Section 3 - Academic Affairs

Publication and Representation of Accreditation Status and Substantive Change

Policy Number: 3.1
Effective Date: May 2, 2019
Revision History: May 26, 2016
Policy Contact: Executive Director of Research and Sponsored Programs, Accreditation and Certification Activities

Purpose and Policy Statement

This policy ensures compliance with SACSCOC Principles of Accreditation Section 14: Transparency and Institutional Representation and ensures that the institution remains in good standing with its regional accrediting organization. SACSCOC requires the institution have a published policies regarding (1) publication of its accreditation status, (2) substantive change, and (3) representation to other agencies.

Scope

All GGC faculty and staff are responsible for following these policies.

Representation of Accreditation Status

Georgia Gwinnett College administrators are responsible for representing accurately to the public its status and relationship with SACSCOC; reporting accurately to the public its status with state and federal government if receiving funding from either or both; maintaining openness in all accreditation-related activities; ensuring the availability of institutional policies to students and the public; and publishing appropriate information with respect to student achievement. understanding and complying with SACSCOC Principles of Accreditation Section 14: Transparency and Institutional Representation. 

In adhering to SACSCOC policy on the representation of Georgia Gwinnett College’s accreditation status, GGC officials must accurately represent its accreditation status and publish the full statement found in the SACSCOC Institutional Obligations for Public Disclosure policy in the GGC Catalog, the Administrative Policy Manual, Student Handbook and the GGC website.

Substantive Change

Georgia Gwinnett College academic and administrative officers welcome the expansion of academic opportunities through the development of new programs and/or courses offered to students. The Institutional Accreditation Liaison has the responsibility to report intended changes including development of new academic programs of study, changes to the level of degrees offered, initiation of distance education and new off-site teaching locations to its regional accrediting body, the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), and where required, obtain approval prior to the implementation of such changes through the Substantive Change process. College administrators are responsible for complying with the SACSCOC Substantive Change policy as a condition of  the institution’s continued accreditation by SACSCOC.

Contained within SACSCOC Principles of Accreditation, 14.2 specifically outlines the institution’s responsibility for compliance with the Commission’s substantive change procedures and policy. Additionally, SACSCOC provides within its institutional resources a Policy Statement regarding Substantive Change for Accredited Institutions of the Commission on Colleges which outlines the process that must be followed.

Responsibility for Compliance

Georgia Gwinnett College’s academic and administrative officers have the fundamental responsibility to be generally aware of the substantive change policy and to inform the the Institutional Accreditation Liaison at the earliest point possible of proposals/changes that may be considered a substantive change for the College, and to provide the liaison with any data, information, or prospectus necessary to comply with SACSCOC policy.

The Institutional Accreditation Liaison will provide GGC administrators with information about the SACSCOC substantive change policy. This includes, but is not limited to:

• maintaining current information concerning substantive change and sending information about substantive change to institutional leadership at least annually,
• working with institutional leadership to determine whether a proposed change is substantive,
• determining what action with respect to SACSCOC is needed when a change is substantive,
• filing the appropriate notice or prospectus with SACSCOC, and
• coordinating with SACSCOC and institutional leadership regarding any required follow-up action.

Notification of Proposed Changes

If a change is substantive, the Institutional Accreditation Liaison must follow SACSCOC’s specific procedure with all applicable due dates.  Where prior approval is required, the Institutional Accreditation Liaison shall adhere to the procedure outlined and allow sufficient time for the change to be reviewed by SACSCOC prior to implementation.. The Senior Vice President for Academic and Student Affairs/Provost will provide the Institutional Accreditation Liaison with a copy of the proposed change. The Institutional Accreditation Liaison, in consultation with SACSCOC staff, will then determine if the change could be considered a substantive change and the appropriate action will then be initiated.

Late Notification of Unreported Substantive Change

If it is discovered that the change may be considered a substantive change and has been implemented without notification to SACSCOC, the appropriate institutional leadership has the responsibility to notify the SACSCOC Accreditation Liaison immediately. It is then the responsibility of the SACSCOC Accreditation Liaison to notify the SACSCOC President as provided in the SACSCOC Policy. To ensure that proposals/changes that may be considered substantive changes do not go unreported, the Senior Vice President for Academic and Student Affairs/Provost annually reviews changes that have been implemented to ensure that the appropriate notification to SACSCOC has been given if required.

Representation to Other Agencies

Georgia Gwinnett College has an institutional responsibility to adhere to SACSCOC policy regarding accrediting decisions of other agencies. Georgia Gwinnett College’s leadership has the fundamental responsibility to inform the College’s SACSCOC Accreditation Liaison at the earliest point possible of actions of other USDOE recognized accrediting bodies relative to accreditation or certification of its programs.

In order to comply with SACSCOC policy on the representation of accreditation and certification status the SACSCOC Accreditation Liaison will:

• provide guidance with respect as to how Georgia Gwinnett College describes itself in identical terms to each USDOE recognized accrediting body with regard to purpose, governance, programs, degrees, diplomas, certificates, personnel, finances, and constituents,
• be notified by appropriate institutional leadership regarding any accrediting actions pending or taken by any USDOE recognized accrediting body immediately,
• provide as required by SACSCOC, evidence showing consistency in its representation of purpose, governance, programs, degrees, diplomas, certificates, personnel, finances, and constituents, and
• file the appropriate notice with SACSCOC of any change in the institution’s status with one or another of its accrediting bodies.

Related Regulations, Statutes, Policies, and Procedures

SACSCOC Principles of Accreditation Section 14.1: Publication of Accreditation Status
SACSCOC Principles of Accreditation Section 14.2: Substantive Change
SACSCOC Principles of Accreditation Section 14.4: Representation to Other Agencies

3.2 Faculties

Reviewed May 26, 2016

See Board of Regents Policy Manual Section 3.2.

3.2.1 Faculty Membership

Reviewed May 26, 2016

See Board of Regents Policy Manual Section 3.2.1.

3.2.1.1 Corps of Instruction

Reviewed May 26, 2016

See Board of Regents Policy Manual Section 3.2.1.1.

3.2.1.2 Administrative Officers

Reviewed May 26, 2016

See Board of Regents Policy Manual Section 3.2.1.2.

3.2.1.3 Other Faculty Members

Reviewed May 26, 2016

Georgia Gwinnett College has filed with the Office of the Board of Regents a list of administrative offices which have ex officio faculty status.

See Board of Regents Policy Manual Section 3.2.1.3.

3.2.2 Election of Faculties

Reviewed May 26, 2016

See Board of Regents Policy Manual Section 3.2.2.

3.2.3 Faculty Meetings

Reviewed May 26, 2016

See Board of Regents Policy Manual Section 3.2.3 and see Faculty Manual of Policies and Procedures.

3.2.4 Faculty Rules and Regulations

Reviewed May 26, 2016

See Board of Regents Policy Manual Section 3.2.4.

3.2.5 Termination of Faculty Employment

Reviewed May 26, 2016

See Board of Regents Policy Manual Sections 3.2.5 and 8.3.9.

3.2.6 Regents Teaching and Service To Students Awards Program

Reviewed May 26, 2016

See Board of Regents Policy Manual Section 3.2.6.

The Regents’ Teaching Excellence Award and the Regents’ Scholarship of Teaching and Learning Award recognize the finest among the University System of Georgia’s full-time instructional faculty for their demonstrated educational excellence in teaching and in the scholarship of teaching and learning. Nominees shall have a documented record of superlative teaching as well as a strong commitment to impacting student learning and the academic success of students. One (1) faculty member and one (1) department from each University System of Georgia institution may be nominated for each of the above awards; the nomination guidelines and submission procedures for each award are announced annually.

In addition, Georgia Gwinnett College has developed an Annual Awards Policy and Procedures as follows below.

3.2.6.1 Annual Awards Policies and Procedures

Reviewed May 26, 2016

In this section:

Introduction

Policies and Procedures for Faculty Awards

Eligibility

Procedure for Submitting Faculty Nominations and Portfolios

Criteria for Faculty Awards

General Guidelines

Teaching Award

Scholarship and Creative Activities Award

Student Engagement Award

Service Award

Faculty Award Recipients

Policies and Procedures for Student Awards

Eligibility

Procedure for Submitting Student Nominations and Portfolios

Criteria for Student Awards

General Guidelines

Leadership, Creativity, and Service Awards

Scholarship Awards

Freshman Award

Policies and Procedures for Staff Awards

Eligibility

Procedure for Submitting Staff Nominations

INTRODUCTION

Georgia Gwinnett College will recognize the outstanding performance of faculty, students, and staff at the fall convocation ceremony. Faculty awards will highlight outstanding performance in the areas of teaching, student engagement, scholarship and creative activities, and service. Student awards will highlight outstanding performance in the areas of scholarship (one award per school), leadership, service, and creativity. Finally, staff will receive recognition for providing outstanding service to faculty, students, and other staff in the GGC community.

Policies and procedures have been established by the Academic Schools. Those interested in submitting nominations for awards, should review all policies and procedures outlined in this document. Questions about the policies and procedures should be directed to the Chair of the Committee or one of the Faculty or staff members of the Committee.

POLICIES AND PROCEDURES FOR FACULTY AWARDS

The Annual Awards Committee will select up to five faculty members to receive awards at the convocation ceremony. Faculty awards will consist of the following:

1 Outstanding Teaching Award

1 Outstanding Scholarship and Creative Activities Award

1 Outstanding Student Engagement Award

1 Outstanding Service Award

1 Outstanding Part-Time Faculty Teaching Award

Eligibility

Faculty must meet all eligibility requirements in order to be nominated for a GGC award.

All nominees must be classified as full-time faculty at the rank of instructor, assistant, associate, or full professor for every award except the Outstanding Part-Time Faculty Teaching Award. Nominees for the Outstanding Part-Time Faculty Teaching Award must have taught at least 1 course at GGC during the Spring, Summer, or Fall semester immediately preceding the nomination period and must be classified as an adjunct faculty member at GGC.

All full-time faculty nominees must be actively teaching (not on sabbatical) for the year they receive a nomination.

Faculty may not receive the same award in two consecutive years.

Procedure for Submitting Faculty Nominations and Portfolios

Individuals interested in submitting a nomination or portfolio should follow the steps listed below. Unless otherwise explicitly stated herein, all faculty nominations must be based upon the summer semester of the previous year through the spring semester of the current year. The nominations should be submitted on or before the first Friday in February. Nominated faculty will be notified by the end of February. The deadline for faculty to submit portfolios is on or before the third Monday in March.

The Annual Awards Committee will announce a call for nominations for faculty awards.

Only students are eligible to nominate faculty members for the teaching (both full-time and part-time) and the student engagement awards. Students who are interested in nominating a faculty member for an award must complete and submit the appropriate teaching or student engagement nomination form to the Chair of the Annual Awards Committee.

Students, faculty, and staff can nominate faculty members for the scholarship and creative activities and the service awards. Those who are interested in nominating a faculty member for an award must complete and submit the official scholarship and creative activities or service nomination form to the Chair of the Annual Awards Committee.

The Annual Awards Committee will review all nominations and identify faculty who meet the eligibility requirements for the specified award.

Faculty who meet the eligibility requirements for the specified award will be notified and provided an opportunity to submit a portfolio which highlights their outstanding performance in the specified area. Please review all guidelines listed below when preparing portfolios.

*Please note that the faculty member selected for the outstanding teaching award at GGC will also be nominated for the Board of Regents teaching award.

CRITERIA FOR FACULTY AWARDS

General Guidelines

Nominated faculty must provide a cover letter addressing why they are deserving of the teaching, scholarship and creative activities, student engagement, or service award.

In addition to the cover letter, nominated faculty must follow the guidelines listed below for the specified award.

Nominees should include all relevant supporting documentation to highlight their outstanding performance in the specified area.

Faculty who are members of the Annual Awards Committee are ineligible to nominate or receive awards during their term on the committee.

Faculty must not be under any personal/academic disciplinary action at the time of selection or award.

Teaching Award

All nominated faculty for the teaching award must prepare a portfolio following the guidelines outlined by the Board of Regents. Follow the link listed below for specific information regarding criteria. http://www.usg.edu/faculty_affairs/awards/. Each nominee must request a support letter from the Dean of their school.

Scholarship and Creative Activity Award

Nominees must demonstrate that they have provided outstanding contributions to their discipline or profession.

Student Engagement Award

Nominees must demonstrate outstanding performance in the area of student engagement.

Service Award

Nominees must demonstrate outstanding performance in the service area. Specifically, nominees can provide supporting documentation illustrating their service contributions to the institution, discipline, profession, or community.

Part-Time Faculty Teaching Award

All part-time faculty nominated for the part-time teaching award must prepare a portfolio outlining his or her teaching accomplishments. The website listed above for the full-time teaching award may give nominees ideas for items to include, but part-time faculty may structure their portfolio as appropriate to suit their part-time status.

FACULTY AWARD RECIPIENTS

All faculty members selected for an award will receive a plaque and a monetary award for their outstanding performance at GGC. As an award recipient, you may be asked to speak at GGC’s Convocation ceremony.

POLICIES AND PROCEDURES FOR STUDENT AWARDS

The Annual Awards Committee will select up to eleven students to receive an award at the convocation ceremony. Award recipients will receive a plaque and a monetary award for their outstanding performance at GGC. Student awards may consist of the following:

1 Outstanding Student Scholarship Award - School of Liberal Arts

1 Outstanding Student Scholarship Award - School of Business

1 Outstanding Student Scholarship Award - School of Science and Technology

1 Outstanding Student Scholarship Award - School of Education

1 Outstanding Student Scholarship Award - School of Nursing/Allied Health

1 Outstanding Student Scholarship Award - Student Success

1 Outstanding Freshman Award

1 Outstanding Leadership Award

1 Outstanding Service Award

1 Outstanding Creativity Award

1 Outstanding Student Employee Award

Eligibility

Students must meet all eligibility requirements in order to be nominated for a GGC award.

For the scholarship (other than Student Success) and freshman awards students must have an overall cumulative GPA of 3.0 or above at the institution. For the leadership, service, and creativity awards as well as the student employee award, students must have an overall cumulative GPA of 2.5 or above.

For the scholarship (other than Student Success) awards students must have completed 75 credit hours.

Students must be enrolled at GGC during the period when they performed their leadership, service, and/or creative activities.

Students who are members of the Annual Awards Committee are ineligible to nominate or receive awards during their term on the committee.

Students may not receive the same award in two consecutive years, except for the scholarship awards which may be awarded in consecutive years.

Students must be in good academic and student conduct standing.

Procedure for Submitting Student Nominations and Portfolios

All individuals interested in submitting a nomination should follow the steps listed below. The nominations should be submitted on or before the first Friday in February. Students will be notified by the end of February. The deadline for submitting supporting documentation is on or before the third Monday in March.

The Annual Awards Committee will announce a call for nominations for student awards.

Faculty who are interested in nominating a student for an award must complete and submit the official student nomination form to the Chair of the Annual Awards Committee.

The Annual Awards Committee will review all nominations and identify students who meet the eligibility requirements for the specified award.

Students, faculty, and staff who are interested in nominating a student for the student employee award must complete and submit the official staff nomination form along with a support letter to the Chair of the Annual Awards Committee. The support letter should include detailed information about why the nominee is deserving of the student employee award.

