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Section IV: Educational Program The College
maintains a liberal policy of admissions so that most persons seeking a higher education
can be admitted to a course of study. This policy reflects the purpose and one of the
goals in the Statement of Purpose: "to offer learning opportunities for students with
potential who might not ordinarily seek higher education." An applicant is considered
eligible for freshman admission who has earned a diploma from a regionally accredited high
school and who has submitted an official transcript or documented evidence of successful
completion of the GED test series. A successful GED score must total 225 or higher. No
score lower than 35 win be acceptable in
any area, and the composite or average score must be 45 or more. Science (3) -
emphasis in physical science and two laboratory courses in biology, chemistry, or physics. Mathematics (3) -
two courses in algebra and one in geometry. Social Science
(3) - emphasis in American history, economics, and government. Foreign
Language (2) - two courses in one language emphasizing speaking, listening, reading, and
writing. Students who do
not meet the CPC requirements may be granted provisional admission. Provisionally admitted
students are required to make up the CPC deficiencies by enrolling in designated courses,
but credit for those courses may not be used to satisfy core curriculum or degree
requirements. Any applicant who graduated from high school prior to spring of 1988 is
exempt from CPC requirements. Freshmen
applicants must have achieved a minimum composite score of 750 on the SAT and have earned
not less than 350 on either the verbal or quantitative segment. Applicants who score less
than 750 on the SAT or earned less than 350 on either the verbal or quantitative section
must sit for the Collegiate Placement Exam (CPE). Students who test out by scoring 75 or
above in each test area (Mathematics, Reading, and English) are registered in regular
college courses. Students who score less than 75 in either area are placed in
Developmental Studies. Conditionally admitted students become regular students by
completing Developmental Studies requirements within one academic year. Developmental
Studies courses carry institutional credit that do not count towards college graduation. As a unit of the
University System of Georgia, the College adjusts its admission policies according to
system-wide requirements and institutional purpose and goals. The Recruitment and
Admissions Committee has the responsibility of recommending changes in admissions policies
to the President. The Vice President for Academic Affairs, Academic Council, and faculty
must approve any change. A new edition of the Catalog, published each year,
includes any revised admissions policies and guidelines. Admissions policies are
consistent with and reflective of the College's purpose and goals. Policies
governing admission of transfer students and acceptance of credit earned at other
institutions are published in the Catalog. All of the general admission criteria
apply to transfer students; they must have the proper CPC credits, examination scores, and
proper transcripts. During their first quarter of residence, the transcripts of these
students are evaluated by the Registrar and the students are informed of the results. The College
gives advanced placement or, in some cases, college credit for college-level high school
courses on the basis of the student's score on the College Board Advanced Placement
Examination or the Admission Testing Program achievement tests and approval by the
appropriate department head. College credit
may be granted for satisfactory scores on selected tests of the College-Level Examination
Program (CLEP), for satisfactory completion of appropriate courses and tests offered
through the United States Armed Forces Institute, and for military service schools and
experience as recommended by the Commission on Accreditation of Service Experiences of the
American Council on Education. Credit by examination and correspondence or extension study
may not exceed one-fourth of the work counted toward a degree. The College does not grant
credit for experiential learning. Students who
fail to fulfill the scholastic requirements of the institution are subject to scholastic
discipline. At the end of each quarter, the Registrar computes cumulative grade point
averages in order to determine the academic standing of all enrolled students. The
following procedure is implemented for students who do not meet established scholastic
criteria: the Registrar recommends to the Vice President for Academic Affairs students who
should be on academic probation, suspended, or dismissed. The Vice President for Academic
Affairs notifies the student. In 1989-90 the
policy on academic probation and suspension was revised to require that students maintain
a 2.0 grade point average after earning 90 credit hours. The minimum required averages
are: Stages of Progress
Minimum Cumulative Quarter Hours Grade
Point Average 1-45
1.5
46-90
1.7 90 and above
2.0
A student whose
cumulative grade-point average at the end of any quarter is at or above the minimum
grade-point average for his appropriate stage of progress will be considered in good
standing. However, a student whose cumulative grade point average falls below the minimum
grade point average for his stage of progress will be placed on academic warning. A
student on academic warning whose cumulative grade point average is not raised to the
satisfactory level for his stage of progress at the end of the quarter will then be placed
on academic probation. Detailed regulations, published in the Catalog, specify the
restrictions placed on students who are on probation and provide conditions for
suspension. A student who has been suspended for academic reasons may be readmitted when
he has submitted an application for readmission and evidence of increased motivation and
maturity. The College reserves the right to deny readmission to any student who has been
suspended for academic reasons. College
regulations provide that all applications for readmission of suspended students are to be
processed by the Committee on Recruitment and Admissions, which is authorized to readmit
students suspended for academic reasons when those students have met the requirements for
readmission. The Committee and the Registrar need to maintain accurate and complete
records of decisions on each application for readmission, including detailed information
concerning the cause of failure, academic goals, entrance tests, college grades previously
earned, length of absence, motivation, outside commitments, and recommendations from
appropriate personnel. 4.1.2
Undergraduate Completion Requirements The curriculum
offerings are directly related and are appropriate to the purpose and goals of the
College. Each academic unit has established objectives for the major programs, and these
are linked to the goals included in the Statement of Purpose. The objectives, expected
results, and assessment procedures are contained in the Institutional Effectiveness Plan. Degrees and
certificates are awarded only to students who meet the standards of performance, the
academic requirements, and the residence requirements as set forth in the Catalog. Detailed descriptions of degree requirements are in
the Catalog and are also found in the self-study reports of the academic units.
