Embed Size (px)
Citation preview
The Middle Georgia State University Fact Book 2018-2019
Edited by: Tom Waugh & Samantha Boswell Office of Institutional Research Middle Georgia State University Published: January 2019 Office of Institutional Research Middle Georgia State University Comments, Questions, or Errata, please contact: Michael Gibbons, PhD, Office of Institutional Research Middle Georgia State University 100 University Parkway Macon, GA 31206 Copyright © 2018 by: Middle Georgia State University Office of Institutional Research Middle Georgia State University 100 University Parkway Macon, GA 31206 This Fact Book is intended as a reference and may be quoted using accepted scholarly citation without permission. Reproduction of complete tables, figures, or text should include a Middle Georgia State University Fact Book 2018-2019 citation and page number.
Table of Contents The Middle Georgia State University Fact Book 2018-2019 Interim Edition (December 2018) ................. 2
GENERAL INFORMATION ......................................................................................................................... 1
Brief History of Middle Georgia State University .................................................................................. 2
Mission Statement ............................................................................................................................... 3
Our Four Core Values ........................................................................................................................... 3
Our Vision ............................................................................................................................................ 3
Strategic Plan 2018-2023 ..................................................................................................................... 4
Elevating Middle Georgia ........................................................................................................................ 4
The Board of Regents........................................................................................................................... 5
Presidents, Past and Present of Middle Georgia State University ......................................................... 6
Campus Locations ................................................................................................................................ 7
Accreditation ....................................................................................................................................... 8
Middle Georgia State University Organization ...................................................................................... 9
The President’s Cabinet ................................................................................................................... 9 Office of the President ................................................................................................................... 10 Office of Fiscal Affairs .................................................................................................................... 11 Office of Academic Affairs - Academic Colleges and Schools .......................................................... 12 Office of Student Affairs ................................................................................................................ 13 Office of Enrollment Management ................................................................................................. 14 Office of University Advancement.................................................................................................. 15
Degrees, Majors, and Minors Offered ................................................................................................ 16
ENROLLMENT INFORMATION ................................................................................................................ 18
Headcount Enrollment, FTE and Credit Hours .................................................................................... 19
Summer Trend ................................................................................................................................... 19
Spring Trend ...................................................................................................................................... 20
Headcount Enrollment, FTE and Credit Hours Generated - Fall Trend ................................................. 21
Headcount by Campus, School ........................................................................................................... 22
Graduate Program Enrollment ........................................................................................................... 23
STUDENT BODY CHARACTERISTICS ........................................................................................................ 24
Student Body Characteristics ............................................................................................................. 25
*Other includes dual enrollment, transient and other special student populations. ............................ 25
Enrollment by Attendance Status ....................................................................................................... 26
Enrollment by Student Classification .................................................................................................. 26
Enrollment by Gender........................................................................................................................ 27
Enrollment by Ethnicity/Race ............................................................................................................. 27
Top Ten Counties for Enrollment ....................................................................................................... 28
DEGREES CONFERRED ........................................................................................................................... 29
Number of Degrees Conferred by Type .............................................................................................. 30
.......................................................................................................................................................... 30
Number of Master’s, Bachelor’s and Associate’s Degrees and Certificates by Currently Active Major . 31
RETENTION RATES ................................................................................................................................. 34
All First-Time Full-Time Freshmen .................................................................................................. 35
Bachelor’s Degree-Seeking First-Time Full-Time Freshmen One-Year Retention Rates ....................... 36
Associate’s Degree-Seeking First-Time Full-Time Freshmen One-Year Retention Rates ...................... 37
GRADUATION RATES ............................................................................................................................. 38
Bachelor’s Degree-Seeking First-Time Full-Time Freshmen Six-Year Graduation Rates ....................... 39
Associate’s Degree-Seeking First-Time Full-Time Freshmen Three-Year Graduation Rates.................. 40
STUDENT ACHIEVEMENT ....................................................................................................................... 41
All First-Time Full-Time Student Retention with Benchmark ............................................................... 42
African-American First-Time Full-Time Student Retention with Benchmark ........................................ 43
All First-Time Full-Time Male/Female Student One-Year Retention Rates .......................................... 44
All First-Time Full-Time Bachelor’s Degree-Seeking Six-Year Graduation Rates with Benchmark ......... 45
Number of Associate’s and Bachelor’s Degrees Conferred ................................................................. 46
Course Success Rates – All Courses .................................................................................................... 47
Course Success Rates – Learning Support Courses ............................................................................. 48
External Examinations in Professional Fields ...................................................................................... 49
Educator Certification .................................................................................................................... 49 Respiratory Therapy Accreditation ................................................................................................. 50 Occupational Therapy Assistant Licensure Exam ............................................................................ 50 Nursing Licensure Examinations..................................................................................................... 51
FACULTY INFORMATION ........................................................................................................................ 52
Fall 2018 Full-Time/Part-Time Scheduled Faculty Distribution by Rank............................................... 53
Full-Time Faculty Fall 2018 by Highest Degree Held ........................................................................... 54
Faculty Distribution by Tenure Status – Fall 2018 ............................................................................... 55
FACULTY ACHIEVEMENTS ...................................................................................................................... 56
Faculty Achievements ........................................................................................................................ 57
MGA FOUNDATION ............................................................................................................................... 90
Annual Campaign............................................................................................................................... 91
Annual Campaign Giving by Type of Gift ............................................................................................ 92
Scholarships ...................................................................................................................................... 93
Total Amount of Scholarship Aid Awarded ..................................................................................... 93 Number Awarded .......................................................................................................................... 93
Endowment ....................................................................................................................................... 94
Endowment Growth ...................................................................................................................... 94
1
GENERAL INFORMATION
2
Brief History of Middle Georgia State University Middle Georgia State University has a history that is unlike most other institutions of higher education in the United States. Not only is it Georgia’s newest university -- as of July 2015 – it’s also one of Georgia’s oldest institutions. Its origins go back to the late 19th century, and its name has been changed several times. In 1884, the New Ebenezer Baptist Association established New Ebenezer College, a junior college in Cochran, Georgia. The first classes were held in 1887. However, just 12 years later the association discontinued its support, forcing the college to close in 1898. In 1919, the Georgia State College of Agricultural and Mechanical Arts – a division of the University of Georgia – opened a branch on the old Ebenezer campus. In 1927, the college’s name was changed to Middle Georgia Agricultural and Mechanical Junior College, and in 1929 the name was changed to Middle Georgia College, which remained as a two-year junior college operated by a board of trustees. Two years later, in 1931, the college became a junior college unit of a new organization called the University System of Georgia. Middle Georgia College continued to move forward, building athletic programs and new facilities. The college’s baseball team won four national junior college championships. The college opened a campus in Dublin; large student dormitories were constructed on the Cochran campus; and in 2007 the Georgia Aviation Technical College in Eastman was merged with Middle Georgia, giving the college three campuses. Meanwhile, about 40 miles to the northwest in Macon, a new junior college was established by the University System. Macon Junior College opened in 1968 with more than 1,100 students -- the largest enrollment ever for a new college in Georgia. In 1987, it became Macon College when the USG dropped the word “junior” from its two-year institutions. The college continued to grow, and in 1997 when the college began offering bachelor’s degrees the name changed to Macon State College. The college had established teaching facilities at two locations in Warner Robins, and in 2003 a new campus opened about one-half mile from the main gate at Robins Air Force Base. An apartment complex adjacent to the Macon Campus was acquired in 2010, giving Macon State College its first student housing. In 2012, the Board of Regents voted to consolidate Macon State College and Middle Georgia College; the new college was named Middle Georgia State College, which incorporated all facilities and all five campuses of the two previous institutions. Athletic programs previously established in Cochran remained located there. Students at the new institution chose new colors (purple, gray/silver and black) and a new mascot (The Knight). In 2014, Dr. Christopher Blake became MGA’s first permanent president. In 2015, the Board of Regents approved the college’s proposal to offer master’s degrees, and the name of the institution was changed to Middle Georgia State University. In 2015, a new mission statement was created as a result of the institution’s strategic planning process. In 2015, a new mission statement was created as a result of the institution’s strategic planning process. That statement is: Middle Georgia State University educates and graduates inspired lifelong learners whose scholarship and career enhance the region trough professional leadership, innovative partnerships and community engagement. Source: MGA Webpage, December 2018
3
Mission Statement Middle Georgia State University educates and graduates inspired lifelong learners whose scholarship and careers enhance the region through professional leadership, innovative partnerships and community engagement.
Our Four Core Values
We commit to four core values in what we do and represent:
Stewardship: Reminding us of our moral and public commitment to the people we serve on and off campus and tasking
each of us with the responsibility to marshal our time, talents, and resources for the “Common Good”
Engagement: Recognizing the learning is a social activity and that we cannot fulfill our mission of public higher
education without collaborating with those on our campuses and outside our doors in our communities
Adaptability: A cornerstone of human growth, individual and collective, and a necessary hallmark of progress and
success, requiring us to lead and manage change – not be simply affected by it
Learning: These values underpin that of learning, the reason we exist as an institution and why students entrust us and
also what we each must do continuously as faculty and staff to stay abreast of expanding and changing fields of
knowledge and grow
Our Vision
We transform individuals and their communities through extraordinary higher learning.
4
Strategic Plan 2018-2023
Elevating Middle Georgia
Core to any institution's growth is solid planning. At Middle Georgia State University, we pride ourselves on using input from local and regional leaders, the businesses who will be employing our graduates, and – of course – our faculty, staff, and students in the creation of our strategic plans. Below, you will find details about MGA's strategic planning efforts, constantly updated as our plans grow and change with the needs of our students and our communities.
Source: MGA Webpage, December 2018
5
The Board of Regents
The Board of Regents of the University System of Georgia was created in 1931 as a part of a reorganization of Georgia’s
state government. With this act, public higher education in Georgia was unified for the first time under a single governing
and management authority. The governor appoints members of the Board to a seven year term and regents may be
reappointed to subsequent terms by a sitting governor. Regents donate their time and expertise to serve the state through
their governance of the University System of Georgia – the position is a voluntary one without financial remuneration.
Today the Board of Regents is composed of 19 members, five of whom are appointed from the state-at-large, and one from
each of the state’s 14 congressional districts. The Board elects a chancellor who serves as its chief executive officer and the
chief administrative officer of the University System. The Board oversees the public colleges and universities that comprise
the University System of Georgia and has oversight of the Georgia Archives and the Georgia Public Library Service.
(www.usg.edu), December 2018
Name District Term C. Dean Alford, P.E. Fourth 1/1/12 - 1/1/19
Chris Cummiskey At-Large 4/18/18 - 1/1/20
W. Allen Gudenrath Eighth 1/1/18 - 1/1/25
Erin Hames At-Large 1/1/18 – 1/1/23
Barbara Rivera Holmes Second 1/1/18 – 1/1/25
C. Thomas Hopkins, Jr., MD Third 1/1/18 – 1/1/25
James M. Hull At-Large 1/8/16 – 1/1/23
Donald M. Leebern, Jr At Large 1/1/12 – 1/1/19
Laura Marsh Twelfth 6/24/16 – 1/1/20
Neil L. Pruitt, Jr. Eleventh 2/10/17 – 1/1/24
Sarah-Elizabeth Reed Fifth 2/10/17 -1/1/24
Sachin Shailendra Thirteenth 4/4/14 – 1/1/21
E. Scott Smith Fourteenth 1/1/13 – 1/1/20
Kessel D. Stelling, Jr. Sixth 1/9/15 – 1/1/22
Ben J. Tarbutton III Tenth 1/1/13 – 1/1/20
Richard L. Tucker Seventh 1/28/12 – 1/1/19
Thomas Rogers Wade (Vice Chair) At Large 1/1/13 – 1/1/20
Don L. Waters (Chair) First 1/1/18 -12/30/24
Phillip A. Wilheit, Sr. Ninth 1/9/15 – 1/1/22
6
Presidents, Past and Present of Middle Georgia State University
Middle Georgia College Macon State College
Palemon J. King, 1887-1888 Jack K. Carlton, 1968-1972
J.M. Kelly, 1888-1890 William W. Wright, 1972-1984
W. B. Seals, 1890-1893 Jack H. Ragland, 1984-1985
Everett M. Turner, 1893-1896 S. Aaron Hyatt, 1985-1997
A.M. Duggan, 1896-1897 David A. Bell, 1997-2011
W.E. Jenkins, 1897-1917 Jeffery S. Allbritten, 2011-2012
T.D. Walker, 1917-1928 John B. Black (Interim MSC), 2012 (Interim MGA),2013 Leo H. Browning, 1928-1947
Lloyd Alvin Moll, 1947-1950
Lucien E. Roberts, 1950-1964
Louis C. Alderman, 1964-1987
Fretwell G. Crider (Interim), 1987-1989
Joe Ben Welch, 1989-1998
Michael F. Vollmer (Interim), 1998-1999
Steve Maradian, 1999-2001
Robert E. Watts (Interim), 2001-2002
Richard Federinko, 2002-2007
Mary Ellen Wilson (Interim), 2008
W. Michael Stoy, 2008-2013
Middle Georgia State University
Dr. Christopher R. L. Blake 2014-Present
7
Campus Locations
Cochran Dublin Eastman
Macon Warner Robins
8
Accreditation Middle Georgia State College is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award certificates, associate and baccalaureate and master’s degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, GA 30033-4097 or call (404) 679-4500 for questions about the accreditation of Middle Georgia State College. Middle Georgia State College also has the following specialized accreditations: M.S. in Nursing Accreditation Commission for Education in Nursing (ACEN) 3343 Peachtree Road NE, Suite 850 Atlanta, Georgia 30326 B.S. in Information Technology Computing Accreditation Commission of ABET 415 North Charles Street Baltimore, MD 21201 A.S. and B.S. in Nursing Accreditation Commission for Education in Nursing (ACEN) 3343 Peachtree Road NE, Suite 850 Atlanta, Georgia 30326, and approved by the Georgia Board of Nursing, 237 Coliseum Drive, Macon, GA 31217-3858. A.S. in Occupational Therapy Assistant Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Assoc. (AOTA) 4720 Montgomery Lane, P.O Box 31220 Bethesda, MD 20824-1220 B.S. in Respiratory Therapy Entry Level Program Commission on Accreditation for Respiratory Care (CoARC) 1248 Harwood Road Bedford, TX 76021-4244 Teacher Education Program Georgia Professional Standards Commission (GaPSC) 200 Piedmont Avenue, Suite 1702 Atlanta, GA 30334-9032
9
Middle Georgia State University Organization The President’s Cabinet
Source: MGA Webpage 2018
10
Office of the President
11
Office of Fiscal Affairs
Source: MGA Webpage 2018
12
Office of Academic Affairs - Academic Colleges and Schools
Source: MGA Webpage 2019
13
Office of Student Affairs
Source: MGA Webpage 2019
14
Office of Enrollment Management
Source: MGA Webpage 2018
15
Office of University Advancement
Source: MGA Webpage 2018
16
Degrees, Majors, and Minors Offered Graduate Programs
Information Technology, M.S.I.T.