Students who meet the eligibility requirements for the specified award will be notified and provided an opportunity to submit supporting documentation which highlights their outstanding performance in the specified area. NOTE: Students nominated for the student employee award are not required to submit any documentation to the Annual Awards Committee.

The Annual Awards Committee will review all supporting documentation and select one student for each award.

CRITERIA FOR STUDENT AWARDS

General Guidelines

Nominees must provide a cover letter addressing why they are deserving of the leadership, creativity, service, or freshman award.

Nominees should provide all relevant supporting documentation for the specified award.

Leadership, Creativity, and Service Awards

Nominees must demonstrate outstanding performance in the area of leadership, creativity, or service while attending GGC.

Scholarship Awards - Individual Schools

Nominees must demonstrate outstanding performance in the area of scholarship.

Nominees must have a GPA of 3.0 or higher.

Nominees must have completed 75 credit hours.

Scholarship Award - Student Success

Nominees must have been enrolled in one or more Student Success courses during the academic year.

Nominees must have achieved outstanding performance in their Student Success course(s) and have demonstrated significant strides in personal growth.

Freshman Award

Nominees must demonstrate outstanding performance in the area of scholarship.

Nominees must have a GPA of 3.0 or higher.

Nominees must provide one support letter from a GGC faculty member.

POLICIES AND PROCEDURES FOR STAFF AWARDS

The Annual Awards Committee will select two staff members to receive plaques and monetary awards at the convocation ceremony.

Eligibility

Staff must meet all eligibility requirements in order to be nominated for a GGC award.

Staff members who serve below the Director level or Associate or Assistant Dean levels are eligible for nomination; and those individuals who are nominated must be classified as full-time GGC staff members the year they are nominated. Employees of GGC as well as contract employees who work on the GGC campus for contractors are considered “staff” for purposes of this award.

Staff who are members of the Annual Awards Committee are ineligible to nominate or receive awards during their term on the committee.

Staff may not receive the same award in two consecutive years.

Staff must not be under any personal/academic disciplinary action at the time of selection or award.

Procedure for Submitting Staff Nominations

Individuals interested in submitting a nomination should follow the steps listed below. The nominations should be submitted on or before the first Friday in February.

The Annual Awards Committee will announce a call for nominations for staff awards.

Students, faculty, and staff who are interested in nominating a staff member for an award must complete and submit the official staff nomination form along with a support letter to the Chair of the Annual Awards Committee. The support letter should include detailed information about why the nominee is deserving of the staff award.

The Annual Awards Committee will review all nominations and identify staff members who meet the eligibility requirements for the specified award.

The Annual Awards Committee will review all completed forms and select two staff members to receive awards.

AWARDS COMMITTEE

NOMINATION FORMS  

Core Curriculum

Policy Number: 3.3.1
Effective Date: August 1, 2018
Revision History: May 26, 2016
Policy Contact: Senior Vice President for Academic and Student Affairs/Provost

Purpose and Policy Statement

This policy provides guidance to GGC students as they plan their enrollment and the faculty and advisors who provide guidance to them, so that students can satisfy all course requirements and graduate in a timely way. It provides guidance related to information technology course requirements, transferability of core courses, and specific courses that mean core curriculum requirements.

Scope

Students need to be able to access this policy to know about Georgia Gwinnett College’s general education requirements, and those staff and faculty who advise students also need to access the policy.

Roles and Responsibilities

Students: need to know general education guidelines

Employees who advise/mentor students: need to know general education guidelines.

Compliance

For specific requirements for Georgia Gwinnett College, refer to Program Completion in the Georgia Gwinnett College Catalog. In addition to the 60 hour core curriculum all students are required to complete three credit hours of physical education that includes one credit hour of wellness (such as PHED 1101) and two additional credit hours of physical education. Veterans with 12 months or more active military service may request a waiver of the required physical education credits.

Students transferring to Georgia Gwinnett College should be aware that this policy aligns with the University System of Georgia policies and guidelines.

Transfer of Core Courses

Students completing any core curriculum course at GGC or through eCore will receive full credit for that course upon transfer to another USG institution within the same major, even if a core area is not completed and even if it means giving transfer credit across areas (e.g., credit of a math course in Area C).

Information Technology Course Requirement

All transfer students are required to complete ITEC 1001 (or higher IT course) unless completed at a prior institution. This is not an additional graduation requirement but will count toward completion of Area B, Area D, or the program of study.

Core Curriculum Assessment

Assessment of the core curriculum is required as part of GGC’s accreditation by the Southern Association of Colleges and Schools and by the USG Comprehensive Program review process.

General Education Requirements

Students transferring into or out of Georgia Gwinnett College may use the table below to assure completion of all General Education requirements.

*Passing two exams, the Georgia History exam and the Georgia Constitution exam, will enable students to meet Georgia’s Government Legislative Requirement and the Georgia History Requirement, both of which are required of all college students graduating in Georgia. However, the passing of these two tests does not exempt students from earning the course credits. For example, transfer students who have taken American Government in another state may use the transfer course in the Gen Ed area but must ALSO meet the Georgia requirements by retaking the course in Georgia, taking both of the relevant tests (Georgia History exam and Georgia Constitution exam) OR taking a course in the same discipline that will serve as a suitable substitute. Even if a student has passed both exams, the student will still need to take POLS 1101 and either HIST 2111 or HIST 2112 (6 hours credit). If the student takes HIST 2111 and HIST 2112, he/she can use one of them for the first section “History.” However, the student also will need to take 3 hours of POLS 1101 from the second section “Human and Institutional Behavior.”   

Related Regulations, Statutes, Policies, and Procedures

BOR 3.3.1 Core Curriculum

Student Success Programs

Policy Number: 3.3.2
Effective Date: November 1, 2018
Revision History: May 26, 2016
Policy Contact: Dean of School of Transitional Studies

Purpose and Policy Statement

Student Success policies guide the operation of programs in the School of Transitional Studies.

Scope

The School of Transitional Studies provides Student Success Programs that support all GGC students during their transition into and journey through Georgia Gwinnett College. Students, faculty, and staff who participate in or provide instruction or service through Student Success programs are responsible for following these policies.

Definition of Student Success Programs

Student Success Programs include the Academic Enhancement Center, Advising Programs, the Honors Program, the English Language Institute (ELI, shared with the Office of Internationalization), and Student Success (primarily Learning Support) courses. The Student Success courses include corequisite Learning Support courses in mathematics and English, including support sections for English as a Second Language (ESL) students. These courses are designed to meet the specific needs of students who, according to USG placement standards, must enroll in Learning Support. The First Year Seminar (GGC 1000) is also supported in the School of Transitional Studies. Students enrolled in Student Success Learning Support courses may be assigned a Student Success advisor in the Georgia Gwinnett College Mentoring and Advising Center (MAC) to ensure they remain on track to complete their Student Success courses and succeed at Georgia Gwinnett College.

Student Success Learning Support Courses in English and Math

Students taking courses or seeking to enter programs leading to the associate or baccalaureate degree must be evaluated for Learning Support placement in English (reading/writing) and mathematics. Default placement is in corequisite learning support unless students exempt learning support placement by meeting one of the exemption criteria in the following areas: High school GPA; SAT or ACT score; transferable credit for an Area A English or Math course; or Accuplacer (or other approved placement test) score high enough to exempt learning support placement. The Learning Support courses offered at GGC include ENGL 0999: Support for English Composition, MATH 0997: Support for Quantitative Reasoning, MATH 0998: Support for Mathematical Modeling, and MATH 0999: Support for College Algebra.

Grades in Student Success Learning Support Courses

The following grades are approved for Student Success Learning Support courses in English and mathematics:

• Passing course grades: A, B, C

• Failing course grades: F, WF

• Academic progress satisfactory, but coursework incomplete: I

• Withdrawal without penalty: W

• Student auditing Student Success course that is not required but taken voluntarily: V

D, S/U, or IP are not allowed grades in Learning Support courses. No degree credit will be earned in the Learning Support corequisite course, but institutional credit will be awarded. Students who may be served by the Learning Support courses are:

• Students who do not meet USG criteria to exempt Learning Support placement.

• Students who are determined by the institution to need academic assistance even though they are eligible to be admitted without Learning Support requirements under USG policy.

• Students who elect to enroll in Learning Support courses in order to prepare for core curriculum courses.

Student Success Course in English for English as a Second Language (ESL) Students

The English for Academic Purposes/English as a Second Language (EAP/ESL) program provides instruction in academic English and tutoring support for students for whom English is a second or additional language. The corequisite English Learning Support course in the EAP program is ENGL 0999E, which is taken together with ENGL 1101. Entering students for whom English is a second or additional language and who do not present high school GPA, SAT, ACT, or other scores high enough to exempt placement testing for English may submit authorized placement test scores, which will be used to determine course placement into either collegiate-level English without Learning Support; or else into the Student Success English corequisite course (ENGL 0999E) along with the collegiate course (ENGL 1101). Students with transfer credit for ENGL 1101 or ENGL 1102 and no Required High School Curriculum (RHSC) deficiency in English or other English language proficiency requirements are not required to enroll in the ENGL 0999E course. Students in corequisite ENGL 0999E exit the Learning Support course and fulfill the Learning Support English requirement by achieving a passing score in the collegiate-level ENGL 1101 course.

If a student does not meet GGC’s minimum English Proficiency requirements (as indicated by an approved method for determining English Proficiency) and is thus not granted regular admission, the student can instead be referred to and admitted into GGC’s approved English as a second language program, the English Language Institute (ELI). The GGC ELI program is an approved USG campus-based ESL program of study. Therefore, proof of completion of the English Language Institute can provide students a waiver of the USG English Language Proficiency requirement at accepting USG institutions.

Advising for Students with Student Success Requirements

Required Student Success classes can restrict the range of collegiate level courses students may take. Students who are required to enroll in Student Success Learning Support courses are not permitted to enroll in collegiate credit courses that require the content or the skills of the prerequisite courses. Students who have accumulated a maximum of 30 semester hours of college-level credit and have not successfully completed required Student Success courses may enroll only in Student Success courses until requirements are successfully completed. Students with transfer credit or credit earned in a certificate or prior degree program who are required to take Student Success courses for their current degree objectives may earn up to 30 additional hours of college-level credit. After earning the additional hours, such students may enroll in Student Success courses only. GGC may limit accumulation of college-level credit to 20 hours.

During each semester of enrollment, a student must first register for all required Student Success courses before being allowed to register for other courses. This policy also applies to part-time students. Two exceptions are possible: First, when two Student Success areas are required and the student is enrolled in at least one Student Success course, a freshman orientation course (e.g., GGC 1000) or physical education course or other activity or performance course may, if available, be taken that semester instead of another required Student Success course. Second, if a required Student Success course is not available, a student may enroll in a course for degree credit, provided the student has met the course requirements, subject to the written approval of the President or designee. Students with Learning Support requirements who are enrolled in both Learning Support courses and collegiate-level credit courses and who withdraw from required Learning Support courses are not required to withdraw from unrelated collegiate courses. There are no limits on attempts in corequisite Student Success Learning Support courses. An attempt is defined as an institutional credit course in which a student receives any grade or symbol except “W.”  

Students exit Student Success (corequisite Learning Support mathematics or English, including English support for ESL) requirements by successfully passing the corresponding Area A collegiate-level course with a grade of C or better. Because registration for the next semester occurs before final grades are calculated, students may initially register for future courses assuming success in their current Student Success courses. However, if they fail to pass the collegiate-level course and thus do not exit the Student Success requirements that are prerequisites for the courses they have registered for, it is the responsibility of the student to amend his or her class schedule by removing the college-level courses for which the student has not satisfied the prerequisites and to register for any required Student Success courses from which the student did not exit. Students who are required to take Learning Support courses in an area may not register as auditors in any Learning Support course in that area. Students who are not required to take Student Success courses in a disciplinary area may elect to enroll in Student Success courses in the non-required area for institutional credit or on an audit basis. There is no limit on attempts for students who voluntarily elect to enroll in corequisite Student Success courses.

Student Success course work in a disciplinary area is cumulative within the University System of Georgia. Students who have been suspended from Georgia Gwinnett College may not be exempted from their required Student Success courses through transfer of course credit unless they are eligible for transfer admission under GGC’s regular transfer admission policies. Students who complete course work and exit an area of Learning Support at any institution in the USG shall not be required to re-enter that area of Student Success Learning Support upon transfer to GGC. Students with Student Success Learning Support requirements who leave GGC for any reason may be re-admitted without Student Success (i.e., Learning Support) requirements if they meet one of several documented conditions that demonstrate they have completed the requirements in an approved alternative way. Completion of transferable Area A courses in English or mathematics from any institution will eliminate further Student Success requirements in that area upon transfer back to Georgia Gwinnett College.

Grizzly Renewal Opportunity Workshops (GROW) Program

Students who have been placed on academic suspension may participate in the Grizzly Renewal Opportunity Workshops (GROW) Program the following academic term (excluding summer). This program engages participants in activities designed to help them improve their academic success skills and their academic standing.  Suspended students who do not participate in the GROW program must sit out for one semester and appeal to the Admissions Committee for readmission.  

Students who choose to enroll in the program must submit a completed GROW Program Agreement and Academic Improvement Plan to the Mentoring and Advising Center by the designated deadlines.  Participants may enroll in no more than seven (7) hours and must attend all scheduled meetings with their assigned student success advisor.  Participants must earn at least a 2.0 semester GPA to be eligible for continued enrollment at GGC and will successfully exit the program when they earn at least a 2.0 semester GPA and a cumulative GPA that brings their academic standing back into good standing as outlined in the GGC academic standing standards. Those who earn a 2.0 semester GPA but have not reached academic good standing will remain in the program for the following semester.  Participants who do not earn a semester GPA of at least 2.0 or who fail to meet any of the conditions of the GROW Program Agreement face academic dismissal.

Related Regulations, Statutes, Policies, and Procedures

BOR Academic and Student Affairs Handbook 2.9 Learning Support
BOR 3.3.7 Learning Support Programs
University System of Georgia International Education-ESL Programs

3.3.3 Instruction Offered Externally

Reviewed May 26, 2016

Georgia Gwinnett College does not offer instruction externally.

3.3.4 United States and Georgia History And Constitutions

Reviewed May 26, 2016

See Board of Regents Policy Manual Section 3.3.4.

All colleges and universities sustained or in any manner supported by public funds shall give instruction in the history of the United States, in the history of Georgia, and in the essentials of the United States Constitution and the Constitution of Georgia, and no undergraduate student in any college or university shall receive a certificate of graduation or a degree without successfully completing course work or previously passing a satisfactory examination on the history of the United States and the history of Georgia, and upon the provisions and principles of the United States Constitution and the Constitution of Georgia.

United States and Georgia History Exams

Eligibility to Take History Tests

The tests are designed to allow students to meet the legislative requirement of demonstrating knowledge of US and Georgia history, only if they failed to fulfill it in the normal course of completing their general education requirements.

Students will be required to take the US History test or to take an additional specific history course if they completed the Area E history requirement without taking a US history course

Students will be required either to take the Georgia History test or to take an additional specific history course if they fall into one of the following categories:

1. Students who received US History AP credit which exempted their taking the General Education Area E required history courses.
2. Students who completed a US History course in fulfilling the Area E history requirement at a non-USG system school.

