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Institutional Measures of Student Achievement

As part of encouraging the intellectual, personal, and social growth of all its students, Georgia Southwestern State University (GSW) tracks a variety of measures of Student Achievement including enrollment, retention, progression, graduation, and degrees conferred. GSW's current plan for continuously improving student achievement in these areas was composed in 2012 as part of Complete College Georgia (CCG). Institutional Targets for improvement of retention, progression, and graduation rates can be found in GSW's 2012 CCG Annual Report and subsequent CCG reports available at Complete College Georgia Link below. Reports on to student attainment in General Education may also be found below:

Retention and Graduation 2011-18

Retention Rates 2011
2012
2013 2014
2015
2016 2017
GSW Specific 62.62% 64.97%  69.8% 73.8%  69.52% 65.05%  
USG State University Average 72.03% 79.14%  72.9% 73.6%  72.28% 75.79%  

 

Graduation Rates 2007 Cohort 2008 Cohort 2009 Cohort
2010 Cohort
2011 Cohort
2012 Cohort
GSW Specific  35.82%  32.06%  33.3% 32.13% 25.06%  
USG State University Average  40.16%  38.9%  37.4% 36.92% 37.47%  

 

Enrollment

Total Enrollment

New Student Enrollment

Enrollment of First Generation Students, Pell Grant Recipients, and Non-Traditional Students

Enrollment by Undergraduate Major

Enrollment by Graduate Major

Retention

University System of Georgia (USG) Retention Rate

GSW Retention Disaggregated Demographically

GSW Retention by Major

Progression

USG Progression Report 2010 Cohort

USG Progression Report 2011 Cohort

USG Progression Report 2012 Cohort

USG Progression Report 2013 Cohort

USG Progression Report 2014 Cohort

USG Progression Report 2015 Cohort

Graduation

USG Graduation Rates

GSW Graduation Rates Disaggregated Demographically

GSW Undergraduate Degree Completion

GSW Graduate Degree Completion

Graduation Surveys: Semi-Annual surveys have been administered to graduates of GSW since May 2013.

GSW Graduation Survey May 2013

GSW Graduation Survey December 2013

GSW Graduation Survey May 2014

GSW First Destination Survey December 2014

GSW First Destination Survey May 2015

GSW First Destination Survey December 2015

GSW First Destination Survey May 2016

GSW First Destination Survey December 2016

Related Institutional Links

Complete College Georgia

GSW Fact Book

USG Data Link

Academic Program Measures of Student Achievement

Student Achievement in General Education

GSW General Education Attainment Plan 2015-18

GSW General Education Attainment Report 2012

GSW General Education Attainment Report 2013

GSW General Education Attainment Report 2014

GSW General Education Comprehensive Program Review 2014-15

GSW General Education Attainment Report 2016

Georgia Assessments for Certification of Educators (GACE) Pass Rates

 

 Academic Year Completed (N of completing) Percent Passing
 2010-11 (126)  88%
 2011-12 (114)  91%
 2012-13 (89)  92%
 2013-14 (184)  96%
 2014-15 (93)  95%
 2015-16 (65)  100%
 2016-17 (69)  94%

National Council Licensure Examination for Registered Nurses (NCLEX-RN) Pass Rates for First-Time Takers

 

 Calendar Year of First Attempt  Percent Passed on First Attempt
 2014  86.36%
 2015  88.6%
 2016  87.76%
 2017  92.68%
 Four Year Average  89.52%

Program Previous Review Date Next Review Date
General Education Core 2013-14 2018-19
Bachelor of Arts in Art and minor 2013-14 2020-21
Bachelor of Arts in Dramatic Arts and minor 2014-15 2021-22
Bachelor of Arts in English, including Teacher Certification Track as well as English and Spanish minors 2014-15 2021-22
Bachelor of Arts in History, including Teacher Certification Track and minor 2013-14 2020-21
Bachelor of Arts in Music, including Teacher Certification Track and minor 2017-18 2012-22
Bachelor of Arts in Psychology and minor 2014-15 2021-22
Bachelor of Business Administration, including Accounting, Human Resource Management, Management, and Marketing Tracks 2013-14 2018-19
Bachelor of Fine Arts in Art 2013-14 2020-21
Bachelor of Science in Biology and minor 2014-15 2021-22
Bachelor of Science in Chemistry and minor 2011-12 2018-19
Bachelor of Science in Computer Science and minor 2014-15 2021-22
Bachelor of Science in Exercise Science Implemented Fall 2018  
Bachelor of Science in Geology and minor 2013-14 2020-21
Bachelor of Science in Information Technology 2014-15 2021-22
Bachelor of Science in Long Term Care Management Implemented Fall 2018 2025-26
Bachelor of Science in Mathematics, including Teacher Certification, Computational Science and Engineering, and Financial Engineering Tracks 2014-15 2021-22
Bachelor of Science in Nursing 2015-16 2020-21
Bachelor of Science in Political Science, including Teacher Certification Track, Political Science minor and Global Studies certificate 2013-14 2020-21
Bachelor of Science in Psychology and minor 2014-15 2021-22
Bachelor of Science in Sociology and minor 2014-15 2021-22
Bachelor of Science in Education, including Early Childhood Education, Health and Physical Education, Middle Grades Education and Special Education Tracks and Education minor 2012-13 2021-22
Master of Business Administration 2013-14 2018-19
Master of Education including Early Childhood Education, Middle Grades Language Arts, Middle Grades Mathematics, and Special Education Reactivated 2014 2021-22
Master of Science in Computer Science 2007-08 2017-18
Master of Science in Nursing Implemented 2013 2018-19
Education Specialist including Early Childhood Education and Middle Grades Education Reactivated 2015 2021-22