Management, M.S.
Nursing, M.S.
Teaching-Secondary Education, MA
Graduate Certificate in Technical Writing & Digital Communication
Bachelor's Degrees
Aviation Science and Management, B.S.
Biology, B.S.
Business Administration, B.S.
Contemporary Musicianship, BA
Criminal Justice, B.S.
Early Childhood Special Education, B.S.
English, B.A.
Health Services Administration, B.S.
History, B.A.
Information Technology, B.S.
Information Technology (Online), B.S.
Interdisciplinary Studies, B.A. & B.A,
Mathematics, B.S.
New Media and Communications, B.A.
Nursing, B.S.N.
Nursing Completion, B.S. (RN to BSN Completion)
Political Science, BS
Psychology, B.S.
Public Service/Human Service, B.S.
Rehabilitation Science, BS
Respiratory Therapy, Bridge Completion Program B.S.
Respiratory Therapy Entry Level, BS
Secondary Education (B.S.)
Applied Bachelor’s Degree
Technical Management, B.A.S. Associate's Degrees
Art, A.A.
Criminal Justice, A.S.
Financial Technology (Fintech), A.S.
Health Science, AS
Modern Language, A.A.
Music, A.A.
Nursing, A.S.N.
Occupational Therapy Assistant, A.S.
Political Science, A.S. Applied Associate’s Degrees
Air Traffic Management, A.A.S.
17
Aircraft Structural Technology, A.A.S.
Aviation Maintenance Technology, A.A.S.
Certificates (1 year)
Aircraft Structural Technology, Cert
Aviation Maintenance Tech: Airframe, Cert
Aviation Maintenance Tech: Airframe and Powerplant, Cert
Aviation Maintenance Tech: Powerplant, Cert
Flight Technology: Airplane, Cert
Flight Technology: Helicopter, Cert
Gerontology, Cert Certificates (< 1 year)
Aircraft Structural Technology- Structural Worker, Cert
Airline Management, Cert
Airport Management, Cert
Commercial Pilot: Airplane, Cert
Commercial Pilot: Helicopter, Cert
Criminal Justice, Cert
Cybersecurity, Cart
European Union Studies, Cert
Film Production, Cert
Financial Technology, Cert
Flight Instructor: Airplane, Cert
Flight Instructor: Helicopter, Cert
Instrument Pilot Rating: Airplane, Cert
Multi-Engine Pilot: Airplane, Cert
Network Administration, Cert
Unmanned Aerial Systems Operator, Cert
Web Design, Cert Minors
Business, Minor
Creative Writing, Minor
Criminal Justice, Minor
Gender Studies, Minor
Information Technology, Minor
Mathematics, Minor
Political Science, Minor
Professional Writing, Minor
Psychology, Minor
Sociology, Minor
Spanish, Minor
Sustainability Policy Studies, Minor
U.S. History, Minor
Web Design and Instructional Technology, Minor World History, Minor
Engineering Studies
Regents’ Engineering Transfer Program (RETP)
Source: MGSU Webpage, December 2018
18
ENROLLMENT INFORMATION
19
Headcount Enrollment, FTE and Credit Hours Summer Trend
Middle Georgia State University Enrollment by Headcount and FTE and Credit Hours Generated
Headcount FTE Credit Hours Generated
MSC MGC MGSU MSC MGC MGSU MSC MGC MGSU
Summer 2009 3691 1634 5325 1994 967 2961 23,997 12,090 36,087
Summer 2010 3874 1604 5478 2194 1003 3197 16,823 12,523 3,936
Summer 2011 3753 1598 5351 2104 1015 3119 25,609 12,649 38,258
Summer 2012 2913 1274 4187 1568 744 2312 19,093 9,176 28,269
Summer 2013 2594 1139 3733 1342 628 1970 16,275 7,669 23,944
Summer 2014 - - 3,276 - - 1,678 - - 20,342
Summer 2015 - - 3,217 - - 1,620 - - 19,627
Summer 2016 - - 3,168 - - 1,613 - - 19,534
Summer 2017 3,141 1,570 18,950
Summer 2018 3,374 1,771 21,345
20
Spring Trend Source: USG Semester Enrollment Reports and Semester Credit Hour Summary Report. Spring 2019 data Banner Crystal Reports MSC and MGC data have been combined prior to Spring 2014 for historical data.
Middle Georgia State University
Headcount Enrollment, FTE and Credit Hours Generated
Term Headcount FTE Credit Hours Generated
MSC MGC MGA MSC MGC MGA MSC MGC MGA
Spring 2009 6223 3225 9,448 4860 2766 7,626 62510 37778 100,288
Spring 2010 6442 3493 9,935 5121 3034 8,155 65702 40918 106,620
Spring 2011 6039 3355 9,394 4813 2,917 7,730 61658 39534 101,192
Spring 2012 5569 2985 8,554 4518 2583 7,101 58,294 34,734 93,028
Spring 2013 5,343 2,800 8,143 4,505 2,439 6,744 55,383 32,406 87,789
Spring 2014 7,661 6,438 84,947
Spring 2015 - - 7,248 - - 5,995 - - 78,770
Spring 2016 - - 7,344 - - 6,120 - - 80,473
Spring 2017 - - 7,031 - - 5,810 - - 76,358
Spring 2018 - - 6,963 - - 5,773 - - 76,217
Spring 2019 - - 7,215 - - 5,773 - - 79,789
9,4489,935
9,3948,554 8,143
7,661 7,248 7,344 7,031 6,963 7,215
7,626 8,155 7,730 7,101 6,744 6,438 5,995 6,120 5,810 5,773 6,000
100,288
106,620
101,192
93,028
87,789
84,947
78,77080,483
76,358 76,217
79,789
50,000
60,000
70,000
80,000
90,000
100,000
110,000
-1,000
1,000
3,000
5,000
7,000
9,000
11,000
Spring2009
Spring2010
Spring2011
Spring2012
Spring2013
Spring2014
Spring2015
Spring2016
Spring2017
Spring2018
Spring2019
Spring Enrollment Headcount/Cr Hrs
Headcount FTE Credit Hours
21
Headcount Enrollment, FTE and Credit Hours Generated - Fall Trend
Middle Georgia State University Headcount Enrollment, FTE and Credit Hours Generated
Term Headcount FTE Credit Hours Generated
MSC MGC MGA MSC MGC MGA MSC MGC MGA
Fall 2009 6,615 3,614 10,229 5,723 3,151 8,874 67,388 42,607 109,995
Fall 2010 6,232 3,496 9,728 5,025 3,080 8,105 64,264 41,598 105,862
Fall 2011 5,702 3,424 9,126 4,685 2,993 7,678 60,160 40,079 100,239
Fall 2012 5,780 3,104 8,884 4,703 2,722 7,426 60,576 63,070 96,646
Fall 2013 - - 7,989 - - 6,731 - - 88,396
Fall 2014 - - 7,927 - - 6,589 - - 84,346
Fall 2015 - - 7,676 - - 6,462 - - 82,749
Fall 2016 7,714 6,444 84,473
Fall 2017 7,341 6,150 80,944
Fall 2018 7,802 6,551 86,774 Source: USG Semester Enrollment Reports and Semester Credit Hour Summary Report MSC and MGC data have been combined prior to Fall 2013 for historical data.
Source: USG Semester Enrollment Reports (Credit Hours Banner Semester Enrollment Report)
22
Headcount by Campus, School
Source: Banner Enrollment Summary Report Fall 2017
Source: Banner Crystal Report
23
Graduate Program Enrollment In July 2016, the Southern Association of Colleges and Schools Commission approved Middle Georgia
State University as a Level III master’s degree granting institution. The first classes commenced during
the Spring 2016 semester. The following depicts enrollment.
Source: USG Semester Enrollment Report and Banner Crystal Report.
0 10 20 30 40 50 60 70 80 90 100 110 120 130 140
SPRING 2016
SUMMER 2016
FALL 2016
SPRING 2017
SUMMER 2017
FALL 2017
SPRING 2018
SUMMER 2018
FALL 2018
SPRING 2019
Graduate Enrollment
Master of Science in Nursing Master of Science in Information Technology
Master of Science in Management Master of Arts in Teaching Secondary Education
Master of Arts in Teaching Certificate Graduate
Certificate
Graduate
Master of
Arts in
Teaching
Master of Arts
in Teaching
Secondary
Education
Master of
Science in
Management
Master of
Science in
Information
Technology
Master of
Science in
Nursing
Total
Spring 2016 33 14 47
Summer 2016 30 12 42
Fall 2016 53 18 71
Spring 2017 60 17 77
Summer 2017 5 4 54 17 80
Fall 2017 3 5 12 73 26 119
Spring 2018 5 5 20 97 22 149
Summer 2018 4 13 16 80 33 146
Fall 2018 8 5 8 24 129 44 218
Spring 2019 8 0 12 35 130 42 227
Total 3 5 12 108 41 1,176
24
STUDENT BODY CHARACTERISTICS
25
Student Body Characteristics
Fall 2018 Student Demographics
Headcount 7,802
FTE 6,551
Characteristic Number % of Total Enrollment
Full-Time 4,892 62.7%
Part-Time 2,910 37.3%
Student Level # %
Freshman 2,421 31.0%
Sophomore 1,497 19.2%
Junior 1,399 17.9%
Senior 1,662 21.3%
Graduate 217 2.8%
Dual Enrollment 517 6.6%
Other* 89 1.1%
Gender # %
Female 4,481 57.4%
Male 3,321 42.6%
Age # %
Under 25 5,712 73.2%
25 and Older 2,090 26.8%
Ethnicity/Race # %
Hispanic 430 5.5%
American Indian/Alaskan Native 12 0.2%
Asian 261 3.3%
Black Non-Hispanic 2,714 34.8%
Native Hawaiian/Other Pacific Islander 9 0.1%
White Non-Hispanic 4,058 52.0%
2 or More Races 283 3.6%
Unknown 35 0.4%
Residency # %
Georgia 7,372 94.5%
Out of State 296 3.8%
Out of Country 134 1.7%
New Student Enrollment # %
First-Time Freshmen 1,410 18.1%
Transfers 647 8.3%
Dual Enrollment 367 4.7%
Graduate 70 0.9%
New Other* 53 0.7% *Other includes dual enrollment, transient and other special student populations.
Source: USG Semester Enrollment Report & MGSU SER
26
Enrollment by Attendance Status Fall 2018
Source: USG Semester Enrollment Report.
Enrollment by Student Classification Fall 2018
Source: USG Semester Enrollment Report
27
Enrollment by Gender Fall 2018
Source: USG Semester Enrollment Report.
Enrollment by Ethnicity/Race Fall 2018
Source: USG Semester Enrollment Report.