Students may take either test only twice in their academic career, and not more than once per semester. If they fail a test twice, they MUST take an additional course that meets the legislative requirement.

Overview of US History Test

This computer-based test contains multiple choice questions that replicate a rigorous final exam in a course that meets the US History legislative requirements. Thus the test format includes 33 US history multiple choice questions worth 3 points and one question worth 1 point for a total of 100 points. The thirty-four questions are generated from a test bank of over 900 questions.

Overview of Georgia History Test

This computer-based test consists of 40 multiple choice questions that focus on the political and social history of the state from prehistory to contemporary experience.

Alternatives to Taking Test

Students may take history courses at Georgia Gwinnett College that meet the legislative requirement. These courses currently include the US History surveys (HIST 2111 and HIST 2112) and HIST 3265 (Georgia History).

3.3.5 University System and Technical College System Of Articulation Agreement

Reviewed May 26, 2016

See Board of Regents Policy Manual Section 3.3.5.

3.3.5.1 Associate Degrees, Diplomas & Certificates

Reviewed May 26, 2016

See Board of Regents Policy Manual Section 3.3.5.1.

3.3.5.2 General Education Course Transfer

Reviewed May 26, 2016

See Board of Regents Policy Manual Section 3.3.5.2.

English Language Institute

Policy Number: 3.3.7  
Effective Date: August 1, 2018
Revision History: N/A (new policy)
Policy Contact: Dean of School of Transitional Studies

Purpose and Policy Statement

The English Language Institute policies guide the operations of ELI programming. The English Language Institute’s operations are overseen by the School of Transitional Studies and the Office of Internationalization.

Scope

The English Language Institute (ELI) policies apply to ELI students, ELI staff, and those who participate in programs of the ELI. In addition, there may be implications of ELI policies for other GGC offices and staff.

Definitions

English Language Institute (ELI) student: An ELI student is an English language learner enrolled in one or more courses at the English Language Institute (ELI). ELI students are not Georgia Gwinnett College (GGC) students, and acceptance and enrollment at the ELI does not constitute admission to GGC.

English Language Institute (ELI) course: A course at the English Language Institute (ELI) is a non-college credit English language training class designed to help non-native English language learners advance their academic, professional, or personal language learning needs. Except for some special programs, ELI courses are typically offered within an 8-week session. Upon completion of the advanced level of ELI courses, ELI students receive a certificate of completion. ELI courses and the ELI curriculum are overseen by the School of Transitional Studies at GGC.

Full-time ELI student: An ELI student who attends the intensive English program (20 hours per week) is a full-time ELI student. Typically, ELI students who need an I-20 or DS-2019 (Certificate of Eligibility) are required to study full time.

Part-time ELI student: An ELI student who attends ELI classes only part of the day, and so studies for 16 or fewer hours per week, is considered a part-time ELI student.

Special Program: A Special Program at the ELI is an agreement with an ELI student or group of ELI students to allow that student or group to attend ELI courses on a short-term basis (i.e., part of an 8-week ELI session), typically to aid that ELI student or group in achieving a short-term, targeted language development goal. The ELI students (or sponsoring organization) involved in a Special Program must make satisfactory arrangements with the ELI to pay for the course(s), and the ELI students agree to attend regularly for all sessions so approved.

ELI Mission

The English Language Institute (ELI) is intended to meet the academic, professional, or personal literacy needs of learners with English as a second or additional language (ESL). ELI students are recognized by GGC in a special “ELI student” classification for purposes of recording their participation in ELI programming and record management. ELI students will be prepared to succeed in an English-speaking higher educational institution, such as Georgia Gwinnett College, or in a professional work environment where English is the predominant language. The ELI is jointly administered by the School of Transitional Studies and the Office of Internationalization. They collaborate in planning, overseeing, and assessing ELI programming, with areas of responsibility and revenue divided based on agreement.

ELI Acceptance and Enrollment

Acceptance as an ELI student or enrollment in ELI courses is not equivalent to acceptance or admission to Georgia Gwinnett College. ELI students are not Georgia Gwinnett College students, but are enrolled in an approved USG campus-based ESL program of study. All applicants to the regular program must be at least 18 years of age on or before the start date of the program session they wish to enroll in. Applicants to the ELI who need an I-20 or DS-2019 (Certificate of Eligibility) are normally required to study full time (Intensive English program) at the ELI. Applicants to the ELI who do not need an I-20 or DS-2019 (Certificate of Eligibility) to study in the United States may be admitted to the ELI to study full time (Intensive English) or part-time. New ELI students are assigned to a curriculum level based on placement tests at the beginning of each session. For qualified ELI applicants, the ELI may offer the option of joining regular ELI courses on a short-term basis. ELI applicants may be determined by ELI staff to be qualified to join ELI courses already in progress if they demonstrate such participation would benefit their development, and provided the ELI students (or sponsoring organization) can make satisfactory arrangements to pay for the course(s), and that the ELI students attend regularly once they enroll. ELI students must also maintain student health insurance that meets the University System of Georgia minimum standards in order to enroll and remain in the program.

ELI Fees

The approved ELI application fee must be paid in full, and all sections of the ELI application form must be fully completed in English for an ELI application to be processed. ELI students pay an ELI program fee to attend ELI classes and may pay some approved campus (GGC) fees, based on which they may be eligible to participate in some corresponding campus activities or services. Based on the 8-week (single ELI session) or 16-week (two ELI sessions) program, any GGC campus fees will be prorated.

ELI program fees are determined and posted on the ELI website before the start of a given session. Short-term program fees will vary and are set forth in specific agreements. Accepted ELI students are expected to pay all their ELI fees by the first day of ELI classes: Intensive English Program fees for full-time ELI students, which include any approved required campus fees; Everyday English program fees for part-time students; or short-term program fees for ELI students who have been accepted for a special ELI short-term program. After the designated level adjustment period (normally the third day of class in the ELI session), no one will be permitted to attend classes until full payment of fees has been verified.

If an ELI student withdraws from the program for which they have enrolled, the following refund policy applies:

• 75% program fee refund if withdrawn from the program before the end of the first week of classes.

• 50% program fee refund if withdrawn from the program before the end of the second week of classes.

• 25% program fee refund if withdrawn from the program before the end of the third week of classes.

• No program fee refunds after the third week of classes.

ELI Course Structure and Satisfactory Progress

Before classes begin each session, the ELI has an orientation at which ELI students learn about the academic program and other requirements, take placement exams, and register for classes. ELI students who have been accepted must attend orientation or make individual arrangements with the ELI in case of unavoidable absence, which must be documented (e.g., unexpected delays in arrival). Courses in the Intensive English program of the ELI are offered in 8-week sessions (2 each fall, 2 each spring, and 1 each summer) at the following levels: Beginner, Intermediate (divided into Lower Intermediate and Upper Intermediate), and Advanced (divided into Lower Advanced and Upper Advanced).

ELI students who have successfully completed one level, based on instructor assessment as reflected in the final grades issued for each class at a given level, will be promoted to the next level. Those enrolled in the Intensive English program who complete the Advanced level of courses and have demonstrated progress in all other ways have completed the ELI Intensive English program. To demonstrate progress, ELI students must attend at least 85 percent of their classes and do the assigned work, earning a final grade of C or better in all of their ELI courses for the session. Failure to demonstrate progress may result in dismissal from the program.

Attendance and Repeating Levels

ELI instructors take class attendance each day, and students may be marked Present, Tardy, or Absent. In order to demonstrate progress and remain in good standing, ELI students must attend at least 85 percent of their classes in each session of enrollment. Any ELI student whose cumulative attendance falls below 85% during the session is issued an attendance warning at midterm (mid-session). If the low attendance mark occurs only after mid-session, the warning will be issued to the student as soon as possible after it is noted.  Failure to raise attendance back up to 85% by the end of the session will result in the student being placed on Attendance Probation for the next session. During the next session, if the student’s cumulative attendance at any point falls below 85% for the probationary session, the student is subject to dismissal from the program.

If an ELI student is making progress in a level, but the student’s instructors determine the student is not ready to move to the next higher level of study, the student may be given a grade of IP (in progress), which would require the student to repeat the level. A student may voluntarily repeat a level that she or he has satisfactorily completed one time, with instructor and administration approval. In some cases, ELI instructors may recommend a student repeat a completed level to enhance the student’s academic preparedness before she or he advances to the next level. In such cases, it is the student’s decision whether to repeat the level. In all cases in which an ELI student repeats a completed level voluntarily, the student must repeat it in the very next session of ELI enrollment.

Advising ELI Students

Accepted ELI students acknowledge that they are solely responsible for adhering to any study limitations placed on their visa, if applicable. ELI students acknowledge that it is their responsibility to understand and comply with U.S. federal regulations pertaining to the engagement of study at the ELI. Full-time international ELI students holding F or J visas are required to have health insurance that meets the minimum standards set by the University System of Georgia.

In addition to following all ELI policies, ELI students are expected to follow the GGC Student Code of Conduct, including the Academic Integrity policy, with the exception that the appeal procedures for disciplinary actions within the Code of Conduct procedures are different for ELI students and GGC students. For ELI students, any appeal of a disciplinary action as a result of a Code of Conduct or Academic Integrity violation will be filed with the ELI Director or designee. The decision of the ELI Director or designee shall be final, and any violation of the ELI policies or the GGC Student Code of Conduct may result in disciplinary action, including dismissal from the program. With respect to APM 4.1.2 Equal Opportunity, Affirmative Action, Non-Discrimination and Harassment Policies and Complaint Procedures, the general policies of the institution apply to ELI students, and the protections associated with these areas extend to ELI students.

Related Regulations, Statutes, Policies, and Procedures

University System of Georgia International Education-ESL Programs

University System of Georgia English Proficiency Requirements

APM 3.3.2 Student Success Course in English for English as a Second Language (ESL) Students

3.4 Calendar of Academic Activities

Reviewed May 26, 2016

See Board of Regents Policy Manual Section 3.4.

3.4.1 Semester System

Reviewed May 26, 2016

See Board of Regents Policy Manual Section 3.4.1.

3.4.1.1 Georgia Gwinnett College Credit Granting Policy

Reviewed May 26, 2016

The credit hour at Georgia Gwinnett College (GGC) is the unit by which course work is measured. All courses originate at the school level and are reviewed based on the standards set forth by the College Curriculum Committee’s Policy and Procedures.

GGC adheres to the view by the Department of Education indicating that learning outcomes are the final and most important result of varied educational platforms, and that individual institutions set standards for granting academic credit. Specific learning outcomes are assessed by each school.

A variety of teaching platforms (traditional day, evening, weekends) are available to the traditional and nontraditional students at GGC. Below are the typical formats used by GGC with the indicators of engaged learning time per credit to which the institution adheres. In addition, selected courses are offered in split sessions in the fall and spring semesters or mini sessions in the summer. The contact time for these different formats is equal to the full semester as per the chart below. Georgia Gwinnett College participates in eCore through the University of Georgia initiative (INGRESS). Contact hours for eCore courses are defined by the University System of Georgia.

3.4.2 Uniform Academic Calendar

Reviewed May 26, 2016

See Board of Regents Policy Manual Section 3.4.2.

3.4.3 Religious Holiday Schedule

Reviewed May 26, 2016

See Board of Regents Policy Manual section 3.4.3.

In accordance with the University System of Georgia policies and procedures, Georgia Gwinnett College provides students the option of observing religious holidays unless doing so would impose an undue hardship on the college. Students who miss class to observe a religious holiday during scheduled class times must make arrangements in advance with the faculty member. Faculty should be sensitive to the student issues regarding religious holidays and are encouraged to provide an alternative option for making up class work.

This policy is aligned with that of the USG Academic Affairs Handbook, Section 2.1, “Semester System, Uniform Academic Calendar, Cancellation of Classes, and Religious Holidays.” An excerpt dealing with the observance of religious holidays by students is provided below:

Religious Holiday Schedule

Decisions as to which religious holidays are covered by institutional policy are left to the discretion of individual USG institutions since the characteristics of the student body and faculty may vary considerably among institutions.

3.4.4 Exceptions

Reviewed May 26, 2016

See Board of Regents Policy Manual Section 3.4.4.

3.5 Grading System

Reviewed May 26, 2016

See Board of Regents Policy Manual Section 3.5.

3.5.1 Grade Point Average

Reviewed May 26, 2016

See Board of Regents Policy Manual Section 3.5.1.

3.5.1.1 Grades Approved in Determining The Grade Point Average

Reviewed May 26, 2016

See Board of Regents Policy Manual Section 3.5.1.1.

Georgia Gwinnett College shall use the Board of Regent’s Uniform Grading System with the additional grades of WA and FN.

The following grades are approved by the Board of Regents for use in institutions in the determination of the Grade Point Average. Georgia Gwinnett College has added the grade of WA and FN.

The minimum passing grade for most courses is the “D” grade. ENGL 1101, ENGL 1102, MATH 1111 (or equivalent courses) and all Student Success courses must be passed with a minimum grade of “C.” Courses in Area F of the Common Core as well as all courses in the student’s major must be passed with a minimum grade of “C.” In addition, courses that are pre-requisites to other courses require a “C” or better to meet the pre-requisite requirement.

3.5.1.2 Cumulative Grade Point Average

Reviewed May 26, 2016

See Board of Regents Policy Manual Section 3.5.1.2.

The cumulative grade point average at GGC will be calculated by dividing the number of hours scheduled in all courses attempted in which a grade of A, B, C, D, F, WF, FN, or WA has been received into the number of grade points earned on those hours scheduled. The cumulative grade point average will be recorded on the student’s permanent record. Institutional credit shall in no way affect the cumulative grade point average.

3.5.2 Symbols Not Included in Determining the Grade Point Average

Reviewed May 26, 2016

See Board of Regents Policy Manual Section 3.5.2.

The following grade symbols will be used in the cases indicated but will not be included in computing the student’s grade point average:

I = indicates an incomplete grade for the course due to non-academic reasons which prohibited the student from completing the requirements for a course. The assignment of the “I” grade is at the discretion of the course instructor and Dean but should only be assigned if the student has completed satisfactory work up to the last two weeks of the semester then faced extreme personal hardships in completing the semester. Prior to the last two weeks of the semester, the grade assigned should be “W” or “WF.”

Assignment of an “I” grade indicates that the instructor and the student have worked out a plan for completing the remaining course requirements unless otherwise stated in the incomplete contract. The deadline for removing an “I” grade is the last day of the following semester. If the “I” grade is not removed within the defined time period, the “I” converts to a grade of “F” and is then factored into the student’s grade- point average. Requests for the approval of extensions must be made to the office of the dean.

IP = indicates a student has made progress in a Student Success course, but not sufficient progress to meet the requirements for the next course in the Learning Support sequence. The “IP” grade is not included in the calculation of the student’s grade-point average.

K = indicates credit given by external examination (CLEP, AP, etc.). The “K” grade is not included in the calculation of the student’s grade-point average.

S = indicates successful completion of the Regents’ Writing Skills course and/or the Regents’ Reading Skills course and successful completion of the corresponding Regents’ Test. The “S” grade is not included in the calculation of the student’s grade-point average.

U = indicates unsuccessful completion of the Regents’ Writing Skills course and/or the Regents’ Reading Skills course and unsuccessful completion of the corresponding Regents’ Test. The “U” grade is not included in the calculation of the student’s grade-point average.