Assessment Tools

icon new Unit Annual Report Directions 2015-18

icon new Unit Annual Report Template (for FY 2018)

icon new Unit Assessment Results Table (for Three-Year Trend Reporting)

icon new SACSCOC Principles of Accreditation (Effective January 1, 2018)

 Unit Strategic Plan Template

Unit Strategic Plan Template Model (Theme One)

Unit Strategic Plan Template Model (Theme Two)

Unit Strategic Plan Template Model (Theme Three)

Unit Strategic Plan Template Model (Theme Four)

Unit Strategic Plan Template Model (multiple themes)

Annual Core Course Rotation Template

Two-Year Course Rotation Template

IEC  Support Unit Assessment Review Rubric

IEC  Academic Unit Assessment Review Rubric

Unit Assessment Plan Table

Inventory of CAS Self-Assessment Guides

Action Plan Form

Renewing Student Learning Outcomes Assessment Process Worksheet

Evaluation Rubric for Renewing Student Learning Outcomes Assessment Process

Bloom for Writing Learning Outcomes

Template for Mapping Course Learning Outcomes to Program Learning Outcomes

Measuring the Impact of Administrative and Support Units

Georgia Board of Regents Policy Manual

University System of Georgia Academic and Student Affairs Handbook

Articles on Assessment and Planning

Why Not Grades?

What New Faculty Need to Know About Assessment

Student Bashing

AAHE Principles of Good Practice for Assessing Student Learning

Assessment, Accountability, and Improvement: Revisiting the Tension

Assessing What Really Matters to Student Engagement

Establishing Learning Outcomes

Implementing Outcomes Assessment in an Academic Affairs Support Unit

Linking Program Review and Assessment

NACOL Standards for Quality Online Teaching

Writing Measurable Learning Outcomes

How Should Colleges Prepare Students to Succeed in Today's Global Economy? (LEAP Report)

How Should Colleges Assess and Improve Student Learning? Employers’ Views On The Accountability Challenge (LEAP Report)

Raising The Bar: Employers’ Views on College Learning in the Wake of the Economic Downturn (LEAP Report)

Falling Short? College Learning and Career Success (LEAP Report)

Guidelines for New or Changed Courses or Curriculum

All changes or additions to the curriculum at Georgia Southwestern State University (GSW) follow the campus process outlined below. Curriculum changes may also require notification of the Southern Association of Colleges and Schools Commission on Colleges (SACS COC), GSW’s accrediting agency; the Board of Regents; or the University System of Georgia’s General Education Council. This process can be time-consuming; depending on the change being proposed, official approval from GSW and any outside approvals may require up to 12 months or more. All individual proposing changes to academic programs should review GSW's Substantive Change Policy to determine whether their proposal should be reviewed to GSW's SACS-COC Liaison before submission to the appropriate committee for action.

If a department or a program wants a change to appear in the catalogue for the beginning of the academic year in August, the entire process must generally be completed by December of the previous year.

The Process

  1. Course or curriculum change or addition originates with a faculty member in the Academic Program. (Complete required forms—Links to forms below).
  2. Course or curriculum change or addition for any program that leads to Teacher Certification under the rules of Board of Regents and the Professional Standards Commission of Georgia must be approved by the Teacher Education Committee.
  3. Graduate course or curriculum change or addition must be approved by the Committee on Graduate Affairs. Course additions and changes are final when approved by committee, but most curriculum additions and changes must be approved by all levels of review.
  4. Undergraduate course or curriculum change or addition must be approved by the Committee on Academic Affairs. Course additions and changes are final when approved by committee, but most curriculum additions and changes must be approved by all levels of review.
  5. Curriculum change or addition must be approved by the GSW Faculty Senate.
  6. Curriculum change or addition must be approved by the General Faculty
  7. New academic degrees, majors, or changes to the name of degree programs must be submitted to the Board of Regents for approval, and additions to GSW’s core curriculum must be submitted to the University System of Georgia General Education Council.

Academic Forms

The academic forms below are available in Word 2007; users should be able to save copies of these forms to their computers, title them appropriately, type in the required information, print forms, and then subsequently revise the forms as needed. Forms should be submitted to committees following the guidelines established by each committee. At least one signed hard copy of each form should be submitted for all required committees; after approvals are secured, programs should also submit electronic copies of the form(s) to the registrar.

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