Those descriptions include number and distribution of credit hours in general education,
the number and distribution of credit hours in the major program, and the total number of
credit hours in each program. The competencies required in each course are listed in the
course syllabi, and those expected of students in each program are included in the College
Catalog. Requirements of the Core Curriculum (described in section 4.1.3) ensure
that all students will demonstrate competence in reading, writing, oral communication, and
fundamental mathematical skills. The general
requirements for graduation include: 1.
A minimum of
185 quarter hours, including health, physical education, and orientation. 2.
A scholastic
average of 2.0 or higher. 3.
Satisfactory
completion of the minimum requirements of the core curriculum as outlined for Areas I, II,
and III and in the specific degree programs for Area IV. 4. Satisfactory
completion of core courses (PSC 200 and HIS 202 or 203) designed to give students
proficiency in United States and Georgia history and government. 5. Satisfactory
completion of the University System of Georgia Regents' Testing Program. 6. A
prescribed school or departmental major with no grade below "C" in the major
courses. 7. Residence of
at least one year at Savannah State College. Students are required to spend the senior
year in residence. 8. Completion
of all the above requirements within eight calendar years. The College
reserves the right to allow exceptions to the requirements when recommended by the head of
the department of the student's major and appropriate administrators through the
established channels.
4.1.3
Undergraduate Curriculum The Catalog clearly
states requirements for each certificate and degree it awards. Through its three schools,
the College awards the baccalaureate degree with majors in: Accounting
The College also awards
Associate of Science degrees with majors in Marine Science Technology, Chemical
Engineering Technology, and Computer Engineering Technology. The College is
organized into three schools, Business, Humanities and Social Sciences, and Sciences and
Technology; the last two are divided into departments. The Department of Developmental
Studies is a separate academic unit. The deans of the schools and the heads of the
academic departments all hold advanced degrees in one of the disciplines in their units.
In each discipline where a degree is offered, there is at least one full-time faculty
member. All bachelor's
degree programs and associate degree programs require that students complete a ninety
quarter credit-hour core of general education courses. These courses form the foundation
of degree programs and guarantee transfer of credit among all colleges and universities in
the University System. General
Education, broadly conceived, is that education which is needed by all citizens in a
democratic society; this includes the humanities, mathematics and the natural sciences,
and the social sciences. Savannah State College views general education not only as the
accumulation of factual knowledge in these areas but also as the pursuit of attitudes,
competencies, and values believed to give students a sense of direction. The core
requirements are stated below, although specific courses vary according to the degree
sought. Area I. Humanities:
20 hours English 107,
108, and 109 Humanities 232 Area II. Mathematics
and Science: 20 hours Mathematics - (10
hours) Science - (10
hours) A two-quarter
sequence laboratory course in biology, chemistry, physics, or physical science Area III. Social
Sciences: 20 hours World
Civilization, U.S. History, Government, Psychology or Sociology Area IV. Courses
Appropriate to the Maior: 30 hours Area IV courses are selected by the faculty of each
department or school to provide the necessary foundation upon which students will build
their major courses as juniors and seniors. Other General
Requirements: 9-11 hours The faculty
requires the completion of one introductory course which assists students in making the
transition to college and prepares them to become more effective as students (3-5 hours).