V = indicates that a student was given permission to audit this course. Students may not transfer from audit to credit status or vice versa. Students may register, however, on a credit basis for a course that has previously been audited.

W = indicates that a student was permitted to withdraw without penalty. Withdrawals without penalty will not be permitted after mid-semester except in cases of hardship as determined by the Registrar.

WM= indicates a student was permitted to withdraw under the Board of Regents policy for military service refunds. The use of this symbol indicates that this student was permitted to withdraw without penalty at any time during the term.

3.5.3 Grade Point Average Upon Academic Renewal

Reviewed May 26, 2016

See Board of Regents Policy Manual Section 3.5.3.

Academic Renewal (AR) allows Georgia Gwinnett College degree-seeking students who earlier experienced academic difficulty the opportunity to make a fresh start and have one final opportunity to earn an associate or bachelor’s degree.

Application for Academic Renewal (AR):

• Students must be admitted to GGC and have had a previous absence of three (3) years from GGC or a regionally accredited institution of higher education to apply for AR.
• Students with transfer credit taken during the period of absence will receive transfer credit for all coursework eligible to be awarded; however only credit taken over three years ago is eligible for AR.
• Students are encouraged to apply for AR as soon as possible after admission to GGC. Students may not apply for AR if they were admitted one full year or longer prior to their application for AR.
• Students must have a GGC transfer grade point average (GPA) of less than 2.0 at the time of admission in order to be considered for AR.
• Students who are approved for AR will be eligible to graduate with honors based on GGC’s policy regarding academic honors at graduation.
• All previously attempted coursework continues to be recorded on the student’s official transcript.
• GGC’s registrar will review the application and determine eligibility.
• Students who are denied AR can appeal. Appeals will go to the AR appeal committee for a decision.

Procedures for Academic Renewal (AR):

1. The Academic Renewal GPA will be used for determining academic standing and eligibility for graduation.
2. To earn a degree, a student must meet the institution’s residency requirements after acquiring academic renewal status.
3. At least 50% of work toward a degree must be completed after the granting of Academic Renewal status for a student to be eligible for honors at graduation.
4. Academic credit for previously completed coursework – including transfer coursework taken more than three (3) years ago – will be retained only for courses in which an A, B or C grade has been earned.
5. Retained grades are not calculated in a Renewal GPA. Such credit is considered in the same context as transfer credit, credit by examination and courses with grades of “S.”
6. Courses with D or F grades must be repeated at the Academic Renewal institution if they are required in the student’s degree program. Further, all remaining courses for the current degree objective must be completed at the Academic Renewal institution, i.e., no transient credit will be accepted.
7. Applicability of retained credit to degree requirements will be determined by the degree requirements currently in effect at the time Academic Renewal status is conferred on the student. Specific institutional program regulations must also be met.
8. If a student does not request Academic Renewal status at the time of re-enrollment after a three (3) year or greater period of absence, the student may do so within one full calendar year.
9. The Renewal GPA begins with the semester following re-enrollment.
10. Reentry into any program is not automatic.
11. If a student is denied Academic Renewal and subsequently does not re-enroll, he/she may resubmit an Academic Renewal application after no fewer than three semesters have passed since the initial petition.
12. The granting of Academic Renewal does not supersede financial aid policies regarding Satisfactory Academic Progress.
13. The granting of Academic Renewal does not supersede the admissions requirements of certain programs (e.g., teacher education, nursing) which require a specific minimum grade point average based upon all coursework.
14. The Academic Renewal GPA will include all coursework taken since re-enrollment.

3.6 Creation and Elimination of Academic Programs

Reviewed May 26, 2016

3.6.1 Creation of Academic Programs

Reviewed May 26, 2016

See Board of Regents Policy Manual Section 3.6.1. Also refer to Faculty Manual of Policies and Procedures Curriculum Committee Policies and Procedures Manual Appendix 5.

3.6.2 Termination of Academic Programs

Reviewed May 26, 2016

See Board of Regents Policy Manual Section 3.6.2.

3.6.3 Comprehensive Academic Program Review

Reviewed March 3, 2016

See Board of Regents Policy Manual section 3.6.3.

Section I: Comprehensive Program Review

An Overview of the BOR Policies for Comprehensive Program Review (CPR)

University System of Georgia policy requires that institutions have a “robust method of reviewing existing programs” and notes that the role of the System office is “to periodically examine these reviews in order to assure the Board of Regents that institutions are carrying out this responsibility in a way that ensures high academic standards are being met.” The following list summarizes the major expectations established by the CPR Task Force.

• Institutions must develop a process approved by System Office that reviews all degrees offered by the institution.
• The process will have an emphasis on program improvement. CPR must emphasize a “culture of evidence,” that is, indicators or outcomes collected, tracked and analyzed to help determine how to improve the quality of a program. The goal is for programs to seek improvement, not just decide if the program is high quality or not.
• The CPR process will establish and evaluate program-level goals for diversity of students, faculty and staff. The review report should include an analysis of why goals are or are not met.
• Institutional review of general education is required. In addition, institutions may elect and are encouraged to review groups of courses considered a program (e.g. English as a Second Language, 1st Year Experience, Senior Experience, etc.). These reviews should assure that desired student learning outcomes are being met.
• Institutions will post program review results on a password protected institutional web site and the
• System Academic Affairs System Office staff will have access to these sites.
• Triggered program reports are informational reports to the institution’s leadership for review and follow-up as appropriate. They no longer require an institutional response to the System office.
• Each new program will be reviewed within seven years (not to exceed ten) to allow institutions to include new programs into regular comprehensive review cycle (a successful new program is defined as on track, making adequate progress toward becoming firmly established; unsuccessful as not on track and making inadequate progress). If deemed unsuccessful, the institution should submit a plan and timeline for corrective actions.
• Program accreditation reports cannot be substituted for CPR. However, institutions are expected to use information from the accreditation process for CPR purposes.
• Academic Affairs System Office staff will perform institutional spot audits on institutional reviews posted to respective institutional web sites to ensure institutional decision making follows programmatic recommendations for improvement. The System Office emphasis is on quality assurance, facilitation and support.
• Online programs should be reviewed by the same guidelines as on-ground programs.

GGC: Procedures for CPR

CPR at GGC is built onto the framework for Annual Program Review (APR). Each year, every academic program at GGC, including General Education and the Student Success Programs, prepares and presents an extensive review of its status from four perspectives:

1. In relation to its own student learning outcomes,
2. In relation to identified best practices and disciplinary trends,
3. In relation to the strategic plan and vision of GGC, and
4. In relation to its available resources and resource needs.

This annual report compiles data on student demographics, student learning, program productivity, faculty activity. Using these data, the program faculty and the Dean or Director of the area in which the program is housed review the program status, develop specific action plans in response to the resulting findings, and determine the resource implications of the actions plans. Both a written report and an oral presentation are provided to the Senior Vice President of Academic & Student Affairs/Provost. Full details on the expectations and procedures for APR are provided in Section II of this document.

On a cyclical basis, each program conducts a Comprehensive Program Review in conjunction with its APR. To conduct the CPR, the program adds the following elements to the APR.

1. A longitudinal analysis of each major component of the annual report addressing specifically indicators of improvement over time and/or indicators of developing or unsolved problems.
2. A focused analysis of the changes in student learning and/or program productivity following implementation of specific action plans. This analysis identifies the indicators that an action plan was intended to impact and assesses that impact to the extent possible. If the action plan did not produce the expected or intended improvements, the analysis addresses possible expectations and details the revisions to the action plan that will be made in response.
3. A projection of the program’s anticipated status over the next several years based on the longitudinal analyses of the annual data.
4. A comparison of the program’s overall demographic profile of students, faculty, and staff to the institutionally established diversity goals. If this comparison indicates that the goals are not being achieved, the CPR includes an analysis of potential explanatory factors including recruitment efforts and profiles of applicants, retained and non-retained students, faculty, and staff, and other data as appropriate.
5. A report by an external review group may be included when appropriate or when requested by the Provost.

Section 2: Annual Academic Program Review

All GGC academic programs, including the Student Success programs (e.g., EAP, Reading, Learning Support) and the General Education program will conduct an annual academic program review and a periodic comprehensive program review. The purpose of the annual academic program review is primarily to provide a structure and opportunity for the faculty and leadership of each major program to consider the status of the program from four perspectives:

1. In relation to its own student learning outcomes,
2. In relation to identified best practices and disciplinary trends,
3. In relation to the strategic plan and vision of GGC, and
4. In relation to its available resources and resource needs.

The end product of this review is a clearly articulated set of short and long term responses.

The Process and Content of Academic Program Review

Academic Program Review at Georgia Gwinnett College will consist of two parts:

1. A written report, the details of which are described in the following section below
2. An oral presentation which will consist of 5 parts:Discussion of the best practices in the discipline that have been identified

• Discussion of the student learning outcome results for the year, including appropriate action plans in response
• Discussion of the results of the assessment of the strategic plan of the unit, including appropriate action plans in response
• Discussion of the resource implications of the action plans
• One other criterion from the written report which addresses either (a) a topic the discipline/unit considers important to the current state of the program or (b) a specific focus identified by the Provost.

Content of the Written Program Review

The key components, and specific instructions for each, are as follows:

I. Vision for the Program

This portion of the review includes the current vision and mission for the program and notes any changes that have been made to the mission and vision. This section also includes

1. descriptions of two or more best practices in your discipline that show potential for use at GGC along with a summary of theoretical and/or applied data supporting the selection of the specified practices and
2. descriptions of current and upcoming trends in the discipline.

The best practices section of the review specifies the rationale for selecting each best practice, with a focus on both the theoretical foundations for the specific practice and examples of its implementation. Examples of implementation should include data on the characteristics of the program implementing the practice and data on the student learning outcomes of the program. Where possible, results of comparative studies demonstrating that the identified practice contributes to improved student learning outcomes should be included.

The disciplinary trends section of the review addresses the global and national character of the discipline and identifies growth areas, major shifts, and general movement in any of several areas, including but not limited to: pedagogy, theoretical frameworks, and career and/or graduate school opportunities.

It is likely that the information in this section remains fairly stable from year to year and requires only updating on an annual basis.

II. Current Data Snapshot

The data snapshot compiles existing and available data about the program so that the faculty and leadership can consider the status and performance of the program in the context of each of the perspectives listed above. There are 5 components of the current data snapshot: student demographics; program productivity; student learning outcomes information and results; faculty information; and an analysis of the resources, leadership, and organizational structure of the program and the School within which it resides. Data and information are gathered from several sources over the course of Spring semester. The table below provides a list of recommended data to be included. Programs may wish to include other indicators and, in some years or programs, some data listed below may be unavailable.

The data snapshot concludes with a narrative description, prepared by the School Dean or Director, of the resources and the leadership and organizational structure of the program and the School within which it resides. This description is focused on articulating how the School and/or program allocates and uses its resources - money, space, time, personnel (and their specific skills) - to support the mission and the goals of the program.

III. Program Strategic Plan Update

This section of the review provides a narrative analysis of the program’s role in supporting the College strategic plan, showing how the program level strategic goals serve to advance the College’s goals and plan. The program level strategic plan is reviewed with specific attention paid to identified or potential areas of growth and enhancement. The status of individual action steps within the strategic plan should be updated; completed action steps should be flagged and action steps that are behind schedule or that are due to be completed in the upcoming year should be highlighted.

The review and update of the program level strategic plan should be conducted by the faculty within the discipline.

IV. Comprehensive Review of Data

This section of the annual review provides the overall analysis of all data and information from the previous sections. In essence, this is a SWOT analysis of the current status of the program, explaining strengths, weaknesses, opportunities for growth, and threats to growth and viability- in relation to the four perspectives identified earlier? What opportunities for growth or enhancement can be identified? What conditions - on or off campus - present challenges to continued effectiveness and efficiency, to growth, or to enhancement of the program?

Although this section includes a narrative summary of the program’s student learning outcomes assessments for the previous calendar year, it considers operational needs and factors. A detailed analysis referencing best practices and disciplinary trends is particularly useful.

V. Actions Needed

The final section of the review articulates the specific responses that would be appropriate responses to the comprehensive data review. This includes

1. the previously articulated action plans that emerge from student learning outcomes assessment, but will also need to address actions in response to the strategic plan analysis and ideas arising from the review of best practices and disciplinary trends and
2. an analysis of the resources required (people; funds; space; time; etc.) to mitigate the gap between the vision and the current state.

VI.Other

This section is reserved for discussion and supporting data for (a) any additional factors or information you consider important to the current state of the program or (b) the specified focus area for the year.

3.7 Regents Writing and Reading Skills Requirement

Reviewed May 26, 2016

See Board of Regents Policy Manual Section 3.7.

3.8 Degrees

Reviewed May 26, 2016

See Board of Regents Policy Manual Section 3.8.

3.8.1 General

Reviewed May 26, 2016

See Board of Regents Policy Manual Section 3.8.1.

3.8.2 Graduate Degrees

Reviewed May 26, 2016

Georgia Gwinnett College does not offer graduate degrees.

3.8.3 Residence Requirement for Degree

Reviewed May 26, 2016

See Board of Regents Policy Manual Section 3.8.3.

Georgia Gwinnett College requires all students to complete at least 25% of their overall semester hours of credit in residence prior to graduation. A student is defined to be “in residence” when he/she is taking Georgia Gwinnett College courses. Transient courses taken at another institution and courses transferred from other colleges are not considered to qualify a student as “in residence.”

Typically, the last thirty one (31) semester hours of a student’s academic program satisfies the requirement to be “in residence.” Alternative arrangements to using the last thirty one (31) semester hours of the student’s academic program must be approved by the appropriate School Dean with notification of the approval sent to the Registrar’s Office.

Under no circumstances will a student be permitted to graduate from Georgia Gwinnett College without satisfying the “in residence” requirement.

3.8.4 Honorary Degrees

Reviewed May 26, 2016

See Board of Regents Policy Manual Section 3.8.4.

3.8.5 Diplomas Earned at Institutions Under Previous Name

Reviewed May 26, 2016

See Board of Regents Policy Manual Section 3.8.5.

3.8.50 Posthumous Degrees

Reviewed February 16, 2016

A posthumous undergraduate degree may be awarded at the request of or with concurrence of the immediate family or guardian of the deceased and upon recommendation of the faculty. The following criteria apply:

• The student had earned at least 90 semester hours of credit toward the degree, at least 30 of which were completed at GGC;
• The student had earned at least 12 semester hours of upper-division coursework in his or her major;
• The student’s GGC cumulative GPA was at least a 2.0.

3.9 Academic Advisement and Mentoring

Reviewed May 26, 2016

See Board of Regents Policy Manual Section 3.9.

Each institution shall have a program for the advisement of its students. Academic advisement is the primary responsibility of the faculty and should be integrally related to the education process. Effective advisement shall be credited toward retention, tenure, and promotion. It shall be a specific topic of faculty evaluation (BR Minutes, 1980-81, P. 85).”

In keeping with its commitment to create a culture devoted to the holistic development of students, Georgia Gwinnett College (GGC) embeds traditional academic advising (course selection and academic program planning) within a broader context of career planning, goal clarification, and personal growth. Georgia Gwinnett College has chosen the term “mentoring” for its academic advisement program to emphasize this focus on the whole student, rather than simply on academic matters.