28
Top Counties for Enrollment Fall 2018
Source: Banner Crystal Reports
29
DEGREES CONFERRED
30
Number of Degrees Conferred by Type
Degree Level FY14 FY15 FY16 FY17 FY18
Associate's Degrees 537 475 376 331 465
Bachelor's Degrees 605 670 631 675 743
Master's Degrees 0 0 0 11 53
Certificates 39 16 21 42 28
Total 1,181 1,161 1,028 1,059 1,289
Source: USG by the Numbers Degrees Conferred Reports
31
Number of Master’s, Bachelor’s and Associate’s Degrees and Certificates by Currently Active Major
DEGREE FY14 FY15 FY16 FY17 FY18
Master of Science in Information Technology 0 0 0 11 31
Master of Arts in Teaching (Secondary Education) 0 0 0 0 5
Master of Science in Nursing (Adult/Gerontology) 0 0 0 0 17
TOTAL MASTERS DEGREES 0 0 0 11 53
B.S. in Bus. & Info. Technology 138 123 102 0 0
B.S. in Business Administration 0 0 0 117 140
Business Admin-Aviation (BS) 43 44 32 16 5
B.S. in Education 59 72 37 36 43 Early Childhood Special Ed(BS) 46 63 31 28 43
Middle Grades Education (BS) 13 9 6 8 0
B.S. in Health Serv. Admin. 58 59 56 47 47
B.S. in Information Technology 73 81 75 85 90 Information Technology (BS) 69 72 60 68 60
Information Tech-Online (BS) 4 9 15 17 30
B.A. in Interdisciplinary Studies 15 16 14 19 13
B.S. in New Media & Communication 14 15 12 19 20
B.S. In Nursing 54 73 73 92 113
B.S. in Nursing Completion 34 15 12 23 22
B.S. in Public Service 30 32 41 33 32
B.S. in Respiratory Therapy 11 16 8 11 8
Bachelor of Arts 41 31 27 16 25
English (BA) 22 17
History (BA) 3 14
History(BA) Teacher Cert 0 0
Interdisciplinary Studies (BA) 15 16
English (BA) 22 17 16 8 15
History (BA) 19 14 11 8 10
Bachelor of Science 81 101 116 128 133 Biology (BS) 22 22 27 12 33
Criminal Justice (BS) 0 15 24 48 42
Mathematics (BS) 12 12 10 7 8
Psychology (BS) 47 52 55 61 50
Bachelor in Aviation Science & Mgmt 6 1 28 31 48
Bachelor of Applied Science 0 0 2 4 5 Bachelor of Applied Science (Tech Mgmt) 0 0 0 2 5
Bachelor of Applied Science (Business Mgmt) 0 0 2 2 0
TOTAL BACHELORS DEGREES 657 679 635 677 744
Associate of Science in Nursing (ASN) 97 76 49 40 43
Associate of Science in Respiratory Therapy 30 26 31 26 16
Associate in Occupational Therapy Asst 21 22 20 25 25
TOTAL CAREER PROGRAM DEGREES 148 124 100 91 84
Associate of Applied Science in Air Traffic Mgmt 44 11 10 11 3
Associate of Applied Science-Aircraft Struct Tech 6 2 2 7 6
32
Associate of Applied Science-Aviation Maint Tech 11 8 14 8 10
Associate of Applied Science-Flight Tech 1 3 0 0 0
Associate of Applied Science-Avionics Tech 0 3 1 0 0
TOTAL APPLIED SCIENCE DEGREES 62 27 27 26 19
Associate of Arts (AA) 88 98 90 60 259 Art (AA) 16 15 10 10 16
Communication Studies (AA) 10 4 5 7 2 Core Curriculum (AA) 0 0 0 6 215 English (AA) 8 15 11 3 1 Foreign (Modern) Language 5 10 8 8 10 General Studies (AA) 29 37 45 20 4 History (AA) 9 9 8 3 0 Liberal Arts 1 0 0 0 0 Music (AA) 9 8 3 3 11 Social Welfare 1 0 0 0 0
Associate of Science (AS) 318 273 193 156 112
Biology (AS) 17 10 4 5 0 Busi Admin and Avia Mgmt(AS) 36 8 4 0 0 Business Administration (AS) 63 70 33 30 14
Chemistry (AS) 7 5 7 0 42 Core Curriculum (AS) 0 0 0 6 0
Computer Engineering/Technology 2 0 0 0 0 Computer Science (AS) 5 7 1 1 0
Criminal Justice (AS) 20 27 20 16 33 Early Childhood (AS) 22 21 6 15 0 Economics 2 0 0 0 0 Engineering Technology (AS) 2 5 4 3 0 Financial Technology (AS) 0 0 0 0 2 Forestry 1 0 0 0 0 Geology (AS) 0 0 1 0 0
Health and Exercise Science 0 1 0 0 0 Information Tech (AS) 12 0 0 0 0
Mathematics (AS) 9 4 0 0 0 Mechanical Engineering 1 0 0 0 0
Middle Grades Education (AS) 4 3 1 0 0 Natural Science (AS) 0 10 22 16 3 Physics (AS) 17 5 2 1 0 Political Science (AS) 3 3 2 0 6 Pre-Health Info Mgmt 1 0 0 0 0 Pre-Med 2 1 0 0 0 Pre-Nursing 1 1 0 0 0 Pre-Vet 1 0 0 0 0 Psychology (AS) 53 61 53 39 10
Social Work (AS) 21 18 23 13 1 Sociology (AS) 15 13 10 9 1
Surveying (AS) 1 0 0 2 0
Less than 1 year Certificate 8 3 3 5 10
33
Aircraft Struct Worker (Cert) 2 1 1 0 0
Airline Management 0 0 0 0 1
Airport Management 0 0 0 0 2
Commerical Pilot Airplane (Cert) 0 1 1 0 0
Film Production 0 0 0 1 6
Information Technology 0 0 0 0 1
Surveying (Cert) 1 1 1 4 0
Graphic Arts (Cert) 5 0 0 0 0
One Year Certificate 38 15 17 38 19
Aircraft Struct Tech(CERT) 24 11 6 14 8 Avia MT Airframe (Cert) 0 0 0 0 1 Avia MT Airfrm/Powerplnt(Cert) 12 4 10 19 6 Criminal Justice 0 0 0 0 1 Information Technology (Cert) 1 0 1 1 1 Surveying (Cert) 1 0 0 4 1 Unmanned Aerial Sys Op (Cert) 0 0 0 0 1
Total Degrees 1,319 1,219 1,065 1,064 1,300
Source: Banner Student Information System – Crystal Report Graduation by Major
34
RETENTION RATES
35
All First-Time Full-Time Freshmen
One-Year Retention Rates
Cohort
Sum of Cohort Total
Sum of # of Retained-
Institutional % Retained
at MGA
% Retained at Other USG Institutions
% Retained-System
Fall 2011 1,674 958 57.2% 6.0% 63.2%
Fall 2012 1,618 949 58.7% 5.3% 63.9%
Fall 2013 1,118 697 62.3% 7.2% 69.5%
Fall 2014 1,334 822 61.6% 5.7% 67.3%
Fall 2015 1,535 925 60.3% 5.4% 65.7%
Fall 2016 1,327 793 59.8% 7.8% 67.5%
Fall 2017 1,160 695 59.9% 7.4% 67.3%
Source: USG by the Numbers Retention Reports
Source: USG Cognos Retention Reports
57.2% 58.7% 62.3% 61.6% 60.3% 59.8% 59.9%
6.0% 5.3%
7.2%5.7% 5.4% 7.8% 7.4%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017
Middle Georgia State UniversityOne-Year Retention Rates
First-Time Freshmen
% Retained at MGA % Retained at Other USG Institutions
36
Bachelor’s Degree-Seeking First-Time Full-Time Freshmen
One-Year Retention Rates Middle Georgia State University
Bachelor’s Degree‐Seeking First‐Time Full‐Time Freshmen
One‐Year Retention Rates
Cohort % Retained at MGA % Retained at
Other USG Institutions
Total % Retained
Fall 2013 Cohort 66.85% 9.19% 76.04%
Fall 2014 Cohort 68.46% 7.16% 75.62%
Fall 2015 Cohort 68.50% 6.33% 74.80%
Fall 2016 Cohort 65.04% 9.70% 74.80%
Fall 2017 Cohort 63.80% 6.07% 69.90%
Source: USG by the Numbers Retention Reports (Cognos Calculator)
66.85% 68.46% 68.50% 65.04% 63.80%
9.19% 7.16% 6.33% 9.70%6.07%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Fall 2013 Cohort Fall 2014 Cohort Fall 2015 Cohort Fall 2016 Cohort Fall 2017 Cohort
% Retained at MGA % Retained at Other USG Institutions
37
Associate’s Degree-Seeking First-Time Full-Time Freshmen
One-Year Retention Rates Middle Georgia State University
Associate’s Degree‐Seeking First‐Time Full‐Time Freshmen
One‐Year Retention Rates
Cohort % Retained at
MGA
% Retained at Other USG Institutions
Total % Retained
Fall 2013 Cohort 62.40% 6.87% 69.27%
Fall 2014 Cohort 60.71% 4.77% 65.48%
Fall 2015 Cohort 56.30% 5.10% 61.40%
Fall 2016 Cohort 56.20% 6.15% 62.30%
Fall 2017 Cohort 54.80% 10.60% 65.50% Source: USG Cognos by the Numbers Retention Reports
62.40% 60.71%56.30% 56.20% 54.80%
6.87%4.77%
5.10% 6.15% 10.60%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Fall 2013 Cohort Fall 2014 Cohort Fall 2015 Cohort Fall 2016 Cohort Fall 2017 Cohort
% Retained at MGA % Retained at Other USG Institutions
38
GRADUATION RATES
39
Bachelor’s Degree-Seeking First-Time Full-Time Freshmen
Six-Year Graduation Rates
Source: USG Cognos by the Numbers Graduation Rates Reports
Fall 2008 Cohort 21.94% 12.75% 34.69%
Fall 2009 Cohort 24.40% 9.52% 33.92%
Fall 2010 Cohort 32.80% 9.83% 42.60%
Fall 2011 Cohort 24.90% 14.04% 38.90%
Fall 2012 Cohort 27.40% 11.86% 39.30%
Middle Georgia State University
Bachelor’s Degree‐Seeking First‐Time Full‐Time FreshmenSix‐Year Graduation Rates
Total %
Graduated
% Graduated
from MGA
% Graduated from
Other USG InstitutionsCohort
21.94%24.40%
32.80%
24.90%27.40%
12.75%
9.52% 9.83%
14.04%11.86%
34.69% 33.92%
42.60%
38.90% 39.30%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
Fall 2008 Cohort Fall 2009 Cohort Fall 2010 Cohort Fall 2011 Cohort Fall 2012 Cohort
MGSU Bachelor Degree 6-Yr Graduation Rate
% Graduated from MGA
40
Associate’s Degree-Seeking First-Time Full-Time Freshmen
Three-Year Graduation Rates Middle Georgia State University
Associate’s Degree‐Seeking First‐Time Full‐Time Freshmen Three‐Year Graduation Rates
Cohort % Graduated
from MGA
% Graduated from Other
USG Institutions
Total % Graduated
Fall 2011 7.21% 0.17% 7.38%
Fall 2012 5.03% 0.36% 5.39%
Fall 2013 5.50% 0.32% 5.80%
Fall 2014 5.00% 0.26% 5.30%
Fall 2015 7.40% 0.40% 7.70%
Source: USG by the Numbers Graduation Rates Reports (Cognos)
7.21%
5.03%5.50%
5.00%
7.40%
0.17% 0.36% 0.32% 0.26% 0.40%
7.38%
5.39%5.80%
5.30%
7.70%
0%
5%
10%
Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015
Associate Degree 3-Yr Graduation Rate FT/FT Freshmen
% Graduated from MGA % Graduated from Other USG Institutions Total % Graduated
41
STUDENT ACHIEVEMENT
42
All First-Time Full-Time Student Retention with Benchmark
MGA tracks the fall to fall retention of all first-time, full-time students. As a member of the University System of Georgia (USG) in the state University sector, MGA uses USG definitions of retention and compares itself to its state wide peers. The benchmark of success is to meet or exceed the average retention rate of all first-time, full-time students at USG state Universities.
Middle Georgia State University Benchmark
Cohort Year % Cohort
Retained at MGA
% Cohort Retained
System-Wide
Institution-Specific University Average
System-Wide State University Average
Fall 2013 64.40% 71.90% 70.80% 78.00%
Fall 2014 63.60% 69.20% 72.40% 78.90%
Fall 2015 62.00% 67.70% 70.80% 77.60%
Fall 2016 61.20% 69.30% 71.00% 77.90%
Fall 2017 61.20% 68.50% 69.10% 75.90%
Source: USG by the Numbers Retention Rates Reports
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017
All Degree 1-Yr Retention First-Time/Full-Time Freshmen
% Cohort Retained at MGA % Cohort Retained System-Wide
43
African-American First-Time Full-Time Student Retention with Benchmark
MGA has a significant minority population and also tracks the fall to fall retention of African-American first-time, full-time students. As a member of the University System of Georgia (USG), MGA compares itself to its state wide peers. The benchmark of success is to meet or exceed the average retention rate of African-American first-time, full-time students at USG state comprehensive universities.
Middle Georgia State University Benchmark
Cohort Year
% Cohort Retained at MGA
% Cohort Retained
System-Wide
Institution-Specific University Average
System-Wide State University Average
Fall 2013 57.2% 61.2% 64.4% 71.0%
Fall 2014 59.1% 62.6% 66.0% 72.1%
Fall 2015 57.9% 62.1% 64.0% 69.7%
Fall 2016 57.6% 63.4% 65.3% 71.0%
Fall 2017 56.3% 60.7% 63.0% 68.4%
Source: USG by the Numbers Retention Rates Reports
57.2%59.1% 57.9% 57.6% 56.3%
61.2% 62.6% 62.1% 63.4% 60.7%
64.4% 66.0%64.0% 65.3%
63.0%
71.0% 72.1%69.7% 71.0%
68.4%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017
All Degree 1-Yr African-American Retention FT/FT
Freshmen
% Cohort Retained at MGA % Cohort Retained System-Wide
Institution-Specific University Average System-Wide State University Average
44
All First-Time Full-Time Male/Female Student One-Year Retention Rates
Middle Georgia State University
Cohort Year % Retained at MGA % Retained System-Wide
Male Female Male Female
Fall 2013 64.90% 64.00% 71.60% 72.10%
Fall 2014 61.80% 65.40% 67.80% 70.60%
Fall 2015 60.40% 63.20% 66.00% 68.90%
Fall 2016 59.10% 63.10% 65.90% 72.30%
Fall 2017 58.00% 63.70% 64.70% 71.60%
64.90% 61.80% 60.40% 59.10% 58.00%
64.00% 65.40% 63.20% 63.10% 63.70%
71.60% 67.80%
66.00%65.90%
64.70%
72.10% 70.60% 68.90%72.30% 71.60%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017
Male/Female First-Time Full-Time Retention-1Yr Rate
% Retained at MGA Male % Retained at MGA Female
% Retained System-Wide Male % Retained System-Wide Female
45
All First-Time Full-Time Bachelor’s Degree-Seeking Six-Year Graduation Rates with
Benchmark MGA tracks six-year graduation rates of all first-time, full-time bachelor’s degree-seeking students. As a member of the University System of Georgia (USG) in the state college sector, MGA uses USG definitions of graduation rates and compares itself to its state wide peers. The benchmark of success is to meet or exceed the average graduation rate of all first-time, full-time bachelor’s degree-seeking students of USG state Universities.