The faculty also requires students to complete physical education activity courses offered
through the Department of Recreation--6 hours Each curricular
offering is described in the Catalog. Reviews and evaluation of the undergraduate
curriculum are made by individual faculty members, departments, educational policies
committees of the schools, the Academic Council, and the College faculty. The Vice
President for Academic Affairs conducts annual reviews of productivity. These reviews rate
programs by quarter-credit-hour production and by cost per quarter-credit-hour. Ad hoc
reviews of specific programs determine levels of productivity. Any recommended changes
resulting from such reviews are presented to the resident. The process for
establishment, review, and evaluation of curriculum policies is clearly defined. Addition
or deletion of degrees and academic programs for majors is the responsibility of the Board
of Regents. Proposals for changes originate in the appropriate department or school and
are recommended by the deans, to the Vice President for Academic Affairs. The VPAA may
request that the Academic Vice Presidents Council review them before making a
recommendation to the President. Generally, the President takes all important matters to
the College faculty for deliberation. The proposals are submitted by the President to the
Chancellor. Addition or
deletion of academic programs for minors is the responsibility of the College faculty.
Proposals for changes originate in the appropriate department or school. They must be
approved by the appropriate school faculty, and transmitted by the dean to the Vice
President for Academic Affairs. The Vice President shall submit them to the Academic
Council, and to the College faculty for review and consideration, and then to the
President for final approval. Addition or
deletion of courses is the responsibility of the College faculty. Proposals for new
courses or deletion of courses originate in the appropriate department or school. They
must be approved by the appropriate school faculty and transmitted by the deans to the
Vice President for Academic Affairs for review. He shall submit these to the Academic
Council for review, and then to the College faculty for review and then to the President
for final approval. The curriculum
is systematically reviewed to ensure that all courses are taught regularly and that the
curriculum is directly related to the purpose and goals of the College. All courses will
be taught at least once in every four-year evaluation and planning cycle. Records of
courses taught within the four-year cycle will be maintained by the Registrar's Office,
and presented to the Vice President for Academic Affairs and President of the College on
an annual basis. The Vice President for Academic Affairs may ask the Academic Vice
Presidents Council (AVPC) and/or the academic units to review the courses not offered and
make a recommendation for deletion or provide written justification for retaining the
course. The content of
all courses is appropriate to the objectives of the academic units, both in the major and
minor areas and in the core curriculum. Content of courses enables academic units to
achieve their expected educational results. Academic units maintain records of the
assessment results for their objectives and, where possible, use item analysis or
sub-scores to determine the effectiveness of the curriculum. Assessment results also are
provided to the Vice President for Academic Affairs, who reviews them with members of the
AVPC. At the beginning of each academic year, academic units review the assessment results
from the previous year. The Vice President for Academic Affairs will undertake an annual
and constant review of all academic programs, including the core curriculum. The Vice
President for Academic Affairs may make recommendations concerning the core curriculum to
the appropriate units or to the faculty. Curriculum
requirements for each degree program are clearly defined in the Catalog. Each
program allows students to take elective courses outside the primary discipline. After a
student declares a major course of study, an assigned academic advisor gives him or her a
curriculum requirement form which lists the sequence of courses needed for the degree. The
advisor may also suggest and must approve elective courses. In the School of Humanities
and Social Sciences and in some of the programs in the School of Sciences and Technology,
students are required to complete a sequence of courses in a minor program which may not
exceed 29 credit hours. The procedure
for transfer of core curriculum grades is outlined in the College Catalog. Transfer
students and policy on transfer credits are clearly defined on pages 28 and 29 of the Catalog.
All institutions in the University System implement the following regulations
regarding transfer of core curriculum coursework. 1. The
University System Uniform Grading Policy requires that a "C" or higher in
freshman English composition courses is required to guarantee transferability to
institutions that require "C" or higher in English composition from their native
students. 2. Transfer
students who complete the sending institution's approved core curriculum shall be given
complete transfer credit in the same major field by the receiving institution. 3. Receiving
institutions may require that transfer students complete the 4.1.4
Undergraduate Instruction Savannah State
College is a liberal arts institution; this is reflected in its Statement of Purpose and
the specific goals included in that statement. Therefore, both the administration and the
faculty have a deep commitment to providing quality instruction. Since the College serves
students who are at various levels of educational preparation, its instructional
techniques can accommodate students with varying degrees of educational preparation. For
example, every course offered includes a writing component to emphasize the importance of
writing and to reinforce techniques and skills taught in English courses. Many courses
include laboratory experiences, and field work is offered in several majors. The wide
variety of methods used to evaluate instruction is fully described in the reports of the
various academic units. The methods which are commonly used are the SUMMA, standardized
faculty evaluation instrument, and classroom visitations with follow-up conferences. Some
units have conducted comparative studies using varying instructional methods in different
class sections to determine effectiveness. All departments monitor new instructors to
ensure uniform teaching and grading standards. For the purpose of academic effectiveness, regular surveys of students, graduating seniors, and graduates are taken. These surveys include questions about instruction and instructional support services, allowing the College to collect evidence of effectiveness (as judged by the students) and to identify weaknesses. Those surveys which have been conducted show a high level of satisfaction with instruction, both in the Core Curriculum and in major programs. Another evaluation method used in some areas is the feedback from advisory committees. To ensure that
students and faculty have a clear understanding of the goals and requirements of each
course, the following are strongly suggested as essential for course syllabi: nature of
the course content and methods of evaluation used. Copies of course syllabi are on file in
department or school offices. Summaries of these are included in the unit
self-study reports. These syllabi include the course objectives, requirements, content,
and grading methods. Syllabi are regularly reviewed by departments, schools and the Vice
President for Academic Affairs for clarity of information in the course syllabi and for
other concerns. The evaluation
of student performance in individual courses is the responsibility of the instructors.