Mission

The mission of the GGC Student Mentoring Program is facilitating student success, development, and retention by supporting the design and implementation of educational and career plans and enhancing student engagement in the academic community.

Academic Advising Model

In its broad definition of academic advising, the University System of Georgia asserts that academic advising “…represents…an opportunity for the faculty and the institution to express a special interest in both the personal and academic welfare of the students.” In keeping with this view, the overall goal of mentoring at GGC is to assure that all students achieve the Integrated Educational Experience (IEE) outcomes of the college:

• Clearly communicate ideas in written and oral form
• Demonstrate creativity and critical thinking in inter- and multidisciplinary contexts
• Demonstrate effective use of information technology
• Demonstrate an ability to collaborate in diverse and global contexts
• Demonstrate an understanding of human and institutional decision making from multiple perspectives
• Demonstrate an understanding of moral and ethical principles
• Demonstrate and apply leadership principles

In support of these goals, mentoring at GGC encompasses the three broad areas of academic advising, career advising, and personal growth. Within these three broad areas, the outcomes of mentoring are:

Academic Advising

• Development of academic program plans appropriate for students’ anticipated majors and career goals.
• Progression toward completion of academic requirements and graduation at a reasonable rate.
• Awareness of policies and procedures pertinent to completion of students’ planned academic programs.
• Awareness of special academic opportunities such as study abroad, internships, etc.

Career Advising

• Identification of educational and career objectives commensurate with students’ interests and abilities
• Exploration of academic and other requirements for students’ chosen careers.
• Exploration of post-graduate educational or employment opportunities for students’ chosen careers.

Personal Growth

• Awareness of on-campus support available to students.
• Engagement in the co-curricular program of the college.
• Demonstrate leadership in the classroom, college, and/or community.
• Make appropriate life decisions and accept personal responsibility for the consequences of decisions.

Ultimately, Georgia Gwinnett College graduates will be informed, engaged citizens of the community who are inspired to a lifetime of service.

Role of Faculty

All faculty and selected staff are engaged in mentoring students. Effective mentoring is a critical element in the annual evaluation process for faculty. All GGC students are assigned a faculty mentor at the point of matriculation and continue to be mentored by a faculty member throughout their educational careers.

3.9.1 Minority Advising Program

Reviewed May 26, 2016

See Board of Regents Academic & Student Affairs Handbook Section 2.7.1

SOURCE: Memorandum from Vice Chancellor to Presidents, 7/9/93.

3.10 Academic Textbooks

Reviewed May 26, 2016

See Board of Regents Policy Manual Section 3.10.

3.15 Classroom Visitors Policy

Reviewed May 26, 2016

Faculty members have the right to allow or deny visitors to their classrooms, except for authorized GGC personnel or external visitors who have been authorized by the administration to visit for a valid business purpose. Faculty should give their designated Dean the courtesy of sufficient advance notice when inviting high profile visitors to class. The Office of Enrollment Management may bring prospective students and other guests to classroom sessions, and as a courtesy, will notify instructors in advance of these visits. Occasionally a student may wish to bring a visitor to campus for participation in various events. The following requirements are applicable to all guests who wish to visit instructional areas while a class is in session.

1. Visitors entering the classroom environment must comply with all GGC institutional policies and procedures.
2. Students must obtain prior permission from the instructor before allowing visitors to enter the classroom. Approval or denial of a student’s request is within the sole discretion of the instructor. This policy is applicable to students wishing to have adults and/or children visit classroom sessions.
3. Even with prior permission, instructors retain the right to ask a student’s visitor(s) to leave the classroom should it be deemed necessary or appropriate by the instructor. If a visitor does not leave the classroom when requested, the instructor may contact GGC security for assistance.
4. Although visitors may generally observe classroom sessions, visitor participation in activity classes, laboratory sessions or studio work is discouraged, unless the visitor has been invited into the class as part of the curriculum. Visitor participation in other types of classroom activities may be approved or denied by the instructor.
5. Child visitors must be under the supervision of their adult sponsor at all times. Children may not visit a class if they are ill. Nor may children be admitted to a classroom or lab area where dangerous substances or equipment are stored.

This policy is generally applicable to all areas of campus operations; however exceptions may be requested by a parenting student experiencing childcare emergencies. On an emergency basis, a parenting student with a documented childcare related emergency, may request options including but not limited to 1) an excused absence from class ; 2) an extension of time for completion of course assignment; 3) a hardship withdrawal and /or incomplete. Allowances granted under this section shall be for emergency childcare related exceptions and may be limited in number and scope per term.

It remains the responsibility of the parenting student to manage his/her ongoing child care needs. The College does not accept or infer responsibility for the care of children under this policy. Student parents must supervise their children at all times when on campus.

Notwithstanding the above, a parenting student may not bring a child to the classroom for any reason, without the express authorization of the professor or campus official. Laboratory and other high safety areas may be excluded from this exception and access to these areas may be denied to children at any time.

In the event exceptions are allowed by faculty or others, said Authorization may be revoked at any time by a campus official, as allowances under this section are not an automatic right. The allowances may be requested by the parenting student and considered or denied by the instructor/campus official based on the totality of the circumstances, safety factors, and/ or the operational needs of the College.

6. No animals are allowed in classrooms or other instructional areas, except for service animals aiding a person with a disability. In accordance with ADA standards, Effective March 15, 2011, “Service animal means any dog that is individually trained to do work or perform tasks for the benefit of an individual with a disability, including a physical, sensory, psychiatric, intellectual, or other mental disability. Other species of animals, whether wild or domestic, trained or untrained, are not service animals for the purposes of this definition.”

Students who invite visitors into the classroom or lab environment are expected to explain applicable rules, including but not limited to safety related policies and practices.

7. By entering the classroom environment, all visitors accept assumption of the risks of exposure to normal classroom/lab exercises and/or related experiments.

If you have any questions concerning the GGC Classroom Visitor Policy, please contact the Office of the Senior Vice President for Academic and Student Affairs/Provost.

3.50 Academic Freedom Policy

Reviewed May 26, 2016

Academic Freedom Policy

It is Georgia Gwinnett College’s policy to publish academic freedom statement in all major policy documents that are used by the faculty, staff, and students. GGC is committed to the protection of Academic Freedom by providing grievance procedures that can be used in causes of violation of Academic Freedom. Grievance procedures can be found in section V of the Faculty Manual of Policies and Procedures.

Academic Freedom statement

As a liberal arts college dedicated to the holistic development of students and to the production of graduates who can anticipate and respond effectively to the changing world, Georgia Gwinnett College affirms the vital role of diverse perspectives in helping students to develop their own knowledge and their ability to evaluate knowledge claims critically. The administration, faculty, staff and students share responsibility for fostering a climate that is favorable to the free exchange of ideas and to the examination of conflicting ideas and interpretations using generally accepted disciplinary standards of inquiry. Freedom of speech and expression extends to all members of the academic community, subject to commonly accepted constitutional limits on speech that is libelous or slanderous, incites violence, or discriminates against or harasses others.

Academic freedom is essential to the integrity of intellectual inquiry and scholarly criticism, to the dissemination of knowledge, and to the search for truth and wisdom. It is the foundation upon which the all of the intellectual activity of the college rests. Faculty are free to pursue scholarly interests without fear of censure, discipline, or reprisal. This freedom extends to the display, publication, and performance of creative work. Faculty may speak freely on all matters of college governance, and may speak, work, or act as an individual in the public arena without fear of institutional discipline or restraint.

A fundamental goal of liberal arts education is the development of students’ skills of analysis and critical inquiry. To this end, faculty are free to teach and discuss any aspect of a given topic pertinent to the course being taught as a means of teaching students to explore and evaluate competing perspectives and interpretations as they learn to assemble their own informed judgments. Faculty have a concomitant responsibility to teach students to evaluate knowledge claims using standards of evidence accepted in their respective disciplines, and to promote respect for competing views offered by others. Students have the right to a safe classroom environment in which they can explore controversial ideas in an atmosphere characterized by openness, tolerance and civility, and where they will be graded only on the intellectual merits of their work.

The College has established formal grievance procedures for addressing claims of unfair academic treatment by any member of the campus community.

Our view of academic freedom incorporates the principles of academic freedom stated by the American Association of University Professors (AAUP, 1940) as follows:

1. The teacher is entitled to full freedom in research and in the publication of the results, subject to the adequate performance of [his/her] other academic duties; but research for pecuniary return should be based upon an understanding with the authorities of the institution.
2. The teacher is entitled to freedom in the classroom in discussing [his/her] subject, but [he/she] should be careful not to introduce into his/her teaching controversial matter which has no relation to his/her subject. Limitations of academic freedom because of religious or other aims of the institution should be clearly stated in writing at the time of the appointment.
3. The college or university teacher is a citizen, a member of a learned profession, and an officer of an educational institution. When [he/she] speaks or writes as a citizen, [he/she] should be free from institutional censorship or discipline, but [his/her] special position in the community imposes obligations. As a person of learning and an educational officer, [he/she] should remember that the public may judge [his/her] profession and [his/her] institution by [his/her] utterances. Hence [he/she] should at all times be accurate, should exercise appropriate restraint, should show respect for the opinions of others, and should make every effort to indicate that [he/she] is not an institutional spokesperson.

The faculty also endorses the Statement on Academic Rights and Responsibilities published by the American Council on Education (2005).

3.52 Centers and Institutes

Reviewed May 26, 2016

Georgia Gwinnett College currently does not have Centers or Institutes but will at a later date. Policies will be developed prior to establishing Centers and Institutes.

Student Education Abroad Requirements

Policy Number: 3.53
Effective Date: August 1, 2018
Revision History: August 4, 2016
Policy Contact: Director of Internationalization

Purpose and Policy Statement

This policy defines several types of study abroad and service-learning opportunities and provides eligibility and credit transfer requirements, as well as requirements for participating in the programs. The policy also stipulates requirements for students receiving financial aid and GGC stipends.

Scope

The policy applies to all students interested in an education abroad program and is implemented primarily by the staffs of the Offices of Internationalization, Financial Aid, Student Accounts. All study abroad and service-learning program directors and their respective deans or supervisors are also responsible for understanding and complying with the policy.

Definitions

Affiliate programs: programs organized by third-party providers with which GGC has affiliation agreements.

Education abroad: an umbrella term for experiential learning programs or activities which occur in a different country and are designed to enhance participants’ academic and intercultural experience. Education abroad at GGC includes study abroad, research abroad, internships abroad, service or civic engagement abroad, and teaching abroad. Activities include, but are not limited to, classroom study, research, and excursions.

Exchange programs: programs which enable GGC students to study for a semester or an academic year at a foreign college or university with which GGC has an exchange agreement. Classes may be taught in the host language, English, or both. Courses taken through GGC exchanges or with GGC exchange partners count as transfer credit.

Faculty-led study abroad programs: programs led and taught by GGC faculty members. The programs grant GGC resident credit, and no course substitution or transient permission is necessary. Students participate in lectures, site visits, excursions, and tours as part of the program.

Good standing: A student is in good standing with the College if they are eligible to enroll in classes and are not on Academic or Conduct Probation.

Good academic standing: A student is in good academic standing if their cumulative Georgia Gwinnett College grade point average is at or above the minimum cumulative Georgia Gwinnett College grade point average for the number of semester hours attempted plus transfer hours as shown in the GGC Catalog.

International internships: opportunities for students to work in an organization abroad to gain practical, real-world experience or satisfy requirements for a course or program of study.

Service learning: a form of study abroad, except that it may or may not be credit bearing. It focuses on contemporary global and transnational issues and emphasizes human connection. Service learning incorporates community work into students’ educational experiences by providing real-world learning experiences that enhance students’ academic learning while providing a tangible benefit to the community in which the activity occurs. GGC service learning may also be carried out in an appropriate setting within the United States.

Study abroad: a credit-bearing program of study in a foreign country. Participants earn grades for the course(s) they take, and the grades may or may not transfer to the participant’s home campus.

USG programs: programs organized by other colleges and universities within the University System of Georgia.

Eligibility and Requirements

The following criteria describe eligibility requirements for all GGC study abroad and service-learning programs.

1. GGC students who wish to participate in study abroad programs or service-learning programs abroad must be in good academic standing.
2. Students must be in good standing with the College; i.e., they are eligible to enroll in classes and are not on Academic or Conduct Probation or on any form of academic warnings.
3. Certain study abroad programs may require higher GPAs or other prerequisites.
4. Students must have achieved the required GGC GPA by the application deadline of the study abroad program.
5. GGC students are eligible to participate in study abroad or service-learning programs after completing a minimum of 24 collegiate credit hours by the program application deadline. Transfer students must complete a minimum of one full-time semester at GGC before they may study or serve abroad.
6. International students wishing to study abroad should consult the Office of Internationalization to verify that their student visa will allow them to study or serve in the proposed host country.

Transfer Credit for Study Abroad

Students must verify whether the program is credit bearing and, if so, how many credits and whether the credits will transfer to their GGC program of study.

Courses from affiliate and non-GGC programs will be reflected on another institution’s transcript and will count as transfer credit at GGC.

Requirements for Education Abroad Program Directors and International Exchanges

Policy Number: 3.54
Effective Date: August 1, 2018
Revision History: August 4, 2016
Policy Contact: Director of Internationalization

Purpose and Policy Statement

This policy defines several types of study abroad and service-learning opportunities and provides requirements for academic integrity, faculty compensation, program proposal development and approval, and risk and crisis management. The policy also provides requirements for establishing international exchange agreements.

Scope

The policy applies to education abroad program directors and is implemented primarily by the staff of the Office of Internationalization, school deans, the Vice President for Business and Finance, the Senior Vice President for Academic and Student Affairs/Provost, and the President.

Definitions

Affiliate programs: programs organized by third-party providers with which GGC has affiliation agreements.

Education abroad: an umbrella term for experiential learning programs or activities which occur in a different country and are designed to enhance participants’ academic and intercultural experience. Education abroad at GGC includes study abroad, research abroad, internships abroad, service or civic engagement abroad, and teaching abroad. Activities include, but are not limited to, classroom study, research, and excursions.

Exchange programs: programs which enable GGC students to study for a semester or an academic year at a foreign college or university with which GGC has an exchange agreement.  Classes may be taught in the host language, English, or both. Courses taken through GGC exchanges or with GGC exchange partners count as transfer credit.

Faculty exchange agreement: an international exchange agreement designed to include an exchange of faculty or researchers between institutions for a term exceeding two years.

Faculty-led study abroad programs: programs led and taught by GGC faculty members. The programs grant GGC resident credit, and no course substitution or transient permission is necessary. Students participate in lectures, site visits, excursions, and tours as part of the program.

Good academic standing: GA student is in good academic standing if their cumulative Georgia Gwinnett College grade point average is at or above the minimum cumulative Georgia Gwinnett College grade point average for the number of semester hours attempted plus transfer hours as shown in the GGC Catalog.

Good standing: A student is considered to be in good standing with the College if they are eligible to enroll in classes and are not on Academic or Conduct Probation.

International exchange agreement: a written document outlining the terms and conditions providing for an exchange of students, faculty, or staff or specifying research activity between GGC and a university or other institution located outside the territorial boundaries of the United States of America.

International internships: opportunities for students to work in an organization abroad to gain practical, real-world experience or satisfy requirements for a course or program of study.