Middle Georgia State University
Bachelor’s Degree‐Seeking First‐Time Full‐Time Freshmen
Six‐Year Graduation Rates
Cohort % Graduated
from MGA
% Graduated from Other USG Institutions
Total % Graduated
Fall 2008 Cohort 21.94% 12.75% 34.69%
Fall 2009 Cohort 24.40% 9.52% 33.92%
Fall 2010 Cohort 32.80% 9.83% 42.60%
Fall 2011 Cohort 24.90% 14.04% 38.90%
Fall 2012 Cohort 27.40% 11.86% 39.30% Source: USG by the Numbers Graduation Rates Reports
21.94%24.40%
32.80%
24.90%27.40%
12.75%
9.52% 9.83%
14.04%11.86%
34.69% 33.92%
42.60%
38.90% 39.30%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
Fall 2008 Cohort Fall 2009 Cohort Fall 2010 Cohort Fall 2011 Cohort Fall 2012 Cohort
MGSU Bachelor Degree 6-Yr Graduation Rate
% Graduated from MGA % Graduated from Other USG Institutions Total % Graduated
46
Number of Associate’s and Bachelor’s Degrees Conferred
MGA tracks the number of degrees conferred in associate and baccalaureate programs to track increasing levels of student educational attainment. The benchmark of success is for the number of bachelor degrees conferred to exceed the number of associate degrees conferred.
Degree Level FY14 FY15 FY16 FY17 FY18
Associate's Degrees 537 475 376 331 465
Bachelor's Degrees 605 670 631 675 743
Master's Degrees 0 0 0 11 53
Certificates 39 16 21 42 28
Total 1,181 1,161 1,028 1,059 1,289
Source: USG Degrees Conferred Reports
537 475 376 331 465
605
670631
675
743
0 0 0 115339 16 21 42 28
1,181 1,161
1,028 1,059
1,289
0
200
400
600
800
1,000
1,200
0
100
200
300
400
500
600
700
800
FY14 FY15 FY16 FY17 FY18
Middle Georgia State UniversityNumber of Degrees Conferred by Type
FY13 - FY18
Associate's Degrees Bachelor's Degrees Master's Degrees
Certificates Total
47
Course Success Rates – All Courses MGA tracks success rates for all courses. The benchmark of success is a 75% rate for all courses.
Measure Fall
2014 Fall
2015 Fall
2016 Fall
2017 Fall
2018
# Courses Attempted 27,232 26,803 26,776 25,432 27,025
# Courses Successful 21,385 20,925 20,700 20,263 20,482
Course Success Rate 78.53% 78.07% 77.31% 79.68% 75.79%
Benchmark (75%) 75% 75% 75% 75% 75%
Source: MGA Banner Data
78.53% 78.07% 77.31% 79.68%75.79%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fall 2014 Fall 2015 Fall 2016 Fall 2017 Fall 2018
Course Success Rates
Course Success Rate Benchmark (75%)Note: Successful grades include all A, B, C, and S; Unsuccessful grades include all D, F, FA, W, WF, and U.
48
Course Success Rates – Learning Support Courses MGA tracks success rates for Learning Support (remediation) courses. The benchmark of success is a 65% course success rate for all courses through Fall 2017. Program changed for Fall 2018 Benchmark not determined as of publication.
Subject Fall
2014 Fall
2015 Fall
2016 Fall
2017 Fall
2018
Math 56.92% 51.72% 50.82% 55.68% 44.44%
English 73.49% 72.50% 59.13% 80.52% 45.35%
Source: MGA Banner Data
56.92% 51.72% 50.82% 55.68% 44.44%
73.49% 72.50%
59.13%
80.52%
45.35%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Fall 2014 Fall 2015 Fall 2016 Fall 2017 Fall 2018
Learning Support Success
Math English Benchmark (65%)
Note: Successful grades include all A, B, C, and S; Unsuccessful grades include all D, F, FA, W, WF, and U.
49
External Examinations in Professional Fields
MGA monitors students' performance on external examinations that are required for graduation and that lead to professional licensure or certification.
Educator Certification The benchmark of success is to meet or exceed state pass rates on professional exams. Georgia Assessment for the Certification of Educators Annual Title II Pass Rate Report Note: MGC and MSC combined data for 2010-2011. Source: MGA School of Education
Year Test Field/Category
MGA Statewide
# # Pass Rate
Pass Rate Tested Passed
2007-2008
003 Early Childhood Special Ed General Curriculum Test I GAGE
47 47 100% 99%
004 Early Childhood Special Ed General Curriculum Test II GAGE
47 47 100% 98%
2008-2009
200 GAGE Reading 45 45 100% 100%
201 GAGE Mathematics 45 45 100% 100%
202 GAGE Writing 45 45 100% 100%
003 Early Childhood Special Ed General Curriculum Test I GAGE
77 77 100% 99%
004 Early Childhood Special Ed General Curriculum Test II GAGE
77 76 99% 98%
2009-2010
200 GAGE Reading 65 64 98% 100%
201 GAGE Mathematics 65 65 100% 100%
202 GAGE Writing 65 65 100% 100%
003 Early Childhood Special Ed General Curriculum Test I GAGE
71 69 97% 98%
004 Early Childhood Special Ed General Curriculum Test II GAGE
71 68 96% 96%
2010-2011
200 GAGE Reading 52 52 100% 100%
201 GAGE Mathematics 52 52 100% 100%
202 GAGE Writing 52 52 100% 100%
003 Early Childhood Special Ed General Curriculum Test I GAGE
58 53 91% 95%
004 Early Childhood Special Ed General Curriculum Test II GAGE
58 57 98% 96%
2011-2012 Not Reported NR NR NR NR
2012-2013 All Program Completers 89 86 97% 96%
2013-2014 All Program Completers 65 63 97% 97%
2014-2015 All Program Completers
78 77* 100% 99% *One student deceased before certification
2015-2016 All Program Completers 42 42 100% 100%
2016-2017 All Program Completers 36 36 100% 99%
2017-2018 All Program Completers 47 47 100% 97%
50
Respiratory Therapy Accreditation The benchmark of success is to meet or exceed the Commission on Accreditation for Respiratory Care (CoARC) mandated thresholds.
Outcomes Data* from 2015 CoARC Annual Report of Current Status (RCS) for Respiratory Care Programs
Attrition Job
Placement CRT
Success RRT
Success
On-Time Grad Rate
Grad 2014
Grad 2013
Grad 2012
Enroll 2014
Enroll 2013
Enroll 2012
Enroll 2011
MGA 22.6% 91.4% 94.6% 74.2% 94.4% 32 24 37 39 35 41 41
CoARC Threshold
40.0% N/A 80.0% NA 70% NA NA NA NA NA NA NA
National Average
18.9% 85.5% 92.3% 70.5% 90.4% 19 18 18 21 21 22 23
*based on July 2015 RCS Submission accepted by CoARC. Source: Commission on Accreditation for Respiratory Care
Occupational Therapy Assistant Licensure Exam The benchmark of success is a pass rate of 80% on the National Board for Certification in Occupational Therapy (NBCOT) National Certification Exam.
Year Number Tested Number Passed Within Calendar
Year* MGA Pass Rate
2013 17 17 100%
2014 18 16 89%
2015 22 20 91%
2016 17 15 88%
2017 24 23 96%
*Retake within calendar year permissible. Source: MGA Occupational Therapy Department
51
Nursing Licensure Examinations The benchmark of success is a pass rate of 90% on the National Council Licensure Examination (NCLEX).
Note: MGC and MSC combined data for 2010-2013. Source: MGA Nursing Department
2011 2012 2013 2014 2015 2016 2017 2018
MGA Pass Rate 95.10% 95.50% 71.40% 95.70% 94.40% 91.67% 88.17% 91.89%
GA State Average Pass Rate 90.70% 93.60% 86.00% 0 84.06% 83.77% 90.52% 0
National Average Pass Rate 89.09% 91.66% 85.18% 88.74% 87.49% 87.80% 90.04% 0
# Tested 41 44 49 47 72 72 93 111
# Passed 39 42 35 45 68 66 82 102
0
20
40
60
80
100
120
0.00%
20.00%
40.00%
60.00%
80.00%
100.00%
120.00%
NCLEX RN Pass Rate (Bachelor's Degree)
2010 2011 2012 2013 2014 2015 2016 2017 2018
MGA Pass Rate 92.00% 89.50% 95.90% 80.60% 94.80% 89.20% 90.24% 95.00% 93.02%
GA State Average Pass Rate 89.65% 89.92% 91.90% 84.50% 0 83.97% 85.67% 90.38% 0
National Average Pass Rate 86.46% 86.99% 89.32% 81.43% 83.09% 82% 81.68% 84.24% 0
# Tested 87 124 122 72 77 74 41 40 43
# Passed 80 111 117 58 73 66 37 38 40
0
20
40
60
80
100
120
140
0.00%
20.00%
40.00%
60.00%
80.00%
100.00%
120.00%
NCLEX RN Pass Rate (Associate's Degree)
52
FACULTY INFORMATION
53
Fall 2018 Full-Time/Part-Time Scheduled Faculty Distribution by Rank
Middle Georgia State University Fall 2018 Faculty by College and Rank
College Professor Associate Professor
Assistant Professor
Lecturer Instructor Staff Total Overall
Full Time
Part Time
Full Time
Part Time
Full Time
Part Time
Full Time
Part Time
Full Time
Part Time
Full Time
Part Time
Full Time
Part Time
Academic Affairs 2 0 4 0 1 0 0 0 0 0 0 0 7 0 7
Aviation 0 0 4 0 7 1 8 0 0 6 1 0 20 7 27
Business 8 1 4 0 4 0 2 0 0 16 0 2 18 19 37
Education 1 0 2 0 4 0 2 0 0 5 0 0 9 5 14
Health Sciences 2 1 5 0 34 2 3 1 1 49 0 2 45 55 100
Information Technology
3 0 2 1 8 0 3 0 0 20 0 2 16 23 39
Liberal Arts 15 0 24 1 12 1 9 0 0 20 0 1 60 23 83
Science and Mathematics 8 1 28 1 20 2 6 0 0 5 0 2 62 11 73
Social Science 12 3 12 2 10 0 9 1 0 30 0 3 43 39 82
Total 51 6 85 5 100 6 42 2 1 151 1 12 280 182 462
Source: MGSU Office of Academic Affairs, Banner Crystal Reports Fall 2018 Schedule of Instruction
54
Full-Time Faculty Fall 2018 by Highest Degree Held
College/Department Doctorate Masters Other Total
# % # % # % #
Office of the Provost 9 81.82% 2 18.18% 0 0.00% 11
Arts and Sciences 101 68.71% 46 31.29% 0 0.00% 147
English 24 70.59% 10 29.41% 0 0.00% 34
History and Political Science 21 87.50% 3 12.50% 0 0.00% 24
Mathematics 17 56.67% 13 43.33% 0 0.00% 30
Media, Culture and the Arts 14 51.85% 13 48.15% 0 0.00% 27
Science and Engineering 25 78.13% 7 21.88% 0 0.00% 32
Business 17 85.00% 3 15.00% 0 0.00% 20
Education & Behavioral Sciences 23 76.67% 7 23.33% 0 0.00% 30
Information Technology 11 68.75% 5 31.25% 0 0.00% 16
Health Sciences 14 30.43% 29 63.04% 3 6.52% 46
Nursing 9 28.13% 23 71.88% 0 0.00% 32
Health Services 4 57.14% 3 42.86% 0 0.00% 7
Occupational Therapy 0 0.00% 0 0.00% 3 100.00% 3
Respiratory Therapy 1 25.00% 3 75.00% 0 0.00% 4
Aviation 1 5.00% 11 32.54% 9 42.86% 21
Flight 0 0.00% 0 0.00% 1 100.00% 1
Aviation Maintenance Structural Technology
0 0.00% 3 37.50% 5 62.50% 8
Air Traffic Management 0 0.00% 1 50.00% 1 50.00% 2
Aviation Science and Management 1 12.50% 7 70.00% 2 20.00% 10
Total 176 12.50% 103 35.40% 12 4.12% 291
Source: MGSU Office of Academic Affairs, Full-Time Faculty Roster, Fall Semester 2018 (Includes Administrative Faculty)
55
Faculty Distribution by Tenure Status – Fall 2018
College/Department Tenured Non-Tenured Total
# % # %
Office of the Provost 11 100.00% 0 0.00% 11
Arts and Sciences 102 69.39% 45 1.51983 147
English 23 67.65% 11 32.35% 34
History and Political Science 18 75.00% 6 25.00% 24
Mathematics 18 60.00% 12 40.00% 30
Media, Culture and the Arts 19 70.37% 8 29.63% 27
Science and Engineering 24 75.00% 8 25.00% 32
Business 13 65.00% 7 35.00% 20
Education & Behavioral Sciences 12 40.00% 18 60.00% 30
Information Technology 6 37.50% 10 62.50% 16
Health Sciences 12 26.09% 34 73.91% 46
Nursing 4 12.50% 28 87.50% 32
Health Services 5 71.43% 2 28.57% 7
Occupational Therapy 0 0.00% 3 100.00% 3
Respiratory Therapy 3 75.00% 1 25.00% 4
Aviation 4 15.00% 17 85.00% 21
Flight 0 0.00% 1 100.00% 1
Aviation Maintenance Structural Technology
1 14.29% 6 85.71% 7
Air Traffic Management 0 0.00% 2 100.00% 2
Aviation Science and Management 4 44.44% 5 55.56% 9
Total 150 53.00% 133 47.00% 291
Source: MGSU Office of Academic Affairs, Full-Time Faculty Roster, Fall Semester 2018 (Includes Administrative Faculty)
56
FACULTY ACHIEVEMENTS
57
Faculty Achievements
Creative Work
Charlie Agnew
Title: Faculty Art Exhibition & Gallery Talk.
https://www.facebook.com/pg/Peacock.Gallery.MGA.Cochran/photos/?tab=album&album_id=19
84869618208115 Citation: 2018 Faculty Art Exhibition & Gallery Talk, March 5 – 30, Middle
Georgia State University, Peacock Gallery, Cochran, GA
Kim Johnson
Title: Exploration of creative ways of Teaching and Learning in the large classroom. Citation:
Chair SOHS Faculty Development Scholarship of Teaching and Learning Committee 2018-2019
Evaristus Obinyan.