Students are evaluated in terms of their mastery of the course objectives included in the
course syllabi. Student performance in the courses which constitute the Core Curriculum is
evaluated by standardized examinations taken by students in all sections to ensure that
students learn the same material, regardless of the instructor. In all cases, a
student's overall performance in his major area is evaluated near the end of the senior
year by a variety of methods which are described in the reports of the academic units and
summarized in the Institutional Effectiveness Plan. These methods include standardized
examinations, oral examinations, senior projects, and seminars. The College
does not generally offer courses in condensed or abbreviated time periods. The only
exception is the summer quarter which is eight instead of ten weeks. However, class
periods are extended so that the same number of classroom hours is required. All course
objectives are met, and the quality of instruction is the same as in courses offered
during the regular academic year. The competency
of the faculty, the adequacy of the library, computer resources, instructional materials
and equipment, and the physical facilities are described in the appropriate sections of
this report. A well-trained and caring faculty is essential to the College's purpose.
Various surveys of student opinion have indicated highly satisfactory ratings to the
faculty, and student comments on these surveys have included many positive comments about
the faculty. While improvements may be desirable in certain areas, the resources, library,
computers, instructional equipment, and physical facilities meet the needs of the
educational program. The College
provides a learning environment in which scholarship and creative achievement are
encouraged. Each year, the schools and departments sponsor lectures and seminars by
outside experts. The Lyceum Series brings to the campus performing artists and exhibits.
Faculty members and administrators have received grants for speakers and performing groups
and have made use of informal networks to secure such programs. The College recognizes its
honor students each year in an Honors Day Program and a number of honor societies have
chapters on the campus. In certain
academic programs, practical experience is considered to be an essential component of
training. The social work program requires all students to take two field experiences
courses (SWK 451 and SWK 452). Social Work field students are supervised by social work
agency professionals, who meet the standards of the Council on Social Work Education. The
management specialization in the School of Business requires students to take a course
(BAD 409) which includes an internship consisting of one hundred hours of practical work
experience. In both cases, careful supervision is provided through a field work
coordinator in the social work program and weekly seminars in the business course. College
officials are clearly in control of the programs and supervise learning experiences,
though evaluations by the employers are required and are used to assist in the evaluations
of students. Other academic programs provide internships or cooperative education courses
as options. These are integral parts of the educational programs and are carefully
supervised by faculty members. Weekly seminars are also required as a part of the social
work field experience during each quarter. A separate course (SWK) entitled Senior Seminar
is required to be taken concurrently with SWK 451. The awarding of academic credit and
grades is determined by faculty members. Those programs
which prepare students for specialized careers in business, computer Technology science,
engineering technology, and social work strive to ensure that an effective relationship
exists between curricular content and current practice in those fields. One effective
method of achieving this is the use of advisory councils made up of experts in the
particular fields. Among other responsibilities, these councils review the curricula and
recommend course improvements in light of current practices in the market place. The
faculty in business, engineering technology, computer science technology, and social work
stay abreast of the latest technology and issues in those fields and incorporate these
into their teaching methods and course content In keeping with
the mission of Savannah State College, graduate studies were introduced in 1968 with the
approval of the Board of Regents. The first degree offering of the Master of Science
degree in Elementary Education was followed by the implementation of the Master of
Business Administration degree program in 1979, the Master of Public Administration degree
program in 1986, and Master of Social Work degree program in 1990. In 1979, all teacher
education programs were transferred to Armstrong State College. Beginning July 1, 1990,
graduate programs operate in affiliation with Georgia Southern University. Savannah State
College One of the
specific objectives of the College is to provide graduate instruction. This is
accomplished through its master's degree programs in business administration, public
administration, and social work. The program in business is the oldest of the three and
was approved prior to the last institutional Self-Study. The program in public
administration was reviewed by a visiting committee from the Commission on Colleges during
the spring of 1989, and many of the recommendations and suggestions of that committee have
been implemented. The program in social work was initiated in the winter of 1990. The
Commission on Colleges was notified at the time that the program was approved by the Board
of Regents. All new degree
programs require approval of the Provost Council and the President of Georgia Southern
University, as well as the Board of Regents of the University System. The approval process
requires a proposal which demonstrates the need for the program and presents an
implementation plan, a budget, and the resources needed to support the program. This