Memorandum of understanding: an agreement which recognizes a shared interest between parties in exploring together potential projects, funding, or other arrangements that may lead to specific projects. No clear projects or plans are delineated. It is a legally binding contract subject to the same authorization and campus approval procedures as more specific agreements.

Nonprovider-organized programs: programs organized and led by the program director, who is responsible for all or most of the logistical arrangements.

Pilot exchange agreement: an international exchange agreement which usually lasts for two years and allows both institutions to review their involvement before making a more substantial time commitment. In many cases, the agreement will be implemented prior to a long-term student or faculty exchange agreement.

Program director: a faculty or staff member responsible for writing the proposal and establishing the program.

Provider-organized programs: programs which rely partly or entirely on third-party providers for logistical arrangements, including program deposit/fee payment, travel (international and in country), accommodations, meals, safety/security, and delivery of the instructional and cultural components.

Service learning: a form of study abroad, except that it may or may not be credit-bearing. It focuses on contemporary global and transnational issues and emphasizes human connection. Service learning incorporates community work into students’ educational experiences by providing real-world learning experiences that enhance students’ academic learning while providing a tangible benefit to the community in which the activity occurs. GGC service learning may also be carried out in an appropriate setting within the United States.

Student exchange agreement: an international exchange agreement designed to include an exchange of students between institutions for a term exceeding two years.

Study abroad: a credit-bearing program of study in a foreign country. Participants earn grades for the course(s) they take, and the grades may or may not transfer to the participant’s home campus.

USG programs: programs organized by other colleges and universities within the University System of Georgia.

Program Proposal Development and Approval

Any type of education abroad program requires a written proposal. Program directors must submit a proposal for each year they plan to lead the program.

The detailed proposal must be approved before the proposer begins making related travel or logistical commitments.

The detailed/final proposal must address, among others, academics, logistics, risk management, and financial feasibility.

To ensure timely administrative review and budget allocation for the program, a signed hard copy of the final, detailed proposal must be submitted to the Office of Internationalization by June 30 of the preceding academic year.

No GGC faculty or staff member may lead more than two programs abroad in a single academic year.

Program directors must keep accurate financial records and follow guidelines on the use of student money established by the University System of Georgia and GGC.

Academic Integrity for Credit-Bearing Programs

The program director must ensure the program is academically substantive and that credit awards are in line with the program curriculum, contact hours, and assignments. The responsibility for ensuring academic credit rests with the dean. Course plans should take advantage of the international setting and ensure academic rigor. Among the factors to consider are these: contact hours, class attendance, syllabus, evaluations, and logistics.

Faculty Compensation for Study Abroad: GGC Faculty-Led Programs

The following compensation policy applies to GGC programs. Faculty members serving under an academic year contract will be eligible to earn up to 30% of their base salary (or the GGC standard rate per three-credit-hour course) during the summer months for teaching on a summer study abroad program. Faculty members serving under a twelve-month fiscal year contract are ineligible for summer pay. If faculty are teaching a study abroad course during fall or spring semester and the course is part of their normal teaching load, the faculty will not receive extra pay. If the course is considered a course overload during the fall or spring semester, the faculty will receive instructional overload pay in the spring of the academic year in which the course is taught. The applicable extra compensation amount for overload duties shall be disclosed at time of notification to the employee, or as soon as possible. For contract employees, the extra compensation shall be noted on the Academic Year and Fiscal Year Contract Addendum. In addition, limited summer non-teaching assignments may be offered for study abroad programs. If a faculty member’s services are needed beyond the full-time academic year commitment, a separate written agreement will be offered covering information on the study abroad program; said agreement shall govern the service commitment and level of compensation. Faculty members will be compensated according to the following conditions:

• The GGC standard rate of base pay salary for teaching a three- or four-credit-hour non-laboratory study abroad course during summer
• Up to five percent of base pay salary for teaching a one-credit hour laboratory study abroad course during summer
• Compensation for study abroad courses not covered by the above two conditions will be determined by recommendation of the Dean and approval by the Senior Vice President for Academic and Student Affairs/Provost (SVPASA/Provost).
• Compensation for non-teaching summer assignments or special programs will be determined by recommendation of the Dean and approval by the SVPASA/Provost.
• Extra compensation is not provided for teaching a course during fall or spring as part of teaching load.
• The instructional overload will be applied in the spring for teaching a course as an overload in fall or spring.

Should the number of students who are accepted and paid in full drop below the requisite headcount of 10 (unduplicated headcount) GGC students per faculty member, then the faculty member must receive approval from his/her dean to continue the program with under 10 students. With approval from the dean to continue with a program with less than 10 students, the faculty member will be paid based on the pay scale below, or the faculty member may choose not to participate in the program. If any GGC faculty member is a USG Council administrator in any capacity, s/he will not be paid anything additional for the administrative role.

Faculty Compensation for Study Abroad: USG Programs

The following compensation policy applies to USG programs. Faculty members serving under an academic-year contract will be eligible to earn up to 30% of their base salary (or the GGC standard rate per three-credit hour course) during the summer months for teaching on a summer study abroad program. Faculty members serving under a twelve-month fiscal year contract are ineligible for summer pay. If faculty are teaching a study abroad course during the fall or spring semester and the course is part of their normal teaching load, the faculty will not receive extra pay. If the course is considered a course overload during the fall or spring semester, the faculty will receive instructional overload pay in the spring of the academic year in which the course is taught. The applicable extra compensation amount for overload duties shall be disclosed at time of notification to the employee, or as soon as possible. For contract employees, the extra compensation shall be noted on the Academic-Year and Fiscal-Year Contract Addendum. In addition, limited summer non-teaching assignments may be offered for study abroad programs. If a faculty member’s services are needed beyond the full-time academic year commitment, a separate written agreement will be offered covering information on the study abroad program; said agreement shall govern the service commitment and level of compensation. Faculty members will be compensated according to the following conditions:

• The GGC standard rate of base pay salary for teaching a three- or four-credit hour nonlaboratory study abroad course during summer
• Up to five percent of base pay salary for teaching a one-credit hour laboratory study abroad course during summer
• Compensation for study abroad courses not covered by the above two conditions will be determined by recommendation of the Dean and approval by the Senior Vice President for Academic and Student Affairs/Provost (SVPASA/Provost).
• Compensation for nonteaching summer assignments or special programs will be determined by recommendation of the Dean and approval by the SVPASA/Provost.
• Extra compensation is not provided for teaching a course during fall or spring as part of teaching load.
• The instructional overload will be applied in the spring for teaching a course as an overload in fall or spring.

Should the number of students who are accepted and paid in full drop below the requisite head count of 10 (unduplicated headcount) GGC students per faculty member, the faculty member will be paid based on the pay scale below, or the faculty member may choose not to participate in the program.

Risk and Crisis Management

Program Directors must organize a program-specific orientation, which should address program-specific issues including, but not limited to, the following: emergencies, medications, immunizations and visas, culture, and academics.

Following are additional safety requirements for each study abroad or service-learning program:

• The program director must be thoroughly familiar with the program and service providers as well as the cultural, political, and social conditions of the site(s).
• The program director must make sure that someone is always in charge. An assistant director or in-country coordinator must be available in case the director is incapacitated.
• If a situation arises where a student may have to remain or is remaining in a foreign country and/or is unable and/or unwilling to return as and when scheduled to do so under the program, the program director and the agent for the college (if such an agent exists) shall individually notify the GGC Office of Internationalization. The notification shall be provided as soon as the program director/agent for the college is aware of any situation where a student may be required to remain or is remaining in a foreign country past the scheduled return under the program. The GGC Overseas Secondary Crisis Management Team shall be activated and notice be simultaneously provided to the GGC Senior Vice President for Academic and Student Affairs.
• If a student is hospitalized, the program director must take all necessary measures to ensure the student does not feel alone or isolated.
• All students participating on GGC study abroad or service-learning programs must carry study abroad insurance.
• The program director must be certified in first aid (CPR) administration.
• All students who participate in the study abroad program must sign an application form that includes a Waiver of Liability for their program.
• Under no circumstances may a GGC faculty or staff member purchase for students or provide students with alcoholic beverages.
• In case of a crisis abroad, the Program Director must contact the Office of Internationalization as soon as possible.

International Exchange Agreements

Before developing an exchange agreement, the potential for exchange and program compatibility should be considered in order to establish the feasibility and appropriateness of the desired agreement.

Whenever any unit of GGC enters into an exchange relationship with a university or other institution located outside the territorial boundaries of the United States of America that involves, or might lead to, commitments of college resources of any kind, GGC must sign a written agreement with the partner institution.

Exchange agreements may be negotiated unit to unit, school to school, or in a broad-based institutional capacity. A relationship that stipulates an actual exchange of students, faculty, and/or staff requires a formal exchange agreement.

A relationship that reflects general collaboration without specific exchange components does not require an exchange agreement.

Formal exchange agreements stipulate the details and implementation procedures for a specific program of exchange or collaboration and may in some cases involve a commitment of resources.

The academic population targeted in the exchange agreement determines whether a student exchange agreement or a faculty exchange agreement is appropriate.

Specific exchange agreements that implement an actual exchange must specify the obligations and commitments of each party.

Role of Internationalization in Formalizing an Exchange Relationship

The Office of Internationalization provides consulting, review, and authorization services for any GGC unit seeking to formalize an exchange relationship with an international counterpart. Internationalization must be included in formalizing any such relationships.

Exchange Agreements 

Every exchange agreement must make clear the following matters: home institution and host institution, parties, exchange officers, requirements for admission to GGC, housing, quotas (if applicable) and balance thereof, duration, visitation status, conduct, work plans, language ability, tuition and other costs, access to institutional resources, limitation of financial commitment, stipends/salary, travel, insurance, and review.

Exchange Agreements may be initiated by a school or the Office of Internationalization (OI). School-initiated agreements must be approved at the school level before they go to OI, while OI-initiated agreements are approved directly by the SVPASA/Provost, with the support of at least one school. All agreements must be approved by the SVPASA/Provost before the President or his/her designee signs them.

3.55 I-Courses

Reviewed May 26, 2016

I-courses are those courses offered by GGC that have been intentionally designed to promote student learning and development in relation to the College’s 2013-2018 Quality Enhancement Plan. These courses are intended to provide students with opportunities to build intercultural competence and skill. As such, i-courses contain both a high level of international content and the requirements and activities needed to promote student success in achieving the desired learning outcomes at an appropriate level for a given course. The QEP Student Learning Outcomes (SLOs) address three broad areas of competence: intercultural awareness (SLOs 1 and 2), communication and collaboration (SLOs 3 and 4), and application (SLO 5).

3.55.1 Operational Definition of An I-Course

Reviewed May 26, 2016

A course is considered an i-course if it:

1. Has a score of three or four on the Content Rubric, indicating that over 30% of the course material is international or global in focus;
2. Addresses a minimum of two of the QEP SLOs, drawn from two separate SLO categories as determined by the Outcomes Rubric.
   1. Category 1 is Cultural Awareness and includes SLOs 1 & 2,
   2. Category 2 is Communication and Collaboration and includes SLOs 3 & 4, and
   3. Category 3 is Application/Problem Solving and includes SLO 5.
3. Expects students to demonstrate competence at a developmentally appropriate level, i.e.:
   1. For lower level courses, a minimum of two SLOs (in 2 of 3 categories) must be met at least at the novice level.
   2. For upper level courses, a minimum of two SLOs (in 2 of 3 categories) must be met at least at the developing level.

3.55.2 Verification of A Course as An I-Course

Reviewed May 26, 2016

A course must be verified as an i-course against the operational definition of an i-course above. A faculty member who develops or revises a course either through the Center For Teaching Excellence (CTE) Internationalized Learning Program (ILP) or individually may submit the course to the QEP Assessment Committee for review and verification. Required information and course materials are to be posted on the QEP Portfolio Course Repository for review. The QEP Assessment Committee will review the course once all materials are submitted and notify the submitting faculty member when a decision is made.

3.56 Global Studies Certification

Reviewed May 26, 2016

3.56.1 Global Studies Certification Admission Requirements

Reviewed May 26, 2016

To be accepted into the Global Studies Certification Program, a student must:

1. Possess a 2.7 Cumulative GPA
2. Have completed 24 hours of academic credit (with at least 12 hours completed at GGC)
3. Complete/sign the Certification Agreement available in the Office of Internationalization. (This process involves the student, faculty mentor and Certification Coordinator.)

3.56.2 Global Studies Certification Program Completion Policies

Reviewed December 1, 2016

To complete the Global Studies Certification program, a student must:

1. Complete at least six (6) hours in i-courses at the 3000 or 4000 level at GGC with a grade of “C” or better. NOTE: Students who took a course in 2012-13 through 2015-16 that is subsequently identified as an i-course may submit a request for the course to fulfill this requirement. The Certification Coordinator will verify whether the course qualifies as an i-course and respond to the student’s request.
2. Complete the Global Studies Certification Capstone Course with at a grade of “C” or better. NOTE: Capstone Course Registration: Pre-registration for the Certification Capstone Course signals the completion of all other certification requirements.
3. Complete a credit-bearing study abroad program, or a course offered in an international location, earning a grade of “C” or better and a minimum of 3-credit hours for the experience.
4. Satisfy the foreign language requirement by demonstrating proficiency in at least one language other than the student’s native language. The foreign language requirement for the Global Studies Certification can be satisfied in any one of the following manners:

• Two Courses at GGC: Completes two GGC courses at any level (in the same language) in Chinese, French or Spanish with a grade of “C” or better.
• Transfer Courses in Foreign Languages: Transfers into GGC with two courses at any level (in the same foreign language) in any USG recognized modern foreign language with a grade of “C” or better.
• AP or IB Credit: Completes Advanced Placement (AP) or IB examinations and scores at the recommended score/level, he/she will receive academic credit in those circumstances and subsequently satisfy the Certification’s proficiency requirement.
• CLEP Testing: Completes CLEP testing for a foreign language and scores at the recommended score/level to receive academic credit.
• Language Testing International Oral Proficiency Interview (OPI) or Writing Proficiency Test (WPT): Completes LTI testing and scores at the recommended level to test out of the GGC language requirement without credit. 

3.56.3 Global Studies Certification Language Proficiency

Reviewed May 26, 2016

The following reference charts provide additional descriptive factors regarding the range of proficiency standards to satisfy the foreign language requirement of the Global Studies Certification:

1. Any level, need not be consecutive
2. Credit in German is currently not awarded through the CLEP, although students are allowed to transfer in credit in German.

3.57 Demonstration of English/Reading Competency and Regents’ Writing Competency

Reviewed May 26, 2016

Georgia Gwinnett College has established standards and criteria for demonstrating competency in writing and in reading. Students with transfer credit for English 1101 and/or English 1102 will meet the criteria for demonstrating competency. Students’ records will be updated to show satisfaction of English/Reading Competency and Regent Writing Competency upon receiving transfer credit for English 1101 or 1102 (with a grade of C or better) or completion of English 1101 or 1102 at Georgia Gwinnett College (with a grade of C or better).