Title: WAX PRINT Fabrics: 200 years of History. Abstract: The history of fabrics. 4 continents
and 200 years of history. Citation: Evaristus Obinyan
Shannon Riddle.
Title: "Ingress" art exhibition.” In 2018, I was chosen as the featured Resident Fellow at the
Ampersand Artists Guild. As the Resident Fellow, my duties include curating exhibitions, 2 solo
exhibitions of my work, and various creative workshops. Citation:
http://www.ampersandguild.com/directory-listings/2018/6/21/shannon-riddle. "Ingress" is the first
of 2 solo exhibitions as part of my Resident Fellowship at the Ampersand Guild. The exhibition
ran for the month of December 2018. https://allevents.in/macon/art-exhibition-shannon-riddle-
ingress/20001709565921#
Journal Publication (Non-Peer Reviewed)
Mary Christian.
Title: Book Review: Bernard Shaw's Bridges to Chinese Culture, by Kay Li. Abstract: Kay Li
offers illuminating looks at the Shaw plays most often performed and adapted by Chinese
artists, and at the emphases and modifications by which directors and actors made the plays
responsive to Chinese concerns. Li also describes other ways in which Shaw's writings and
Chinese culture have influenced one another, including Shaw's 1933 visit to China, Chinese
historical figures who may have served as prototypes for Shaw's dramatic characters, and
shared traits between Shaw's writings and those of recent Chinese Nobel literature laureates.
Such intercultural bridges, Li argues, offer unique angles from which to appreciate both Chinese
culture and the works of Shaw. Citation: Kay Li, Bernard Shaw’s Bridges to Chinese Culture.
ELT (forthcoming in 2019).
58
Title: Review of Bernard Shaw's Marriages and Misalliances, edited by Robert Gaines.
Abstract: Robert Gaines, along with twelve other Shavian scholars, discusses Shaw's
treatment of marriage in his plays, novels, and personal life. In doing so, they offer a big-picture
view of the ways in which Shaw's understanding of marriage evolved throughout his writing
career. The contributors outline the gradually widening scope of Shaw's vision of marriage--from
interpersonal contract to citizenship training to salvific strategy. They offer a vision of Shaw not
as a literary monolith, but as a writer and human being under development, always outspoken
yet often ambivalent. Citation: Robert Gaines, ed., Bernard Shaw’s Marriages and Misalliances.
Culture in Focus 1.1 (2018), 80-82.
Journal Publications (Peer Reviewed)
Yaseen S. Alhaj-Yaseen
Title: Does Asymmetric Information Drive Herding: An Empirical Analysis. Citation: Journal of
Behavioral Finance
Title: Do American Depository Receipts Exhibit More Herding Than Their US Stock
Counterparts? New Evidence. Citation: Journal of Economics and Finance
Title: Accounting Standards and Earnings Quality – Evidence from U.S. ADRs. Citation:
Review of Pacific Basin Financial Markets and Policies
Elaina Behounek
Title: "Female Sex Offenders" Abstract: Female sex offenders were historically ignored by the
criminal justice system due to gendered notions about criminality. Female sex offenders
represent a small proportion of overall sex offenders, and an incomplete picture remains due to
under reporting. Female and male sex offenders differ in characteristics and offending behavior.
Many typologies exist to categorize and explain female sex offenders. Citation: Behounek.
Elaina. Forthcoming. “Female Sex Offenders” in The Encyclopedia of Women and Crime Wiley.
Title: MacKinnon, Catharine. Abstract: MacKinnon is an accomplished scholar whose focus is
sexual equality. MacKinnon’s research has had a significant impact in the areas of law,
women’s rights, and sexual violence. MacKinnon has focused much energy on redefining the
legal categories of pornography and sexual harassment. MacKinnon’s research lead to a more
nuanced definition of sexual harassment to include quid pro quo and hostile work environment,
expanding the possibilities for women to report harassment and have safer conditions in the
workplace while defining both as violations against sex discrimination laws. Citation: Behounek,
Elaina. Forthcoming. “MacKinnon, Catharine” The Encyclopedia of Women and Crime.
Title: United Nations NGO Forum-Committee on the Status of Women. Abstract: Decreasing
violence against women and girls requires a community-based, multi-pronged approach, and
sustained engagement with multiple stakeholders. The most effective initiatives address
underlying risk factors for violence, including social norms regarding gender roles and the
acceptability of violence. Long term, developmental changes take time and commitment. We
should seek ways to offer incentives to local communities.Through a concerted, global effort,
59
gender equality in education is an achievable goal. http://www.unwomen.org/en/csw/csw63-
2019 Citation: Behounek, Elaina. Presenter. United Nations-NGO Forum-Committee on the
Status of Women, "Safety for Women and Girls in Educational Settings"
Patrick S. Brennan
Title: Neo-Noir in Tough Guys Don't Dance. Citation: Brennan, Patrick. "Neo-Noir in Tough
Guys Don't Dance." Sixteenth Annual Norman Mailer Society Conference, 27 October, Macon
Marriott City Center, Macon, GA. Conference Presentation.
Title: Mailer, Technology, & The Prisoner of Sex. Citation: 2019 “Calligraphic Line Series,”
Silence, Sound, Rhythm and Performance, an Installation, panelist, Southern Humanities
Council Conference, Asheville, GA, January 24-27.
Lisa Wenger Bro
Title: “Rewriting Gothic Tropes in Late and Post- Postmodern Literature.” Abstract: This paper
presentation examined how post and post-postmodern Gothic works overturn traditional tropes,
particularly as related to ideas of the monster/monstrous. Exploring works by Tananarive Due
and Joe Hill, the paper illustrated how humanity often was more monstrous than the actual
monsters in the works. Citation: -“Rewriting Gothic Tropes in Late and Post- Postmodern
Literature.” Popular Culture Association in the South/American Culture Association in the South.
New Orleans, LA. October 2018.
Dr. Chris Cairney
Title: "From Hermeneutic Phenomenology to Student Engagement: Intertextuality and Intra-
textuality as Tools for Decoding Meaning in a Work of Literature." Abstract: Discusses
theoretical backgrounds from Hermeneutics and Phenomenology in conjunction with a theory
and method of literary analysis involving both intertextuality and intratextuality in support of
upper grades reading comprehension strategies targeting meaning and author intentionality.
Citation: Cairney, Chris. "From Hermeneutic Phenomenology to Student Engagement:
Intertextuality and Intra-textuality as Tools for Decoding Meaning in a Work of Literature."
Keynote address at the 11th World Conference on Educational Sciences, Milan, Italy, February
7-10, 2019.
Title: Culture in Focus. Abstract: Both regionally and internationally, Culture in Focus seeks to
provide an important forum for scholarly interchange with original articles, book reviews and
letters to the editor (shorter announcements, notes, queries and replies). Our goal is to publish
high-quality original research that is both engaging and inspiring. This initiative coincides with
the mission and vision of the university and forms a bridge between scholars from different
backgrounds and different academic specialties. Although the journal is multilingual, articles in
languages other than English, but with abstracts in English, will be accepted based upon the
availability of readers / reviewers qualified in that language. https://www.mga.edu/culture-in-
focus/ Citation: Cairney, Chris, ed. Culture in Focus 1.1 (Spring 2018)
60
Paul R Gladden
Title: Slow Life History Strategy Predicts Six Moral Foundations. Abstract: Moral foundations
(MF) theory proposes six evolved, universal psychological systems (“foundations”) on which
cultures construct diverse moralities, while further proposing individual differences (e.g., political
differences) in reliance on various moral foundations. Life History (LH) theory suggests that slow
LH individuals develop under stable socio-ecological conditions where displaying moral traits
and behavioral restraints on selfishness may have been particularly adaptive for delayed social
benefits. Human LH theory has been used to help explain individual differences in various moral
intuitions, but these findings have not been entirely consistent. Across 2 studies, samples of
undergraduate students completed selfreport questionnaires assessing their reliance on various
moral foundations, their LH strategies, political attitudes, and early-life socioeconomic status.
Psychometric measures of slow LH strategy were positively associated with each moral
foundation, even after statistically controlling for respondent sex, social desirability, and early-
life socioeconomic factors in study 2. The six moral foundations were positively intercorrelated.
Neither self-perceived life expectancy nor self-reported age of first sexual intercourse predicted
the moral foundations. These findings suggest that LH strategies (measured psychometrically)
account for strength of moral foundations and the positive intercorrelations among the moral
foundations. Citation: Gladden, P. R. & Cleator, A. M. (2018). Slow Life History Strategy
Predicts Six Moral Foundations. EvoS Journal: The Journal of the Evolutionary Studies
Consortium, 9 (Sp. Issue 2), 43-63.
Kim Johnson
Title: Pending publication. Citation: “Understanding Children’s Health Insurance Program
(CHIP) in Today’s Changing Marketplace: A Case Study.” Contributing Author for Textbook:
Health Policy Management: A Case Approach: Chapter 9, Jones and Bartlett, Publish date:
Early 2019
Christopher N. Lawrence
Title: Evaluating the Effectiveness of Adopting Open Educational Resources in an Introductory
American Government Course. Abstract: In this article, we present findings from a grant-
funded initiative to replace traditional, proprietary textbooks with an open content textbook under
a Creative Commons license in the introductory American government course (POLS 1101) at
Middle Georgia State University. We find that the use of an open content textbook led to
somewhat negative effects on student learning outcomes and student course satisfaction,
although the associated lower textbook cost increased textbook accessibility to students. We
conclude with some suggestions to those adopting textbooks in this course and to the wider
discipline regarding measures that may lead to more unequivocally positive outcomes than
those experienced in this study. Citation: Christopher N. Lawrence and Julie A. Lester. 2018.
"Evaluating the Effectiveness of Adopting Open Educational Resources in an Introductory
American Government Course." Journal of Political Science Education 14(4): 555-566.
61
Daneell Moore
Title: Notable Trade Book Lesson Plan Before She Was Harriet. Abstract: Harriet Tubman is
primarily known for her heroic work with guiding thousands of enslaved people through the
Underground Railroad. In this practice paper, readers are introduced to the many roles and
identities she held as a conductor of the Underground Railroad, a suffragist, a Union spy, and a
nurse. The significance of this paper is to prepare teachers to instruct young learners about
Tubman not as a super-hero but as an influential historical figure (human hero) who inspired the
lives of numerous people. Citation: Social Studies Research and Practice
Benita Huffman Muth
Title: Paradise Retold: Lewis's Reimagining of Milton, Eden, and Eve. Abstract: C.S. Lewis’
interaction with John Milton’s _Paradise Lost_, in particular his commentary on and retelling of
Milton’s version of the myth of humanity's Fall, allow us to track Lewis’s evolving stance on
gender through his changing presentation of Eve-figures. His intertextual interactions with
_Paradise Lost_ and Eve change dramatically from _A Preface to Paradise Lost_ and
_Perelandra_ to the later _The Magician’s Nephew_. Lewis’s fragmentation of Eve into multiple
characters in _The Magician’s Nephew_ exhibits specifically gendered changes from his early
depictions of Eve, reflecting the more nuanced consideration of gender evidenced in Lewis’ later
years. Citation: Muth, Benita Huffman. "Paradise Retold: Lewis's Reimagining of Milton, Eden,
and Eve." _Mythlore: A Journal of J.R.R. Tolkien, C.S. Lewis, Charles Williams, and Mythopoeic
Literature_, vol. 37, no. 1, 2018, pp.23-44.
Evaristus O Obinyan
Title: Face Book Surveillance; Sage Publication 2018. Abstract: Daniel Trottier defines
surveillance as the sustained and targeted collection of personal information. Surveillance here
is an ambiguous term, and it is often associated with closed-circuit cameras like traffic light
cameras, department store cameras to prevent theft, or the observation of a person, a group of
people, or an area by law enforcement as in the case of detectives following a suspected
criminal. But these definitions and connotations of surveillance often overlook the fact that
surveillance is so pervasive in everyday life and that the methods of surveillance have obviously
adapted to the progression and advancement of technology. The creation of the online global
village and the growth of online social networking websites have successfully transformed
human communication and converged people around the world from ...