proposal is prepared by the appropriate department or school and, following approval by
departmental, school, and College faculties, the Vice President for Academic Affairs and
finally the President of SSC. This president presents it to the President of Georgia
Southern University for final approval. If approval is questioned such matters are
referred back to the President of SSC for consideration and submission, then becomes part
of the College's planning process. Graduate
education is supported by curricula and resources substantially beyond those provided for
the undergraduate program. For example, special funds have been provided for the
acquisition of library materials for the graduate programs and additional faculty have
been hired. The curricula requirements of graduate programs are substantially different
from those of the undergraduate programs. Students in
graduate programs are encouraged to do research and to participate in scholarlv
activities. All three graduate programs are professional programs and students are
encouraged to acquire practical field experience through internship courses. The College
provides a competent and productive faculty for its graduate programs. The qualifications
of the faculty are listed in the faculty data sheets in the appropriate unit reports. The
Gordon Library has added materials specifically for the appropriate three areas of
graduate work and continues to do so, utilizing special funds. The College has excellent
computer facilities available to graduate students and faculty. Each area has a graduate director, and the Interim
Graduate Council provides overall coordination. The
Institutional Effectiveness Plan includes specific objectives, expected results, and
assessment procedures for each area of graduate studies. Recipients of all graduate
degrees have been successful in securing employment and promotions. The Presidents
of the three Colleges are ultimately responsible for developing the criteria for admission
to the graduate programs. These criteria are recommended by the Interim Graduate Council
for the Regional University of graduate faculty members from each College. Graduate Dean
of the Regional University administers the recommendation of Presidents. In September,
1990 a Graduate Council was organized, comprised of twelve representatives from Georgia
Southern University, six members from Armstrong State College and six members from
Savannah State College. The Vice-President and the Dean for Graduate Studies and Research
was charged with chairing the Council. All three
graduate programs are dedicated to scholarship, research, and community involvement. All
degree-seeking students of SSC must earn acceptable test scores for respective areas,
either the Graduate Management Aptitude Test (MBA) or the Graduate Record Examination (MPA
and MSW). They must all submit undergraduate transcripts from accredited colleges or
universities. Specific admission requirements are described in the Catalog. Separate
admission criteria are formulated for special admission categories. Students who lack
sufficient undergraduate credit in business are admitted as pre MBA students and take
courses designed to make up those deficiencies. 4.2.2 Graduate
Completion Requirements With the
approval of the Presidents, the faculties are responsible for the development of all
proposals for new academic programs, which are then submitted to the Chancellor of the
University System for review before submission to the Board of Regents.
Graduate degree
completion requirements are determined by the Presidents after having been recommended by
the regular academic administration on the local campuses. These requirements will be
published in the Graduate Catalog of the new Regional University Graduate Program.
The policies specify the maximum period of time for degree completion, requirements
governing residency, thesis requirements, number of credit hours, minimum acceptable grade
point average, and type of qualifying and exit examinations. The President of Savannah
State College holds the Vice President for Academic Affairs responsible for the
effectiveness of graduate programs at the College. In this regard, the Vice President for
Academic Affairs relies upon the advice of the campus Graduate Committee comprised of
graduate faculty and staff. The curricula
of the master's degree programs are designed to extend the knowledge and abilities of
students beyond the undergraduate offerings. Syllabi for each course offered in all
graduate programs support the course description. The graduate programs require students
to analyze, explore, question, reconsider, and synthesize old and new knowledge and
skills, preparing them for career positions and advancement. All three programs include
research components, and students utilize the College's computer facilities as well as the
library and resources such as local government and public service agency records. The Vice
President for Academic Affairs at Savannah State College continuously monitors the
graduate curricula and makes changes where and when indicated.
The College
provides an environment which supports and encourages scholarly interaction and
accessibility among faculty and students. Authors, business persons, practitioners, and
community leaders are resource persons for the graduate programs. Faculty members
in all graduate programs are recognized for expertise in their respective areas and for
scholarly research, for presenting papers at national and state professional conferences,
and for speaking at conferences and workshops. Several faculty have been involved in
community-based research projects. The graduate
programs provide educational and scholarly interactions in a number of ways. The business
program sponsors a visiting lecture series by visiting scholars and persons in top level
business management. The public administration program provides for monthly seminars with
local and national public administrators and/or scholars. The lectures and seminars
encourage critical thinking and intellectual interaction among students and faculty.
