) and students on academic warning. Compare grades: at risk/midterm/final to measure success.

Baseline measure – Grades of students at risk at time of alert and grades of students on academic warning at the start of the semester

Goal or targets – Students with interventions pass their classes with grades of C or higher

Time period/duration – after final grades are posted at the conclusion of each semester

Progress and Adjustments
(what has been accomplished and what changes do you feel you need to make)

We need to focus efforts on improving our retention and scaffolding strategies. Professional development training in academic intervention strategies is needed for professional advising staff, success coaches, and faculty.

Fall 2022 Update: Retention plans have been developed for different student populations and those plans are being implemented. Tutoring services have been expanded within on-campus housing, and we are developing strategies based on specific situations.

Plan for the year ahead
(What steps will you be taking in 2022)

HIPs training will be provided to faculty and staff; faculty and staff will be accountable for the academic success of their students.

What challenges will affect your ability to do this activity?
What support do you need from outside your institution (e.g., the System Office or other institutions) to be successful?

Funding for professional development

Professional development seminars – availability, presenters, topics

Guidance on assessing student learning

Project Lead/point of contact

AVP Academics, Academic Campus Coordinators, Retention Director, CETL Director