By Evaristus Obinyan and Blessing Tangban. Citation: Criminology and Criminal Justice
Dr. Alison Ossip-Drahos
Title: Losing the trait without losing the signal: Evolutionary shifts in communicative colour
signaling Citation: Romero-Diaz, C., Rivera, J.A., Ossip-Drahos, A.G., Zúñiga-Vega, J.J., Vital-
García, C., Hews, D.K., Martins, E.P. (2019) Losing the trait without losing the signal:
Evolutionary shifts in communicative colour signalling. Accepted in Journal of Evolutionary
Biology.
62
Title: Trade-offs between visual and chemical behavioral responses. Citation: Martins, E.P.,
Ossip-Drahos, A.G., Vital-García, C., Zúñiga-Vega, J.J., Campos, S.M., Hews, D.K. (2018)
Trade-offs between visual and chemical behavioral responses. Behavioral Ecology and
Sociobiology 72:189.
Title: Selection imposed by pollination mode minimally influences evolution of pollen
morphology in Thalictrum (Ranunculaceae). Citation: Penny, R.H., and Ossip-Drahos, A.G.
(2018) Selection imposed by pollination mode minimally influences evolution of pollen
morphology in Thalictrum (Ranunculaceae). International Journal of Plant Sciences 179:688-
696.
Title: Information-gathering as a response to manipulated signals in the eastern fence lizard,
Sceloporus undulatus. Citation: Ossip-Drahos, A.G., Berry, N.J.*, King, C.M.*, and Martins,
E.P. (2018) Information-gathering as a response to manipulated signals in the eastern fence
lizard, Sceloporus undulatus. Ethology 124:684-690.
Simone Phipps
Title: The Business of Black Beauty: Social Entrepreneurship or Social Injustice? Citation:
Phipps, S. T. A., & Prieto, L. C. (2018). The Business of Black Beauty: Social Entrepreneurship
or Social Injustice? Journal of Management History, 24(1), 37-56.
Title: From Slaves to Servant Leaders: Remembering the Contributions of John Merrick and
Alonzo Herndon. Citation: Prieto, L. C., Phipps, S. T. A, & Helm-Mathur, B. (2018). From
Slaves to Servant Leaders: Remembering the Contributions of John Merrick and Alonzo
Herndon. Society and Business Review, 13(2), 140-150.
Carol Springer Sargent
Title: Super Shears: Micro Cases to Reduce Confirmation Bias in Evaluating Management
Estimates. Abstract: This two-case set offers evidence of the need for and effectiveness of
practice in evaluating evidence and auditing management estimates using both students and
audit professionals. Participants must identify and evaluate confirming and disconfirming
evidence for management’s accrual for allowance for uncollectible accounts and warranty
reserves. After practice and feedback in the first case, the second set offers added practice and
measures skill improvement. The cases specifically target the perennial problem of
“confirmation bias.” Responses from 51 auditing students and 53 auditors from staff to partner
indicate these tasks are effective, realistic, and motivating. Citation: Sargent, C. S. and Bishop,
C. C. (forthcoming). Super Shears: Micro Cases to Reduce Confirmation Bias in Evaluating
Management Estimates. Current Issues in Auditing.
Shamani Shikwambi
Title: Classroom Intervention to Aid Students with Dyslexia. Abstract: This paper provides
information concerning dyslexia. Its effect on cognitive development in children will be
elaborated. The definition of dyslexia and the importance of diagnosis will be explained. The
interventions that are used in the classroom to promote learning as well as teacher
63
understanding will be discussed. The purpose of this paper is to educate the readers, so they
are more aware of dyslexia and how it interferes with a student’s learning process.
Keywords: dyslexia, intervention, cognitive development. Citation: Shikwambi, S. & Moore, B.
S. (2019). Classroom Intervention to Aid Students with Dyslexia. Kentucky Reading Journal
(Accepted for Publication - Spring 2019).
David Vogel
Title: Lacing: A Novel Way to Teach Polynomial or Rational Inequalities (scheduled to appear in
February 2019 Issue). Abstract: This article presents a new technique for solving polynomial
and rational inequalities. It has been used to solve polynomial inequalities for years by math
teachers in China, where it is called lacing. Lacing offers advantages over the test-point and
sign table methods employed by most algebra textbooks, and as this article shows, can also be
applied to inequalities involving rational expressions. The article describes the lacing technique
and illustrates it by means of examples involving both polynomial and rational inequalities. It
also explains why the technique is easier for students and less susceptible to errors.
https://amatyc.site-ym.com/page/MathAMATYCEducator Citation: Mathematics
Lily Wang
Title: Lacing: A Novel Way to Teach Polynomial or Rational Inequalities. Abstract: Solving
polynomial or rational inequalities is an imposing challenge for most algebra students. They
tend to be less comfortable with inequalities in general; when the inequality involves a
polynomial or rational function, the solution set comprises multiple, separate intervals, making
the solution even harder for students to visualize. The aim of this article is to outline a better
approach for solving polynomial inequalities. We will extend the technique to solve rational
inequalities. https://amatyc.site-ym.com/page/MathAMATYCEducator Citation: Mathematics
Education
Other (Scholarship Type)
Pamela Arlov
Title: Helping Students Connect with Poetry. https://community.macmillan.com/community/the-
english-community/litbits/blog/2019/01/24/helping-students-overcome-fear-and-learn-to-not-
completely-hate-poetry Citation: Arlov, Pamela. “Helping Students Connect with Poetry."
LitBits, 24 Jan 2019. Macmillan.
Lisa Wenger Bro
Title: Chair of Speculative Fiction and Literary Monsters panels. Abstract: Chaired two
Speculative Fiction panels and two Literary Monsters panels at the annual SAMLA conference
in Birmingham, AL. Citation: Chair. South Atlantic Modern Language Association Conference.
Birmingham, AL. November 2018.
64
Lorraine Dubuisson
Title: Conference Presentation. Citation: "Writing Marathons: Reducing Writing Anxiety in
Adolescent Writers" presented at the 2018 conference of the Georgia Philological Association
Kim Johnson
Title: Peer Reviewer. Citation: University System of Georgia Teaching and Learning
Conference Presentation Peer Reviewer 2018- 2019
Dr. Melissa Jordan
Title: Dissertation Title- A Phenomenology Study: The Experiences of African American Female
Completers and African American Female Exiters of an Undergraduate Health Care Program
While Attending a Historically Black College. Abstract: This study addresses African American
female completers and African American exiters in undergraduate health care programs at a
Historically Black Colleges and Universities within the University System of Georgia. Because
there is a gap in literature concerning African American female completers and African
American female exiters in health care programs while attending Historically Black Colleges and
Universities within the University System of Georgia, this study will provide colleges and
universities with data that would identify to what extent background, academic, environmental,
and social integration variables correlate with intent to leave or successful program completion
and graduation. Through studying these unique students’ experiences and providing the
research, intention is to offer a fresh understanding of how to formulate and/or review
procedures, policies, teaching methods, resources, recruitment and retention strategies for not
only Historically Black Colleges and Universities, but all colleges and universities within the
University System of Georgia. This research will be effective in revealing hidden barriers that
will lead to closing the gap between these students and their counterparts. Valdosta State
University, Department of Adult and Career Education Citation: Jordan, M. (2019). The
Experiences of African American Female Completers and African American Female Exiters of
an Undergraduate Health Care Program While Attending a Historically Black College (Doctoral
Dissertation).
Dr. Alison Ossip-Drahos
Title: Evolutionary shifts in sexually-selected signaling colors of Sceloporus lizards. Citation:
Romero-Diaz, C., Rivera, J.A., Ossip-Drahos, A.G., Zúñiga-Vega, J.J., Vital-García, C., Hews,
D.K., Martins, E.P. Evolutionary shifts in sexually-selected signaling colors of Sceloporus
lizards. II Joint Congress on Evolutionary Biology, Montpellier, France, 19-22 August 2018.
(Oral Presentation).
Carol Springer Sargent
Title: Faculty Advisor, First Place, State-Wide Internal Audit Case Competition. Citation:
Sargent, Carol. 2018. Faculty Advisor, 2018 State-Wide Internal Audit Case Competition, First
Place.
65
Michele Scordato
Title: Reviewer. Abstract: Was a Reviewer for the 9th International Conference on Social Work
and Mental Health in November 2018. Citation: Scordato, M. M. (2018) 9th International
Conference on Social Work and Menta Co-facilitated development of a Community Fatality
Review Project, Central Georgia Council on Family Violence, May - December 2018.
Title: Manuscript Reviewer. Abstract: Was a Book Reviewer for The New Social Worker from
November - December 2018. Citation: Scordato, M. M. (2018) The New Social Worker. Book
Reviewer.
Title: Project Facilitator. Abstract: Co-facilitated development of a Community Fatality Review
Project, Central Georgia Council on Family Violence, May - December 2018. Citation:
Scordato, M. M. (May - December, 2018) Community Fatality Review Project, Central Georgia
Council on Family Violence.
Presentation - Poster
Matthew Caverly
Title: “Presidential Magnificence,” Abstract: This paper searches for the source of presidential
power and finds it in the contributions of a finite number of “magnificent presidencies.” What
makes presidents great is not the specific contributions they make when holding office but
whether or not their efforts to empower the presidential-polity relationship live on, or not. On that
rubric, most presidents and their attendant presidencies fail. However, a small number of 9-11
presidents have shaped and re-shaped the office by developing a series of “reservoirs of
power.” These presidents and their regime-building presidencies are in historical order:
Washington, Jefferson, Jackson, Lincoln, T. Roosevelt, Wilson, F. Roosevelt, Kennedy,
Johnson, Nixon, and Reagan. Such phenomena have served as quasi-political geographic
features by which future occupants of the institution have steadily dipped into in order to meet
the challenges of executive government and governance. Hence, the presidential-polity
relationship is best seen as one of ever evolving regimes which rise, peak, and fall. But, in this
process, an ongoing re-imagining of the opportunities and constraints for presidential
governance is institutionalized. The inculcation of the modern presidency emerges and is itself,
ultimately, challenged. Therefore, the power of the presidency is dependent on both individual
pro-action and its historical-institutional context. Finally, the continuance of this cycle of birth,
death, and re-birth is inevitable as the presidency moves forward in political time. The challenge
left to us is to try to determine the contours of the presidential-polity regime placement in the
political environment left to us by the two most recent occupants of the office, Barack Obama
and Donald Trump. Citation: Caverly, M. (2018). “Presidential Magnificence,” Paper presented
at the Annual Meeting of the Northeastern Political Science Association Conference in
Montreal, Canada on November 8, 2018.
Title: “Issue Areas in the Age of Jackson,” Abstract: In this paper, we will be reaching back into
the recesses of political time and examine executive-legislative policy making relations in the
early 19th century. I hope to impart to the reader that our modern conceptions of these inter-
66
institutional interactions are shaped by and through their predecessor forms. The Congress and
the presidency are living artifacts of the human condition in its orientations toward power. The
policies produced by these two architects have shaped American society right from the
beginning. However, they were not created in a vacuum but rather in a complex array of shifting
coalitions of like-minded and opposed factions. Party scholars have long covered this terrain
and I have in earlier efforts looked back at some of the canonical work that has been done. But,
I would like all of you to think about the deeper historical-institutional relationship that was and is
playing out between the Congress and the presidency. A relationship that has its origins at and
before the Founding in 1789 and continues to this day, regardless of partisanship, factional
divides, interest/pressure group lobbying, social movement activism, media coverage, voting
behavior, and the vagaries of public opinion. The spatial array of the Congress in its formation
with or against the president is a factor of the issue area dynamics within policy domains. But
the temporal waves on which those spatial arrays are oriented have their own ebb and flow in
terms of which institution is privileged and at what expense to the other. Citation: Caverly, M.
(2018). “Issue Areas in the Age of Jackson,” Paper presented at the Center For Political History,
Conference on American Political History, at Lebanon Valley College in Annville, Pennsylvania
on June 9, 2018.
Scott Hinze
Title: Epistemological beliefs in experimental psychology courses. Abstract: Coursework in
psychology often explicitly addresses epistemological beliefs—students’ beliefs about the
scientific approach to psychological knowledge. However, systematic measurement of
epistemological beliefs in psychology is not commonplace. In this ongoing research, a sample of
students at different levels of an undergraduate psychology curriculum completed the
Psychology-Specific Epistemological Beliefs Scale (Psych-SEBS; Renken, McMahan, &
Nitkova, 2014) and other measures at the beginning and end of the course. In the first semester
of testing, the Psych-SEBS demonstrated strong measurement reliability, concurrent validity
with a measure of domain-general epistemological beliefs, and moderate correlations with
course grades. This was especially true for a subscale related to student beliefs in the
significance of scientific research in psychology. However, scores on the Psych-SEBS did not
differ significantly across course levels, and did not change from the beginning to the end of the
semester, potentially calling into question the extent to which student responses are sensitive to
instruction. Citation: Hinze, S. R. (2019, pending). Epistemological beliefs in experimental
psychology courses. Poster submitted to the University System of Georgia Teaching and
Learning Conference, Athens, GA.
Title: Effects of online and offline explanation strategies in the comprehension of scientific texts.
Abstract: Active engagement with text enhances not only retention, but also understanding of
content. Research has demonstrated that both on-line and off-line explanation strategies can
increase comprehension, but there has been little work exploring these approaches in tandem.
Participants read scientific texts and were assigned to a 2(online: think-aloud, self-explanation)
x 2(offline: recall, elaborative retrieval) design. After a two-day delay, they completed
comprehension tests. An ANCOVA controlling for reading skill indicated a significant effect of
online prompt such that those who self-explained had higher comprehension scores than those
67
who thought-aloud F(1,52)=5.20, p < .05, ƞp2 = .09). However, there was no effect of offline
prompt, nor an interaction. We will also discuss performance as a function of item type as well
as linguistic analyses of the open-ended data to further explore how these prompts impact
processing and comprehension. Citation: McCarthy, K. S., Hinze, S. R., McCrudden, M. T., &
McNamara, D. S. (2018). Effects of online and offline explanation strategies in the
comprehension of scientific texts. Poster presented at the annual meeting of the Psychonomic
Society, New Orleans, LA.