3.60 Georgia Gwinnett College Library Collection Development Policy

Reviewed May 26, 2016

3.60.1 Policy Overview

Reviewed May 26, 2016

Purpose and Mission Statements

The purpose of this policy is to define the guidelines and procedures followed in building and maintaining the collections of the Georgia Gwinnett College Library. An important mission of the Georgia Gwinnett College Library is to create an up-to-date collection consistent with the curricular, instructional, and informational needs of the Georgia Gwinnett College community. This document provides an overview of selection criteria and policy. Specific guidelines for collection development in academic disciplines are contained in separate collection development policies. This policy is reviewed on a regular basis; as the needs of Georgia Gwinnett College change, this policy will change to meet those needs.

Georgia Gwinnett Library Mission Statement:

The mission of the Georgia Gwinnett College Library is to serve the information and research needs of the students, faculty, and staff of Georgia Gwinnett College, a four year unit of the University System of Georgia. The library also provides resources and services for the partners of the former Gwinnett University Center, Georgia Perimeter College and the University of Georgia, and serves as a resource center for the Gwinnett county community.

Georgia Gwinnett College Mission Statement:

Georgia Gwinnett College provides access to targeted baccalaureate level degrees that meet the economic development needs of the growing and diverse population of the northeast Atlanta metropolitan region. It emphasizes the innovative use of technology and active-learning environments to provide its students enhanced learning experiences, practical opportunities to apply knowledge, increased scheduling flexibility, and a variety of course delivery options. Georgia Gwinnett’s outstanding faculty and staff actively engage students in various learning environments, serve as mentors and advisors, and assist students through programs designed to enhance their academic, social, and personal development. GGC produces contributing citizens and future leaders for Georgia and the nation. Its graduates are inspired to contribute to the local, state, national, and international communities and are prepared to anticipate and respond effectively to an uncertain and changing world.

Users

The Georgia Gwinnett College library, located in Lawrenceville, Georgia, serves a wide variety of users. Primary users are the students, faculty, and staff of Georgia Gwinnett College who are involved in the teaching, research and service functions of the university. Library collections are developed and managed with the needs of Georgia Gwinnett College primary users in mind. Secondary clientele are those individuals or institutions that hold some affiliation with GGC. This group includes members of the University System of Georgia, as well as individuals holding valid Gwinnett County Public library cards. All of these users have certain borrowing privileges, but collections are not developed specifically for their needs.

History of the Georgia Gwinnett College Library

Georgia Gwinnett College opened its doors on August 18, 2006. It is the nation’s first four-year public college created in the 21st century, and the first four-year public college created in Georgia in more than 100 years. The new institution was built upon the work of the Gwinnett University Center (GUC) which was established in 1997 to provide University System of Georgia (USG) coordination in Gwinnett County with Georgia Perimeter College (GPC), which offered associate degrees, and with the University of Georgia (UGA), which offered some bachelor’s and graduate programs. In 2002, GUC opened its doors to more than 5,000 students enrolled in the partnership institutions - nine months earlier than projected and reaching the original five-year enrollment projection on opening day. In August of 2002, a $22 million signature building was completed, adding 100,000 square feet with18 state-of-the-art classrooms, a two-story library, and faculty offices. Soon, both Southern Polytechnic State University and The Medical College of Georgia began offering classes on the campus. The Gwinnett University Center Library served to support the work of students and instructors from all of the member institutions. In 2004, the Board of Regents (BOR) voted to create a new four-year state college in Gwinnett County. The County had doubled its population each of the past three decades, and was now home to nearly 700,000 people. With more than 8,000 enrolled students, the GUC was the ninth largest University System institution. On August 18, 2006 Georgia Gwinnett College opened with 120 juniors as its first students. The College’s first freshman class joined GGC in the fall of 2007. GGC currently serves over 8,000 students and the library supports eleven different degree programs and thirty-nine concentrations. The Georgia Gwinnett College library collection has evolved in concert with the growth of academic programs as well as the needs of a constantly increasing patron base. This policy serves to define the guidelines and procedures followed in building and maintaining a collection that will support the students, faculty and programs of the Georgia Gwinnett College community.

Objectives of the Collection Development Process

• Provide a justification for structuring the collection.
• Provide a justification for structuring the Materials budget.
• Establish a consistent methodology for ensuring that all academic programs receive new and necessary materials.
• Insure that due and proper consideration is given every request for materials.
• Allow for the consideration as to how individual purchases serve the collection overall.
• Allow for consideration as to how individual purchases support the curriculum.
• Insure that the materials budget is spent wisely and following the planned allocation.
• Allow for the orderly selection, receipt and processing of all materials.
• Provide a framework for all parties involved in, or affected by, the collection development process.

3.60.2 Responsibility for Collection Development

Reviewed May 26, 2016

Ultimate responsibility for the selection, acquisition, and disposition of library materials rests with the Georgia Gwinnett College Library Director. Under the Director’s guidance, the day to day operations of the Collection Development area are managed by the Head of Collections. The Head of Collections is responsible for managing funds allocated for purchase of library materials and for the internal distribution of such funds. The Head of Collections is also responsible for determining what is purchased with library funds, based on need, appropriateness and financial considerations.

The building of an outstanding library collection is the joint responsibility of the professional library staff and the faculty. Collection development efforts should be made objectively, consistently, and with a systematic approach. Selection of materials is a cooperative procedure involving librarians and teaching faculty. Faculty requests for materials in support of courses taught will have priority, but faculty will also be urged to recommend purchases which will develop all areas of their discipline.

While faculty recommendations are welcomed and faculty help is solicited, the Georgia Gwinnett College Library faculty has the primary responsibility for selecting materials in academic and other areas not specifically represented in the curriculum. It is also the responsibility of the library staff to develop a well-balanced collection. Students are encouraged to submit requests, which will be given serious consideration if material requested meets the guidelines of this policy statement.

3.60.3 Selection Criteria

Reviewed May 26, 2016

3.60.3.1 Scope

Reviewed May 26, 2016

The scope of the collection is intended to:

• support the academic and curricular needs of the College by collecting materials in a variety of formats and making them available for use;
• provide a balanced collection in all fields of knowledge relevant to the educational mission of the College; and,
• offer items of general educational and cultural enrichment which encourage the intellectual growth of students

Although the primary purpose of the Library is to support the curricular needs of the College, the Library is also responsive to the research needs of faculty and administrators. Material needed for this purpose may be purchased if it is considered to be of general and continuing interest. Otherwise, every effort will be made to obtain it through Interlibrary Loan or to identify relevant resources in area libraries and information centers. Scholarly works falling outside our collection areas, published or unpublished dissertations or materials of limited interest will not generally be purchased.

3.60.3.2 Relevance and Appropriateness

Reviewed May 26, 2016

The following criteria are applied to relevance and appropriateness for materials added to the library collection:

• contribute to the instructional objectives of the College’s educational programs;
• permanence or timeliness of the material;
• accuracy of the material;
• authoritativeness of the material or author;
• reputation of the publisher or producer; and
• duplication of information already in the collection.

3.60.3.3 Format

Reviewed May 26, 2016

The format of library materials is integral to their use by patrons, and furthermore their use to the collection as a whole. We recognize that as academic and institutional needs change and technology advances, the library will need to adapt to reflect those changes. The Georgia Gwinnett College Library will acquire information in the format that best serves the need of the college community. For information regarding the acquisition of electronic resources, please see the Electronic Resources Collection Development Policy. Materials requiring specific equipment for use will not be purchased unless the Library has the equipment necessary to make the material available for users.

3.60.3.4 Language

Reviewed May 26, 2016

English language publications are preferred for acquisition, however these exceptions apply:

• Books that are primarily pictorial in content may be purchased without language restrictions.
• Faculty requests for material in a specific language meant to support students studying the language.
• Foreign language materials may be purchased in other subject areas if they are requested by students and/or faculty to support a specific instructional need.

3.60.3.5 Categories of Materials Not Acquired or Selectively Acquired

Reviewed May 26, 2016

In general, the library does not acquire the following materials:

• Textbooks: The library does not automatically purchase textbooks unless a faculty request is received. If the library purchases textbooks, they are placed in the reference area within the collection. Selected textbooks may be purchased if they are considered a standard work in one of our program areas.
• Videotape: Videotaped material is not routinely purchased
• Filmstrips: The library does not purchase filmstrips.
• 16 MM films: the Library due to financial, preservation and maintenance concerns does not purchase 16mm Films.
• Microform or Microfiche.

3.60.3.6 General Selection Guidelines To Consider

Reviewed May 26, 2016

When lack of funds limit acquisitions, current publications and instructional value will be given priority over older out-of-print materials and essential materials directly supporting GGC courses will be given priority over research and general information materials.

Interlibrary loan or resource sharing, particularly for subjects that fall outside of a GGC program area, is considered an appropriate option to purchasing. Demand, instructional value, relevance, and cost are factors used in determining whether or not an item is ordered for purchase.

When available, hardcover editions of books will be procured in preference to paperback editions, unless cost or item specific considerations justify acquisition of the paperback edition.

3.60.3.7 Levels of Collection Development For Specific Programs

Reviewed May 26, 2016

Specifics as to levels of collecting intensity and density are reflected in each subject collection development policy.

3.60.3.8 Gifts

Reviewed May 26, 2016

All gifts of print and non-print materials to the Georgia Gwinnett College Library are accepted with the understanding that they are added after they have met the same criteria as materials which are specifically purchased for the collection. The GGCL will not accept gifts with conditions as to their disposition or location. The library retains the right to dispose of any unneeded materials regardless of how they are acquired.

The GGCL will acknowledge but cannot legally appraise gifts for tax purposes. Any appraisal for income tax purposes of a gift of books or other materials to the GGCL is the responsibility of the donor.

3.60.4 Collection Maintenance

Reviewed May 26, 2016

3.60.4.1 De-Selection

Reviewed May 26, 2016

The library recognizes the need to continually evaluate its collection in response to the changing nature and needs of the college curriculum through the de-selection, replacement, and repair of its titles.

De-selection is a necessary component of selection since it systematically provides the following results:

1. Gives the library a reputation for reliability
2. Gives the library a fresh, inviting appearance
3. Creates a collection which is up-to-date
4. Identifies books which need repairing, rebinding, or replacing
5. Gives the best library service through a collection of quality

A unique set of withdrawal criteria is used for each type of library material and is listed later in this section. The following criteria are considered in deselecting materials from the collection:

1. Poor physical condition; not suitable for rebinding
2. Obsolescence of information
3. Replacement by later edition
4. Duplicate copies of a title no longer in demand
5. Lack of space for materials
6. Insufficient use
7. Materials determined as missing
8. Broken files of un-indexed journals/microfilm

General Collection. All superseded editions of the General Collection become candidates for withdrawal. Decisions to withdraw are made by the Head of Collections on a title-by-title basis.

All damaged, lost, and long overdue General Collection titles become candidates for withdrawal. Decisions to withdraw or replace are made on a title-by-title basis by the Head of Collections.

Reference Materials. The Collection Development Department has established specific withdrawal policies for many of the reference titles for which revised or superseded editions are regularly received. Decisions to withdraw other titles are made by the Head of Collections in consultation with the Coordinator of Research Services and the Library Director.

Serial and Standing Orders. Each year the Head of Collections will review the serial holdings and evaluate titles that are used infrequently. The Head of Collections will work with the Faculty to recommend titles for retention, addition or cancellation. These recommendations are based on a title’s value to the curriculum and budgetary considerations.

Non-print Materials. All damaged non-print materials become candidates for withdrawal. Decisions to withdraw or replace are made on a case-by-case basis by the Head of Collections.

3.60.4.2 Replacements

Reviewed May 26, 2016

Resources that are missing, lost or withdrawn because of wear will not automatically be replaced.

The librarian must consider the merit of item before replacement copies are authorized.

The following criteria are used when making decisions on replacements:

1. The continued value of the particular title.
2. The demand for the specific title
3. The number of copies help
4. Existing coverage of the subject
5. The availability of newer or better materials on the subject
6. Price of the replacement copy

3.60.4.3 Binding

Reviewed May 26, 2016

GGC Library does not bind materials.

3.60.4.4 Duplication

Reviewed May 26, 2016

More than one copy of a title may sometimes be required to meet special needs of the instruction program. While not encouraged because of budget restrictions, purchase of duplicate copies may occur in accordance with the following guidelines:

1. Print Materials

1. Multiple demand and heavy continual use of individual titles
2. Reference titles that are in heavy demand
3. Specific faculty requests

2. Non-Print Materials

1. Multiple demand and heavy continual use of individual titles
2. Non-print is needed in a different format
3. Specific faculty requests

3.60.5 Academic Programs

Reviewed May 26, 2016

3.60.5.1 Biology Program

Reviewed May 26, 2016

Purpose:

This policy serves as a guide for the library in supporting the curricular and instructional needs of the Biology program at GGC.

Categories of concentration in the Biology Program are: General Biology, Cell Biology and Biotechnology, Biochemistry, Biology Teacher Track.

Material selected for Biology will overlap with that selected for other areas, e.g., Anthropology, Psychology, Sociology, Nursing, Social Work, Math, General Science, Chemistry, Physics, Technology and Education.

GGC Library Collection Development will focus on the following subdisciplines of Biology:

General Collection Guidelines:

1. Languages: English is the primary language of collection emphasis.
2. Treatment of Subject: Biography and general interest material will be selectively purchased. The emphasis is on building and maintaining a strong undergraduate collection. Although the collection covers all aspects of the biological sciences, current collecting emphasizes neuroscience, microbiology and immunology, biochemistry, bioinformatics, evolutionary and developmental biology, cellular and molecular biology, physiology and genetics. Items on individual species, viruses, and organisms applicable to the research of the department will also be collected selectively.
3. Types of Materials: Selection will include monographs and periodicals, encyclopedias, dictionaries, proceedings/transactions of conferences/congresses/ symposia, and data collections. Collection of media formats such as videos, DVDs, computer software, etc. will be considered at the specific request of the faculty.
4. Date of Publication: Primarily current imprints will be selected. Some retrospective acquisition of classic or standard works not already in the collection.

3.60.5.2 Business Program

Reviewed May 26, 2016

Purpose:

This policy serves as a guide for the library in supporting the curricular and instructional needs of the Business program at GGC.

Categories of concentration in the Business Program are:

Accounting, Finance, General Business, International Business, Leadership, and Management Information Systems, and Marketing

Material selected for Business program will overlap with that selected for other areas, e.g., Technology, Psychology, Sociology, Math, General Science, Chemistry, and Education.

GGC Library Collection Development will focus on the following subdisciplines of Business:

General Collection Guidelines:

1. Languages: English will be the primary language of the collection.
2. Chronological Guidelines: The major emphasis is on the twenty-first century, but classical works about business in earlier periods will be considered to fill in gaps in the collection. Current and recent topics are of major interest, though historical materials are of some interest.
3. Geographical Guidelines: While primary focus is on the United States, material is acquired to fulfill international topics as well.
4. Treatment of Subject: Business histories, biographies of major business figures, and well-written popular works will be acquired. Classic and seminal titles in this field will be acquired selectively.
5. Types of Materials: Most materials acquired will be in the form of books and periodicals and will include, in addition to monographs and serial publications, encyclopedias, dictionaries, atlases, directories, proceedings of conferences and congresses, transactions and reports of societies, statistical publications of the United States government, the United Nations, and statistical yearbooks from other countries.
6. Case studies will be acquired selectively. Audio-visual materials as well as CD-ROM products and interactive video will be acquired when needed

3.60.5.3 Criminal Justice/Criminology Program

Reviewed May 26, 2016

Purpose:

This policy serves as a guide for the library in supporting the curricular and instructional needs of the Criminal Justice/Criminology Program at GGC including the Program for Minor in Criminal Justice/Criminology.