Students are urged to attend professional meetings and conferences and to join public
service organizations. Graduate assistantships have been held by graduate students who
participate directly in faculty research by providing bibliographic searches and abstract
writing. All of these activities enhance interaction between faculty and students. Directors of
each program have responsibility for assigning graduate students to their graduate
advisors and monitoring their academic progress.
Students, with program
directors from Savannah State College and in conjunction with program directors at Georgia
Southern University, select graduate examination committees. Locally, the
Vice President for Academic Affairs and, more broadly, the Regional University conduct
systematic and frequent evaluation of graduate instruction. These data are ultimately
presented to the Presidents for action and/or recognition. The SUMMA evaluation instrument
is used annually for student evaluation of instruction in graduate as well as
undergraduate classes. Directors and unit administrators also evaluate instruction
annually by the Vice President for Academic Affairs who submits his recommendations to the
President. The results of these evaluations are used for the revision and strengthening of
the instructional effectiveness process regarding instruction. At local Savannah State
College campus, the Vice President for Academic Affairs is the chief academic officer over
graduate programs. The Vice President for Academic Affairs is advised in this endeavor by
the Graduate Committee, chaired by the Associate Graduate Dean for Savannah State College.
The Graduate Committee (GC) is comprised of all deans, and graduate program coordinators.
The GC is a committee of the Academic Vice President Council (AVPC). The AVPC advises the
Vice President for Academic Affairs. Graduate faculty and all personnel matters are
supervised and administered by the deans in the respective areas. The GC recommends on all
other graduate areas. 4.4.2.3
Professional and Scholarly Preparation The graduate
faculty demonstrate a high level of competency in their respective fields. All professors
in the graduate programs have earned the doctorate degree and/or terminal professional
degrees. Both the MBA and the MPA programs have four or more faculty members, all of whom
hold doctorates in appropriate disciplines. The MSW program is still in the development
stage and has two full-time faculty. Currently it is searching for a full-time department
head and two additional faculty. Each member of
the graduate faculty has on file a current vita presenting his/her education and
experience together with evidence of scholarly research and professional development.
Summaries are contained in the appropriate academic unit self-study reports. There is an
orderly process of recruitment and appointment of graduate faculty in each of the areas in
which master's degrees are offered. Members of the graduate faculty are nominated by their
departments or schools and must be approved by the Vice President for Academic Affairs and
President of Savannah State College and then those names are forwarded to the Regional
University Graduate Council for review and approval. The Council will establish criteria
for membership on the graduate faculty; these will be published in the spring quarter of
1990.
4.3 CONTINUING
EDUCATION, OUTREACH AND SERVICE PROGRAMS Savannah State
College strongly supports the philosophy that learning is a lifelong process, and offers
a variety of educational programs designed to meet community needs. The Coastal Georgia
Center for Continuing Education, operated jointly with Armstrong State College, is the
College's continuing education agency and provides services which facilitate the learning
objectives of individuals and groups within the region and state. The Coastal Georgia
Center occupies a new building at 305 Martin Luther King, Jr., Boulevard, which houses
administrative offices, classrooms, conference rooms and facilities, and an auditorium.
The building is adequately equipped and provides ample space for courses and conferences.