Title: Proactive interference in multiple text comprehension: Contingent on the semantic
relatedness of texts, and resistant to intentional forgetting. Abstract: This study tested whether
semantic-relatedness and directed forgetting influence proactive interference in multiple
documents comprehension. Participants read two sets of 10 texts either on the same or different
topics, with or without instructions between the two to forget the first set. Textual claim and
evidence recognition tests measured memory for the texts. When reading
semantically related texts, people less accurately distinguished target from earlier-read,
irrelevant texts and experienced more intrusions from earlier-read texts than those reading texts
on different topics. Intentional forgetting did not reduce these memory errors. Citation: McCabe,
R. M., Braasch, J. L. G., & Hinze, S. R. (2018). Proactive interference in multiple text
comprehension: Contingent on the semantic relatedness of texts, and resistant to intentional
forgetting. Poster presented at the annual meeting of the Society for Text and Discourse,
Brighton, UK.
Daneell Moore
Title: Thematic Units: The Best Kept Secret for Teaching Social Studies, Presentation – Poster.
Abstract: Explore the thematic unit approach as a method for teaching social studies. Learn
innovative strategies and receive numerous resources that are appropriate for elementary
students. https://www.socialstudies.org/conference/poster/thematic-units-best-kept-secret-
teaching-social-studies Citation: 2018 National Council for Social Studies (NCSS) Annual
Conference
Dr. Alison Ossip-Drahos
Title: Selection imposed by pollination mode minimally influences evolution of pollen
morphology in Thalictrum (Ranunculaceae). Citation: Humphrey, R.P., and Ossip-Drahos, A.G.
Selection imposed by pollination mode minimally influences evolution of pollen morphology in
Thalictrum (Ranunculaceae). Botany, Rochester, MN, 21-25 July 2018. (Poster Presentation)
Dawn Sherry
Title: Cultivating STEM Majors at Middle Georgia State University. Abstract: Departments of
Natural Sciences & Mathematics at Middle Georgia State University (MGA) focused on two
goals for the USG STEM Education Improvement Plan: 1) to increase the number of P-12
students who prepare for and are interested in majoring in STEM in college and 2) to improve
performance and retention in STEM core courses and majors. Two events were hosted at MGA
in 2018: the Mathematics Puzzle Party and the STEM Summer Camp. Both events will grow in
68
participation in the upcoming year. In support of the second goal, we sought to encourage
engagement in STEM activities and increasing undergraduate research opportunities among
potential STEM majors. Departments have seen an increase in number of faculty offering
undergraduate research opportunities to students (from 12 in Fall 2017 to 14 in Fall 2018).
There has also been an increase in the number of students participating in research (from 24 in
Fall 2017 to 28 in Fall 2018). Plans are to scale up undergraduate research opportunities to all
students through Course Embedded Undergraduate Research Experiences with a focus on
BIOL 2107 and CHEM1212 courses. Instructors will work to identify labs that have
complementary content and will design research focused labs for students. Citation: Sherry, D.,
Balding, D., Day, D. and Cannon, J. Cultivating STEM Majors at Middle Georgia State
University. USG STEM Summit. October 2018. Atlanta GA.
Dr. Keri E. Wilbur
Title: Shortening Our Lives While Helping You Live Longer. Abstract: Although the focus of
most nursing curricula has shifted from illness and treatment to maintaining and promoting
health, the same cannot be said about the very students who are learning the content, serving
as facilitators for this content to clients and families, and then becoming health care practitioners
themselves. While the rationale notion would be that before nursing students can fulfil any role
in health care or serve as promotors of health, they must first be aware of their own relationship
to health and their personal health behaviors. Unfortunately, research indicates that this is not
the case. Multiple factors compound the issue of unhealthy lifestyle behaviors in the nursing
student aggregate. For example, students work extensively long hours between class times and
those times required to complete laboratory and clinical rotations. In addition, nursing students
are exposed to highly emotional situations on a consistent basis, which may lead to unbearable
stress and burnout; sometimes dealt with by students via overeating, smoking, drug or alcohol
abuse, erratic sleeping habits, or other methods of coping that are not beneficial to health
promotion. The busyness of the schedules that nursing students endure also lead to eating
habits that are mainly fast-food, take out, or that of convenience as opposed to fresh fruits or
vegetables or a varied content. The majority of nursing students will admit that while they
possess the knowledge regarding good health promotion habits, the high stress levels they
experience does not prevent them from making poor lifestyle decisions. In other words, nursing
students fail to internalize the preventative health behaviors that they have learned and even
teach others because illness, at present, does not pose an imminent threat and they do not yet
view themselves as role models. This study will examine the frequency of various unhealthy
lifestyle behaviors by nursing students, as well as students who are classified as non-nursing
majors, to see if there is a difference noted. The goal then, would be to develop health
promotion programs for nursing students as early on in their curriculum as possible to address a
multitude of unhealthy lifestyle choices. Such programs could be integrated into areas of the
nursing curriculum, incorporated as extracurricular activities on university/college campuses in
conjunction with clubs and organizations, and provided by various means of education through
campus clinic/counseling services.
69
Presentation - Session/Workshop
Charlie Agnew
Title: The Emergent Fourth Dimension. Abstract: This panel presentation will present thoughts
and explorations on the subject of the emergent fourth dimension abstract that has become
prevalent in the works of artists and writers linking the expression of text and image in a new
space, one in which we cannot see only observe the shadow. Fictions be they observational,
visual or written are used traditionally to express truths. Lies or the perception of a lie lay down
before us a mirror to seek the truth. Narrative text that exists online and or the reproduction of
visual works renders them all in a sense pseudopocrypha ("falsely inscribed" or "falsely
attributed") the act of dissemination through the multiplet brings in to question of authorship and
meaning. All of our academic endeavors are now shadows of what the once were only perceived
to be. We are now only noticing the shadow of the fourth dimension and its effect perceiving only
slivers of the undefinable. We are now challenged with the task of seeking out language that will
allow us to discuss and describe the nature and actions of this interaction without the influence of
zeitgeist. https://docs.wixstatic.com/ugd/6e56ec_60eab0ff67bf4b84a988dc3b26ec65ab.pdf
Citation: 2018 “The Emergent Fourth Dimension,” Truth, Lies, Fictions, panelists Charlie Agnew,
D.L. Simmons, Keith Hamon, & Craig Coleman, Southern Humanities Council Conference,
Savannah, GA, February 01-04.
Title: Calligraphic Line Series. Abstract: My current body of work began as a reaction to
classroom assignments dealing with line that I teach my 2-D Design students. It also stems from
my deep love of calligraphy. Combining these two experiences together, I came up with a series
of artworks that connect to one another. The idea for this came from an exhibition I saw at the
Drawing Center in New York by the Royal Art Lodge where they had a single line that
connected a room full of drawings. My ultimate goal here is to create a number of calligraphic
line drawings that continue to connect to one another as I create new pieces.
https://www.southernhumanities.org Citation: 2019 “Calligraphic Line Series,” Silence, Sound,
Rhythm and Performance, an Installation, panelist, Southern Humanities Council Conference,
Asheville, GA, January 24-27.
Dr. Rhonda Amerson
Title: Making Social Studies Matter. Citation: Amerson, R. & McLeod, K. (2018, February).
Making social studies matter. Georgia Middle School Association Conference, Valdosta,
Georgia.
Title: Discovering the Hidden Treasures of Google Products. Citation: Carter, J. & Amerson, R.
(2018, February). Discovering the hidden treasures of Google products. Georgia Middle
School Association Conference, Valdosta, Georgia
Title: P3: Primary Documents, Popular Music, and Poetry. Citation: Lehman, C. & Amerson, R.
(2018). P3: Primary documents, popular music, and poetry. Georgia Council of Social Studies
Conference, Athens, Georgia
70
Elaina Behounek
Title: “Teaching Criminal Justice topics through Project-Based Learning Approaches” Abstract:
Project-based learning is an approach that tasks learners with creative problem solving. The
entire course is focused around one central, overarching problem, with the project as the goal
and outcome. I used project-based learning in a course titled: Women, Crime, and Justice. In
this course students worked in teams of 4-5 to create an awareness campaign for an issue
related to: female offenders, sexual assault, intimate partner violence, or juvenile delinquency.
Each group had creative freedom to create a campaign, based on empirical evidence that would
create awareness about their given topic. Each week the groups met in or out of class to work
on their projects. Each week’s progress was recorded on a project report form, and the final
projects were presented at a campus wide event. There are many challenges for project-based
courses, but the outcome was truly impressive. Project-based learning approaches can be used
in any class. https://coe.uga.edu/recurring-events/innovation-in-teaching-conference Citation:
Innovation in Teaching Conference, Presenter, 2018 “Teaching Criminal Justice topics through
Project-Based Learning Approaches”
Patrick S. Brennan
Title: Neo-Noir in Tough Guys Don't Dance. Citation: Brennan, Patrick. "Neo-Noir in Tough
Guys Don't Dance." Sixteenth Annual Norman Mailer Society Conference, 27 October, Macon
Marriott City Center, Macon, GA. Conference Presentation.
Title: Mailer, Technology, & The Prisoner of Sex. Citation: Brennan, Patrick. "Mailer,
Technology, & The Prisoner of Sex." Sixteenth Annual Norman Mailer Society Conference, 27
October, Macon Marriott City Center, Macon, GA. Session Moderator.
Lisa Wenger Bro
Title: “Rewriting Gothic Tropes in Late and Post- Postmodern Literature.” Abstract: This paper
presentation examined how post and post-postmodern Gothic works overturn traditional tropes,
particularly as related to ideas of the monster/monstrous. Exploring works by Tananarive Due
and Joe Hill, the paper illustrated how humanity often was more monstrous than the actual
monsters in the works. Citation: -“Rewriting Gothic Tropes in Late and Post- Postmodern
Literature.” Popular Culture Association in the South/American Culture Association in the South.
New Orleans, LA. October 2018.
Title: “Compliancy, Control, Subservience: Biopolitics and the Regulation of Women’s Bodies in
Orphan Black, The Handmaid’s Tale, and Bitch Planet.” Abstract: This paper presentation
explored warnings related to the control of women's bodies found in several contemporary
works, including the novel and television series The Handmaid's Tale, the graphic novel series
Bitch Planet, and the television series Orphan Black. It also delved into issues related to
women's complicity in said control, with women themselves often heading the legislation that
diminishes their rights. Citation: “Compliancy, Control, Subservience: Biopolitics and the
Regulation of Women’s Bodies in Orphan Black, The Handmaid’s Tale, and Bitch Planet.” South
Atlantic Modern Language Association Conference. Birmingham, AL. November 2018.
71
Dr. Chris Cairney
Title: “Intertextuality and Intratextuality as Aids in Decoding Meaning in a Work of Literature.”
Citation: Cairney, Chris. “Intertextuality and Intratextuality as Aids in Decoding Meaning in a
Work of Literature.” Presentation in the session: Into the Ludic at the 90th Conference of the
South Atlantic Modern Language Association, 2-4 November, Birmingham, Alabama, USA.
Mary Christian.
Title: "Cardplayers and Clergymen: Bernard Shaw, Henry Arthur Jones, and the Theater of the
1890s". Abstract: When Shaw, in Candida, depicted the wife putting herself “up for auction” for
Morell and Marchbanks, he drew on more than a century of feminist rhetoric likening marriage to
a slave market. He was also likely echoing and revising a sensational scene from Henry Arthur
Jones’s The Masqueraders, a society play that had premiered a few months earlier, in which an
abusive husband and chivalrous admirer play a card game with the young wife as stake. Shaw’s
response to Jones’s play was mixed: while he liked the romance and admired the comic subplot
as “first rate,” he denounced the play’s pessimistic tone. In Candida, I suggest, Shaw attempted
to illustrate this recommendation by reimagining the romantic triangle and masculine
competition of The Masqueraders without the melodramatic binary of hero and villain. Shaw
regarded Jones’s work as emblematic both of the failures of mainstream nineteenth-century
theater and of its potential for revitalization. His responses to Jones’s plays—in his published
reviews, their personal correspondence, and his own drama—offers a case study of the ways in
which Shaw sought both to revise and to build on the customs of the theater of his time.
Citation: “Cardplayers and Clergymen: Bernard Shaw, Henry Arthur Jones, and the Theater of
the 1890s.” Comparative Drama Conference, Orlando, FL, April 2018.
Title: "Sighing for Andromeda: Astronomy, Morality, and World-Making in Late-Victorian
Drama"Abstract: Astronomy served as an imaginative resource for numerous British poets and
novelists during the nineteenth century. This fascination with the heavenly bodies was shared
by the British dramatists of the period. I argue, however, that these references to the stars
served a different function in the theater. In poetry and prose fiction, texts often read in private
and generally focusing on private experience, galaxies and planets were depicted most
frequently as objects of individual study and contemplation. In plays, the stars, like the theatrical
art form itself, were most often presented as an inherently public spectacle. Particularly in
society dramas at the end of the century, astronomy allowed dramatists and their characters a
way of processing the tension between the desire for display and the equally pressing desire to
escape observation. Henry Arthur Jones’s 1894 drama The Masqueraders offers an especially
striking case study in this conflict between public and private, and in the use of astronomical
language to express it. The play juxtaposes fashionable British society with the possibility of
other worlds. Through the depiction of the astronomer and his work, Jones both critiqued the
insularity of the British upper class and questioned the possibility of an alternative to it. Citation:
“Sighing for Andromeda: Astronomy, Morality, and World-Making in Late-Victorian Drama.”