Categories of concentration in the Criminal Justice/Criminology Program are:

Criminal Justice
Criminology
Liberal Arts

Material selected for Criminal Justice/Criminology Program will overlap with that selected for other areas, e.g., Technology, Psychology, Sociology, Math, History, Political Science and Education.

GGC Library Collection Development will focus on the following subdisciplines of Criminal Justice/Criminology:

General Collection Guidelines:

1. Languages: English will be the primary language of the collection.
2. Chronological Guidelines: Historical, recent and current publication coverage is necessary for this collection. This collection will need to be updated on a regular basis due to the changing nature of the areas of study and their role in the national and international scheme.
3. Geographical Guidelines: While primary focus is on the United States, there are secondary focuses on the international influence on human and institutional behaviors as well as the global social and political aspects of the programs.
4. Treatment of Subject: Historical development of criminal justice and criminology, key theories and case studies, and well-written popular works will be acquired. Some emphasis on techniques and research methods involving the use of statistics, mathematical models, and computer applications is required. Classic and seminal titles in this field will be acquired selectively.
5. Types of Materials: Most materials acquired will be in the form of books and periodicals and will include, in addition to monographs and serial publications, proceedings of conferences and congresses, statistical publications of the United States government, the United Nations, and statistical yearbooks from other countries.
6. Audio-visual materials such as DVDs will be acquired upon faculty request.

3.60.5.4 Education Program

Reviewed May 26, 2016

Purpose:

This policy serves as a guide for the library in supporting the curricular and instructional needs of the Education Program at GGC.

Categories of concentration in the Education Program are:

Early Childhood Education
Special Education
Teacher Certification Tracks
Subject Areas for Teacher Tracts are Biology, English, History, Mathematics, and Political Science.

Material selected for Education Program will overlap with that selected for other areas, e.g., Biology, Technology, Psychology, Sociology, Math, History, Political Science and English.

GGC Library Collection Development will focus on the general subdisciplines of Education:

GGC Library Collection Development will focus on the following subdisciplines of Special Education:

These next sections are here if you want to clarify; however, basically covered by the section above “Material selected for Education Program will overlap…”

GGC Library Collection Development will focus on the following subdisciplines of certification track material in Biology:

GGC Library Collection Development will focus on the following subdisciplines of certification track material in English:

GGC Library Collection Development will focus on the following subdisciplines of certification track material in History:

GGC Library Collection Development will focus on the following subdisciplines of certification track material in Mathematics:

GGC Library Collection Development will focus on the following subdisciplines of certification track material in Political Science:

General Collection Guidelines:

1. Languages: English will be the primary language of the collection.
2. Chronological Guidelines: Historical, recent and current publication coverage is necessary for this collection. This collection will need to be updated on a regular basis due to the changing nature of the areas of study.
3. Geographical Guidelines: The primary focus of this collection is on the education system in the United States, however, the inclusion of multiculturalism into the school curriculum may require the inclusion of additional appropriate materials.
4. Treatment of Subject: Historical development of education, key theories and case studies, and well-written popular works will be acquired. The tracks for Teacher Certification will require materials specifically selected for each appropriate area of concentration with the inclusion of instruction based material as well as age appropriate material. Some emphasis on techniques and research methods involving the use of statistics, mathematical models, and computer applications is required. Periodicals are emphasized and selected upon faculty request
5. Types of Materials: Selection will include monographs and periodicals, encyclopedias, dictionaries, compendia, treatises, proceedings/transactions of conference/congresses/symposia, and data collections. Periodicals are of primary importance. Audio-visual materials as well as CD-ROM products and interactive video will be acquired when needed.

3.60.5.5 English Program

Reviewed May 26, 2016

Purpose:

This policy serves as a guide for the library in supporting the curricular and instructional needs of the English program at GGC.

Categories of concentration in the English Program are:

English Language and Literature, English Writing and Rhetoric, English Interdisciplinary Studies, and Teacher Certification

Material selected for English will overlap with that selected for other areas, e.g., History, Film, Religion, Education, Journalism, Business, Politics, Psychology, Digital Media, and Education.

GGC Library Collection Development will focus on the following subdisciplines of English:

General Collection Guidelines:

1. Languages: English is the primary language of collection emphasis.
2. Treatment of Subject: Biography and general interest material will be selectively purchased. The emphasis is on building and maintaining a strong undergraduate collection. Although the collection covers all geographic and chronological areas of Literature, current collecting emphasizes Anglo-American Literature, Composition, and Rhetoric.
3. Types of Materials: Selection will include monographs and periodicals, encyclopedias, dictionaries, proceedings/transactions of conferences/congresses/ symposia, and data collections. Collection of media formats such as videos, DVDs, computer software, etc. will be considered at the specific request of the faculty.
4. Date of Publication: Primarily current imprints will be selected. Classic or standard works will be acquired selectively.
5. Chronological Guidelines: Items will be selected to ensure coverage of all the major time periods.
6. Geographical Guidelines: Items will be selected to ensure coverage of all geographical are

3.60.5.6 Exercise Science Program

Reviewed May 26, 2016

Purpose:

This policy serves as a guide for the library in supporting curricular and instructional needs of the Exercise Science Program at GGC.

Material selected for Exercise Science Program will overlap with that selected for other areas of study including but not limited to: Biology, Sociology, Math, Science, Nursing, Physics, and Anatomy.

GGC Library Collection Development will focus on the following subdisciplines of Exercise Science:

General Collection Guidelines:

1. Language: The primary language of the collection is English.
2. Chronological Guidelines: The primary emphasis is on current materials.
3. Geographical Guidelines: The major focus is on material related to the United States.
4. Treatment of Subject: A strong undergraduate collection is the main focus. There is a strong emphasis on techniques of physical therapy. Works on the medical or biological aspects of exercise science will be included. Textbooks will be restricted.
5. Types of Materials: Materials will primarily be acquired in the form of monographs. In addition to monographs, reference works such as encyclopedias and dictionaries of medicine, handbooks, abstracts, and indexes of exercise science may be necessary. Collection of media formats such as DVDs and computer software will be considered upon faculty request.
6. Date of Publication: Emphasis is on materials published since 1995. Retrospective purchasing will be selective and will mainly include undergraduate medical standards.

3.60.5.7 History Program

Reviewed May 26, 2016

Purpose:

This policy serves as a guide for the library in supporting the curricular and instructional needs of the History program at GGC.

Categories of concentration in the History Program are:

American History, History: Interdisciplinary Studies, Western Civilization, World History, and Teacher Certification

Material selected for History will overlap with that selected for other areas, e.g., Anthropology, Geography, Sociology, Politics, Economics, Literature, Film, Religion, General Science, and Education.

GGC Library Collection Development will focus on the following subdisciplines of History:

General Collection Guidelines:

1. Languages: English is the primary language of collection emphasis.
2. Treatment of Subject: Biography and general interest material will be selectively purchased. The emphasis is on building and maintaining a strong undergraduate collection. Although the collection covers all geographic and chronological areas of History, current collecting emphasizes U.S. History, Western Civilization, and World History.
3. Types of Materials: Selection will include monographs and periodicals, encyclopedias, dictionaries, proceedings/transactions of conferences/congresses/ symposia, and data collections. Collection of media formats such as videos, DVDs, computer software, etc. will be considered at the specific request of the faculty.
4. Date of Publication: Primarily current imprints will be selected. Classic or standard works will be acquired selectively.
5. Chronological Guidelines: Items will be selected to ensure coverage of all the major time periods with an emphasis on U.S. History and Western Civilization.
6. Geographical Guidelines: Items will be selected to ensure coverage of all geographical areas, with an emphasis on North America.

3.60.5.8 Information Technology Program

Reviewed May 26, 2016

Purpose:

This policy serves as a guide for the library in supporting the curricular and instructional needs of the Information Technology program at GGC including the Program for a Minor in Information Technology.

Categories of concentration in the Information Technology Program are:

Business
Systems and Security
Software Development

Material selected for Information Technology will overlap with that selected for other areas, e.g., Business, Psychology, Sociology, Social Work, Math, General Science, Chemistry, and Education.

GGC Library Collection Development will focus on the following subdisciplines of Information Technology:

General Collection Guidelines:

1. Languages: English is the primary language of the collection.
2. Treatment of Subject: A strong undergraduate collection is the main focus. Biography and general interest material will be selectively purchased. Upper division and research level materials will be considered at the specific request of the faculty.
3. Types of Materials: Selection will include monographs and periodicals, proceedings/transactions of conference/congresses/symposia, and data collections. Audio-visual materials including CD-ROM products and DVDs will be considered upon request.
4. Date of Publication: Regularly updating this collection with current publications is paramount. Some retrospective acquisition of classic or standards works not already in the collection may be required.

3.60.5.9 Math Program

Reviewed May 26, 2016

Purpose:

This policy serves as a guide for the library in supporting the curricular and instructional needs of the Math program at GGC.

Categories of concentration in the Math Program are:

Applied Mathematics, Pure Mathematics, and Teacher Certification

Material selected for Math will overlap with that selected for other areas, e.g., Biology, Chemistry, Physics, Information Technology, Research Methods, and Education.

GGC Library Collection Development will focus on the following subdisciplines of Math:

General Collection Guidelines:

1. Languages: English is the primary language of collection emphasis.
2. Treatment of Subject: Biography and general interest material will be selectively purchased. The emphasis is on building and maintaining a strong undergraduate collection. Although the collection covers all aspects of the mathematical sciences, current collecting emphasizes basics of analysis and algebra, topology, number theory, logic, numerical analysis, dynamic systems and differential equations.
3. Types of Materials: Selection will include monographs and periodicals, encyclopedias, dictionaries, proceedings/transactions of conferences/congresses/ symposia, and data collections. Collection of media formats such as videos, DVDs, computer software, etc. will be considered at the specific request of the faculty.
4. Date of Publication: Primarily current imprints will be selected. Classic or standard works will be acquired selectively.
5. Chronological Guidelines: The major emphasis is on the twenty-first century, but classical works about mathematics in earlier periods will be considered to fill in gaps in the collection. Current and recent topics are of major interest, though historical materials are of some interest.
6. Geographical Guidelines: There are no geographical limitations on this collection.

3.60.5.10 Political Science Program

Reviewed May 26, 2016

Purpose:

This policy serves as a guide for the library in supporting the curricular and instructional needs of the Political Science program at GGC.

Categories of concentration in the Political Science Program are:

American Government, Comparative Politics, International Relations, Legal Studies, and Teacher Certification

Material selected for Political Science will overlap with that selected for other areas, e.g., History, English, Business, Economics, and Education.

GGC Library Collection Development will focus on the following subdisciplines of Political Science:

General Collection Guidelines:

1. Languages: English is the primary language of collection emphasis.
2. Treatment of Subject: Biography and general interest material will be selectively purchased. The emphasis is on building and maintaining a strong undergraduate collection.
3. Types of Materials: Selection will include monographs and periodicals, encyclopedias, dictionaries, proceedings/transactions of conferences/congresses/ symposia, and data collections. Collection of media formats such as videos, DVDs, computer software, etc. will be considered at the specific request of the faculty.
4. Date of Publication: Primarily current imprints will be selected. Classic or standard works will be acquired selectively.
5. Chronological Guidelines: The major emphasis is on the twenty-first century, but classical works about political science in earlier periods will be considered to fill in gaps in the collection. Current and recent topics are of major interest, though historical materials are of some interest.
6. Geographical Guidelines: While the primary focus is on the United States, there are no geographical limitations on this collection.

3.60.5.11 Psychology Program

Reviewed May 26, 2016

Purpose:

This policy serves as a guide for the library in supporting curricular and instructional needs of the Psychology Program at GGC.

Categories of concentration in the Psychology Program are:

Clinical/Personality
Cognitive/Neuroscience
Developmental/Educational
Social/Applied

Material selected for Psychology will overlap with that selected for other departments, e.g., Anthropology, Biology, Sociology, Communications, Nursing, Social Work, Business/Marketing and Education.

CGC Library Collection Development will focus on the following subdisciplines of psychology:

General Collection Guidelines:

1. Language: The primary language of the collection is English.
2. Chronological Guidelines: The primary emphasis is on current materials. Some retrospective acquisition of classic or standards works not already in the collection will be considered.
3. Geographical Guidelines: The major focus is on material related to the United States; however, this focus does include cross-cultural psychology. Interest is also placed on scholarly materials that are international and multi-cultural in scope.
4. Treatment of Subject: Biographies of psychologists will be collected selectively. History of psychology will be collected broadly. There is a strong emphasis on techniques and research methods involving the use of statistics, mathematical models, and computer applications. Works on the medical or biological aspects of psychology, including psychiatry will be acquired selectively. Textbooks and works written on a popular level will be restricted.
5. Types of Materials: Selection will include monographs and periodicals, encyclopedias, dictionaries, compendia, treatises, proceedings/transactions of conference/congresses/symposia, and data collections. Periodicals are of primary importance. Audio-visual materials as well as CD-ROM products and interactive video will be acquired when needed.
6. Date of Publication: Emphasis is on materials published since 1995. Retrospective purchasing will be very selective.

3.60.5.12 Nursing Program

Reviewed May 26, 2016

Purpose:

This policy serves as a guide for the library in supporting curricular and instructional needs of the Nursing Department’s programs at GGC.

Categories of concentration in the Nursing Department are:

The nursing program’s concept-based curriculum supports a student-centered, invitational learning environment, which embodies eight domains of nursing care. These domains include: caring, professionalism, critical thinking, wellness and illness, leadership, culture and diversity, technology and informatics, and evidence-based practice.

Material selected for Nursing will overlap with that selected for other departments, e.g., Biology, Sociology, Social Work, Exercise Science, Chemistry, Math, and Psychology

GGC Library Collection Development will focus on the following subdisciplines of Nursing:

General Collection Guidelines:

1. Language: The primary language of the collection is English.
2. Chronological Guidelines: The primary emphasis is on current materials.
3. Geographical Guidelines: The major focus is on material related to the United States; however, this focus does include cross-cultural nursing. Interest is also placed on scholarly materials that are international and multi-cultural in scope.
4. Treatment of Subject: Biographies of psychologists will be collected selectively. History of nursing will be collected broadly. There is a strong emphasis on techniques and research methods involving the use of statistics, mathematical models, and computer applications. Works on the medical or biological aspects of psychology, including psychiatry, will be acquired selectively. Textbooks and works written on a popular level will be restricted.
5. Types of Materials: At the request of the Dean of Allied health and the Nursing Faculty, most materials acquired will be in the form of ebooks and periodicals with periodicals of great importance. Periodicals will be collected in electronic format unless print is the only format available. In addition to monographs and serial publications, reference works such as encyclopedias and dictionaries of psychology, handbooks, abstracts, indexes, and directories of psychologists and testing centers will be collected. Proceedings, reports of conferences, symposia, international congresses, etc., will be collected selectively. Governmental publications at the national, local and state level will be collected selectively. Purchase of dissertations and theses from other institutions will be very restricted. Collection of media formats such as videos, DVDs, computer software, etc. will be considered at the specific request of the faculty.
6. Date of Publication: Emphasis is on materials published since 2005. Retrospective purchasing will be very selective.