The Center also has offices on the campuses of the two supporting Colleges. The Dean of
the Coastal Georgia Center, who is responsible to the presidents of both colleges,
supervises all continuing education programs. The Coastal
Georgia Center has two objectives: (1) to provide seminars, short courses, and training
programs to improve skills and abilities of citizens of this region of the state, and (2)
to offer correspondence courses in certain fields to students unable to attend classes on
campus. Each objective has expected results and appropriate assessment procedures. The Continuing
Education Program employs only part-time faculty whose selection is based on credentials,
expertise, and/or experience in a specific area or subject matter. Selection procedures
include: (1) submission of an application along with a course/program outline for possible
implementation; (2) completion of an instructor's data sheet; (3) evaluation of skills,
knowledge, and experience by a Program Specialist and recommendation to the Director of
Program Development; and (4) negotiation and approval of a contract signed by the
instructor, the Department Head, the Vice President for Academic Affairs, the Director of
Program Development, and the Dean of the Coastal Georgia Center. In planning its
programs, the Coastal Georgia Center responds to the needs of the market, including
individuals, area businesses, and government agencies. Based upon the demand for their
areas of competence, experience, and expertise, instructors are located and contracted for
specific courses. Instructors educational training, experience, expertise, and recognized
status in the field of the course being offered are the criteria for selection and
approval. Instructors are paid on a per course, per quarter basis, with salaries based on
content and length of course. The University
System funds a portion of the administrative positions at the Coastal Georgia Center. The
programs must generate their own revenue; i.e., the courses offered through Continuing
Education must generate sufficient funds to cover all expenses incurred. Consequently, the
emphasis is on more professional training courses and less personal development (or
traditional adult education), although both types are offered. The Coastal Georgia Center
must collect approximately $350,000 to meet each fiscal year's budget. The Center has been
successful in generating sufficient revenue for salaries, flinge benefits, equipment, and
operational expenses. Continuing
Education courses are available in the daytime, at night, and, in some cases, on the
weekend during each academic quarter. Under the categories of personal development,
professional development, and special interests, types of programs include short courses,
workshops, seminars, symposia, conferences, and special training programs in audiovisual
aids, business and finance, child-care, computers, creative arts, examination and reviews,
insurance, languages, and music. Continuing
Education Units (CEU's) are awarded using the criteria established by the Board of
Regents. One-tenth CEU per one-hour class contact is awarded upon documentation of having
completed a professional development course which qualifies for credit. Each program in
which Continuing Education Units are awarded is evaluated in writing. Three
certificates are awarded by the Coastal Georgia Center: (1) Paralegal Certificate, (2)
Transportation Certificate, and (3) Computer Applications Certificate. Written tests are
required in some programs offering certificates; others require demonstrated proficiency. Evaluation is a
continuous process. Upon completion, each program and each course are evaluated by
participants and staff Other evaluations are based on enrollment and on cost versus
income. All programs are evaluated in terms of quality and quantity and the degree to
which objectives have been attained. The results are used to improve instruction and to
determine which programs will be offered in the future and which instructors will be used. The Coastal
Georgia Center and the College offer a program of correspondence study, making Savannah
State College the only traditionally Black Public college in Georgia to have a
correspondence program. Correspondence study courses are directed by the Program
Specialist on the campus. Correspondence study is budgeted from the fees generated by that
program. Students receive college credit based on grades which are determined by faculty
in the various departments who develop the materials and evaluate the performance of
students. Correspondence
course design is evaluated by the Program Specialist and the content is evaluated by
faculty members with the approval of the Vice President of Academic Affairs. Methods of
evaluation include: (1) outside course syllabus evaluation; (2) internal office evaluation
of service, general information, policies, and publications; and (3) student evaluation of
service, instructor, and course. Although the process is continuous, a major evaluation is
conducted every three years. The courses will also be evaluated according to the same
methods used for those courses taught on campus. The Program
Specialist is in the process of reactivating the Advisory Board, and its first agenda item
will be to examine the program using the criteria and standards from the Independent Study
Division of NUCEA and to make recommendations for program revision and/or development. Detailed
information on the program, including staff, faculty, policies, and courses, is contained
in the Savannah State College Correspondence Study 1989-1992, Continuing Education
Catalo . The College
employs an orderly process for recruiting and recommending faculty. This process is
described in detail in the Recruitment Manual and is summarized in thefaculty
Handbook. The procedure is normally initiated by the appointment of a search
committee, composed predominantly of faculty members. The department head, in conjunction
with the dean, develops a descriptive advertisement of the vacancy and has the notice
published. The search committee, which is responsible for arranging and conducting
candidate interviews, screens and evaluates all submitted applications and narrows the
pool of applicants to a smaller group. Candidates for appointment must hold appropriate
earned degrees and be proficient in oral communication, as well as possess particular
credentials specified by the search committee. Minimum qualifications for appointment to
the faculty at specified ranks are described in the Faculty Handbook. The search
committee is responsible for submitting its recommendation of candidates to the
appropriate academic administrators. The final decision regarding appointment is made,
based upon recommendations from the Vice President for Academic Affairs, by the President
for review and approval. The President sends his/her recommendations to the Chancellor and
to the Board of Regents for final approval. In cases of
candidates who have received degrees from non-American colleges and universities, sources
such as publications from the College Board and the National Association of Foreign
Student Affairs are consulted to verify credentials. The procedures
for selecting faculty and the minimum requirements for positions are described in
documents approved by the College and the Board of Regents. A recent survey of faculty
indicated that they are satisfied with the procedures used for selecting new faculty
members. 4.4.2
Professional and Scholarly Preparation The College
faculty meet the criteria described in the Faculty Handbook and in the policies of
the Board of Regents for professional and scholarly preparation. All full-time
and part-time faculty teaching at the associate degree level in the humanities and fine
arts, the social and behavioral sciences, engineering technology and the natural sciences
and mathematics also teach in the baccalaureate programs All remedial
and developmental courses are open to both associate and baccalaureate degree-seeking
students. All faculty who teach remedial courses (ENG 092, ENG 093) and courses in the
Developmental Studies Program hold at least a bachelor's degree in an appropriate field
and have teaching experience in a field related to their teaching assignment. The College
does not offer associate degree programs at off-campus locations. With one
exception (noted below), all full-time and part-time faculty teaching at the baccalaureate
degree level in the areas of humanities and fine arts, the social and behavioral sciences,
the natural sciences and mathematics, engineering technology and business administration
have completed a minimum of 18 graduate semester hours in their teaching fields and hold
at least a master's degree. Table IV2 shows that at least forty percent of the semester
credit hours taught above the associate degree level in each of the above areas are taught
by faculty holding appropriate doctoral degrees. There is an appropriate distribution of
faculty members with the doctoral degree in the various disciplines represented on campus
(Tables IV1 and IV-2).
Table IV-1 Percentage Percentage Area
100 - 400 level
300 -
400 level Humanities and
Fine Arts
127/289 = 44
31/77 = 40 Social and
Behavioral Sciences
152/232 = 66
87/142 = 61 Natural Sciences
and Mathematics 222/283
= 78
71/86 = 83 Business
Administration
141/225 = 63
110/151 = 73 Percentage
calculated as:
Table IV-2
Total
No. of No. of Doctoral Percentage of Faculty Humanities &
Fine Arts
27
12
44 Social &
Behavioral Sciences Natural Science
and Mathematics Business
Administration
30
20
67 In the School
of Business, one faculty member does not possess a master's degree; however, he is a
Certified Public Accountant. He has completed 60 quarter hours work towards the MBA degree
at Georgia Southern College, and he was engaged in public practice as a CPA with his own
firm for 25 years. In this capacity, he employed as many as 14 professional CPAs. The
clients of his firm employed his services specifically in the Cost/Managerial Accounting
area as opposed to the rather traditional audit, tax practice. Thus this faculty member is
considered as having the equivalent of a master's degree. In the
Department of Mathematics, Physics and Computer Science, one faculty member who does
possess a master's degree has not completed a minimum of 18 graduate semester hours in the
specific teaching field. With few
exceptions explained below, in each discipline in which an undergraduate major is offered,
at least 25 percent of the quarter credit hours are taught by faculty holding appropriate
terminal degrees: either the doctorate or, in technical fields and the visual and
performing arts, a master's degree and appropriate training and experience (Table IV-4). The
professional accrediting agency in the discipline of engineering technology, the
Technology Accrediting Commission of the Accrediting Board for Engineering and Technology
(TAC/ABET), considers the terminal degree to be the master's degree. All engineering
technology faculty members possess at least the master's degree, and all have industrial
experience. In 1989, the civil, electronics and mechanical engineering technology programs
were re-accredited by TAC/ABET. While the computer science technology program is not
accredited by TAC/ABET, that agency considers the master's degree to be a terminal degree
in that field also. The Council on
Social Work Education recognizes the Master of Social Work degree as the terminal
professional degree. It should also be noted that two faculty Mass
communications major is an interdisciplinary program with the School of Business and the
Humanities, Fine Arts, and Social and Behavioral Sciences Departments. Currently, fourteen
faculty members with the doctorate degree instruct courses in the interdisciplinary
program, and three faculty teaching in the area hold master's degrees. A fourth faculty
member is currently pursuing a doctorate degree in literature and film. Although a search
for a Ph.D. in mass communications has been under way for several years, no suitable
candidate has been found for the position. The search will continue until a suitable
candidate is found. All mass communications program faculty possess extensive professional
experience in addition to the master's degree. Table IV-3
Percentage
Percentage Humanities and
Total
for Discipline
149/289
= 52
39/77=51 Recreation and
Parks
11/49 = 22
0/15=0 Music
29/29 =
100
10/10
=100 English
109/154 =
71
29/29
=100 Mass
Communications
0/40 = 0
0/30
=0 Social and
Total for
Discipline
152/232 =
66
87/142
=61 Sociology
7/37 = 19
7/27 =26 History
55/70 = 79
20/20
=100 Criminal Justice
30/30 = 100
25/25
=100 Political Science
30/30 = 100
20/20 =100 Social Work
30/30 = 100
30/30
= 100 Urban Studies
0/0 = 0
0/0 =0 Business
Total
for Discipline
141/225=
63
110/151 =73 Natural Sciences
Total
for Discipline
152/152=
100
61/61=100 Biology
78/78
= 100
23/23= 100 Marine Biology 14/14 = 100 14/14=100 Chemistry
54/54
= 100
24/24=
100 Math/Physics/
Total
for Discipline
70/131 =
53
10/25=
100 |