North American Victorian Studies Association, St. Petersburg, FL, October 2018.
72
Dr. Loretta Clayton
Title: Dress as Performance: Modernism and Fashionable Activism. Abstract: This paper
applies key concepts from the field of Performance Studies to analyze modern movements in
fashion and dress culture. The wide-ranging field of Performance Studies has adapted the
observations of anthropologists and sociologists regarding social and cultural performance to
the world of the arts, especially to dramatic play and to what Richard Schechner, one of the
founding theorists of modern performance theory, refers to as “restored behavior”— that is, any
behavior consciously separated from the person doing it that is based on some pre-existing
model, script, or pattern of action. Anthropologist Victor Turner, whose work on social drama
has deeply influenced Schechner, used the term liminality to refer to a phase found in rites of
passage in which its actors are “betwixt and between the positions assigned and arrayed by
law, custom, and convention.” Ritualized performance “challenge(s) standardized performance
practices.” These seminal concepts of Performance Studies might be profitably applied to the
study of fashion and dress. It might be argued that all dress is somehow performative in nature,
but this paper focuses on dress and fashion “events” of the twentieth-century avant-garde that
push the boundaries of the status quo into an area that might be termed fashionable activism.
https://samla.memberclicks.net/assets/docs/2018/SAMLA-90-Program.pdf Citation: “Dress as
Performance: Modernism and Fashionable Activism,” South Atlantic Modern Language
Association (SAMLA) Convention, Birmingham, AL, November 2018.
Title: The Construction of Victorian Male Authorship through Aesthetic Agendas: Fashion,
Gender, and the ‘Sense of the Modern’ in Wilkie Collins’ The Woman in White and Lewis
Carroll’s Alice. Abstract: Although fashion and dress culture in the Victorian period were largely
deemed “female” subjects, several male writers constructed authorial identities in relation to
sartorial debates and controversies, responding to the rise of fashion as an important aspect of
modern life. In their delineations of female characters, popular writers like Wilkie Collins and
Lewis Carroll (Charles Dodgson) critiqued the clothes of Victorian mainstream fashion; these
writers sometimes advanced particular aesthetic agendas, suggesting alternative modes of
dressing and acknowledging both the liberating possibilities of fashion on the one hand and its
potential to stifle and misrepresent on the other. This essay focuses on the 1860s and the work
of Collins and Dodgson who, in their depictions of female characters, critique the dress of
mainstream fashion, advance a kind of anti-fashion aesthetic, and grapple with an emerging
sense of a liberated female subjectivity. The authors advocate a simple silhouette in dress for
their heroines that challenges conventional Victorian feminine self-presentation and anticipates
the later aesthetic dress reform movement. Comparing the aesthetic agendas of Collins and
Dodgson enables a view of male Victorian authorship in relation to the growing importance of
fashion in the Victorian era and the depiction of modern female subjectivity.
https://navsa2018.english.ufl.edu/files/Updated-Program-10.5.pdf Citation: The Construction of
Victorian Male Authorship through Aesthetic Agendas: Fashion, Gender, and the ‘Sense of the
Modern’ in Wilkie Collins’ The Woman in White and Lewis Carroll’s Alice,” North American
Victorian Studies Association (NAVSA) Conference, St. Petersburg, FL, October 2018.
Title: Organized and chaired the panel, “Fashion as Expression and Activism,” (SAMLA)
Convention, Birmingham, AL. 2018 (November).
73
https://samla.memberclicks.net/assets/docs/2018/SAMLA-90-Program.pdf Citation: Organized
and chaired the panel, “Fashion as Expression and Activism,” (SAMLA) Convention,
Birmingham, AL. 2018 (November).
Sharon E. Colley
Title: “Tayari Jones’s Leaving Atlanta and the Atlanta Child Murders.” Citation: “Tayari Jones’s
Leaving Atlanta and the Atlanta Child Murders.” Southern States of Insecurity: The United
States during Crisis. Modern Language Association Conference. New York, NY. January 4,
2018.
Title: • “Dueling Banjos or Literary Harmony: Lee Smith as a Southern and/or Appalachian
Writer.” Citation: • “Dueling Banjos or Literary Harmony: Lee Smith as a Southern and/or
Appalachian Writer.” Biennial Society for the Study of Southern Literature Conference. Austin,
TX. February 17, 2018.
Title: “Planning Publicity: Connecting with Students.” Abstract: [I introduced the project and
undergraduate Writing Center tutors Katelyn Gill and Melissa Miner presented our survey
results and discussed the findings. This was third year I took undergraduate tutors to present at
the Southeastern Writing Center Association Conference.] Citation: “Planning Publicity:
Connecting with Students.” Southeastern Writing Center Association Conference. Richmond,
VA. February 24, 2018.
Joseph Garrison
Title: The Telescoping Series-Extended. Abstract: The telescoping series is an infinite series
where all but a finite number of terms cancel out. This method, sometimes combined with
partial fraction decomposition, is frequently effective in determining not only convergence, but
also the real number to which the series converges. This paper will examine when the
telescoping series is appropriate, simplify the summation process (including rational and
transcendental functions) and extend the application. Citation: Calculus
Title: An Essay Concerning Challenges in the Teaching of Calculus "Trigonometric
Substitution" Abstract: This paper will present a practical method of presenting Trigonometric
Substitution in calculus. It will review the method of trigonometric substitution and present
several useful examples. It will also present a method of determining the appropriate
substitution. The method of trigonometric substitution in calculus is elusive for many students.
This paper will give applicable methods to help students in determining these substitutions and
carrying out the substitution.
Sumitra Himangshu-Pennybacker
Title: The ETS Experience: Informing the GACE Program Admission Assessment. Citation:
Reese, C., Fenton, A.M., Himangshu-Pennybacker, S. & Hixon, S. (2018, October). The ETS
Experience: Informing the GACE Program Admission Assessment. Presented at the Fall
GAPSC Drive-In Conference, Macon, GA, October 24, 2018
74
Title: Sped-ing their way: Using concept mapping to analyze reflections of preservice teachers
in a separate school. Citation: Owens, S. & Himangshu-Pennybacker, S. (2018). Sped-ing their
way: Using concept mapping to analyze reflections of preservice teachers in a separate school.
Presented at the International Conference on Concept Mapping, Medellin, Colombia,
September 26-28, 2018
Title: The Engaged Classroom: A Road Map for Classroom Instruction. Citation: 3.
Himangshu-Pennybacker, S. (2018). The Engaged Classroom: A Road Map for Classroom
Instruction. Invited Workshop, 8th International Conference on Concept Mapping, Medellin,
Colombia, September 24, 2018.
Title: Applying Depth of Knowledge Level 4 to NESA Virtual Science & Engineering Fair Round.
Abstract. American International School teams reaching the final NVSEF judging stage are
given a DoK level 4 prompt to address to extend higher-level thinking. Citation: 4. Spaid, R., &
Himangshu-Pennybacker, S. (2018). Applying Depth of Knowledge Level 4 to NESA Virtual
Science & Engineering Fair Round. Presented at SASTE Annual Conference, Brimingham, AL,
October 13, 2018.
Title: Latent Pressures: Minorities and Microaggression in Higher Education. Citation: 5.
Himangshu-Pennybacker, S. & Fuller, D.P. (2018). Latent Pressures: Minorities and
Microaggression in Higher Education. Presented at the Hawaii International Conference on
Education, Honolulu, HI, January 5, 2018
Xiaoyan (Shannon) Hu
Title: Journey to the Center of the Triangle. Abstract: People have known since ancient times
that the three medians of a triangle intersect at a single point, a fact that can be proved using
the basic axioms of geometry. This presentation restates the geometric proof and presents
three alternative proofs using, respectively, linear algebra, vector analysis, and calculus. The
calculus-based proof also yields the fact that the intersection of the medians is the triangle’s
center of mass. Citation: Presentation
Kim Johnson
Title: 2018 SOTL Conference Panel. Citation: University System of Georgia Scholarship for
Teaching and Learning Conference April 2018 Speaker Panel: “SOTL Communities of Practice
for Research on Teaching and Learning”
Julie A. Lester
Title: “A Not So ‘Quiet Crisis’ – The Trump Administration and America’s Public Lands”
Citation: Lester, Julie A. “A Not So ‘Quiet Crisis’ – The Trump Administration and America’s
Public Lands” research presentation at the symposium on "Wallace Stegner and the Changing
American West: Reimagining Place, Region, Nation, and Globe in an Era of Instability," May
2019, Montana State University, Bozeman, Montana
75
Debra H. Matthews
Title: “Making LEAP a Reality at a Multi-Campus Institution” Abstract: To advance the Liberal
Education and America’s Promise (LEAP) Initiative on multiple campuses, we developed a plan
with an emphasis on three specific measures: Increase Campus Awareness, Signature Work
Pilots/Other LEAP Activities, and Professional Development Opportunities. Our presentation
included sharing actions that have been taken in support of each of the three measures with an
emphasis on Signature Work Pilots and Other LEAP Activities. Participants were presented with
a detailed description of our plan and materials that could be modified for use on their
campuses. The intended audience for this session included LEAP institutions, as well as those
thinking about becoming a LEAP institution. Presenters for the section included Dr. Don Brown,
Assistant Department Chair and Associate Professor of Mathematics; Dr. Debra Holmes
Matthews, Associate Dean for Undergraduate Studies and Professor of English; Dr. Derrilyn
Morrison, Professor of English, and Dr. Kimberly Pickens, Professor of Biology. Citation:
Matthews, D., Brown, D., Morrison, D. & Pickens, K. “Making LEAP a Reality at a Multi-
Campus Institution.” Raising Our Voices: Reclaiming the Narrative on the Value of Higher
Education, 2019 Annual Meeting of the Association of American Colleges and Universities
(AAC&U), 23-26 January 2019, Hyatt Regency Atlanta. Conference Presentation.
Title: “Our Campus LEAP Vision: Next Steps” Abstract: The conference theme of Best
Practices for Promoting Engaged Student Learning aligns well with the goals of the American
Association of Colleges and Universities (AAC&U) Liberal Education and America’s Promise
(LEAP) States Initiative. Our goal in presenting in the roundtable session is to share our
institution’s plan for advancing the LEAP initiative on our campus and the successful outcomes
we have experienced this past year. We will review actions we have taken to implement our
three-part plan and outline our next steps along the journey. Our audience discussions will
involve a focused reflection on our framework and our pilots using guided questions. The
presentation will be beneficial in generating ideas that could be used by participants on their
campuses. Citation: Matthews, D., Morrison, D. Brown, D., & Pickens, K. “Our Campus LEAP
Vision: Next Steps.” Best Practices for Promoting Engaged Student Learning, 2019 University
System of Georgia (USG) Teaching & Learning Conference, 10-12 April 2019, University of
Georgia (UGA) Hotel and Conference Center, Athens, Georgia. Conference Presentation.
Mary Mears
Title: Africa Lecture Series Spring 2018. Abstract: During Spring 2018, The University System
Africa Council sponsored three Africa Lecture Series hosted at Middle Georgia State University
on March 8, March 22nd and April 23rd. Dr. Eustace Palmer spoke on "Modern African
Literature: Culture and Identity." Honorable Consular from Nigeria spoke on "Prospects for
Challenges of Regional Intergration in Africa: ECOWAS" and Dr. Charlotte Miller spoke on "The
East African Community: The Legacy and Future of Pan Africanism in the 21st Century." Dr.
Shamani Shikwambi concluded the series with the topic "The Need to Hand the Baton Over to
the Youth." Citation: Mary Mears, Co-Chair. "Africa Lecture Series."University System Africa
Council, 8 and 22 March, 23 April 2018, Middle Ga. State University,Macon.
76
Monica Miller
Title: “Wrestling with Angels: The Plantation Novel within the Gay Fantasia” Abstract: In the
midst of Tony Kushner’s 1991 Angels in America’s 1980s New York setting lies a compelling
synopsis of In Love with the Night Mysterious, a fictional plantation novel. At a time when the
spiritual descendants of Roy Cohn are confronted by those who demand the removal of
monuments celebrating the Confederacy, this scene provides important insights into our current
moment. The plantation novel monologue about living in America without loving it offers an
important heuristic for Southern Studies. Ultimately, Belize’s assertion of living in America
without loving it provides a much-needed corrective to the echoing Southern Studies refrain, “I
don’t hate it.” Citation: “Wrestling with Angels: The Plantation Novel within the Gay Fantasia.”
Society for the Study of Southern Literature Conference. Austin, Texas. Spring 2018.
Daneell Moore
Title: NCSS Notable Trade Book Lesson Plan: Before She Was Harriet, Presentation
Workshop. Abstract: My presentation focused on innovative methods of integrating children's
literature to teach social studies concepts grounded in the National Council for Social Studies
Standards. https://www.socialstudies.org/conference/program Citation: 2018 NCSS Annual
Conference
Evaristus O Obinyan
Title: Deliquency and Moral Strength. Abstract: Evaristus Obinyan - The war on delinquency
cannot be won if the society continues to address the problem with the same old policies.
Society is struggling and will continue to struggle and resolution for the problem of delinquency
will continue to evade us unless we engage new strategies. For the past 50 years academia has
not replaced what may be regarded as overused theoretical explanation of delinquency. This
paper employs ‘Moral Strength’ an undermined theoretical concept to examine delinquency. The
paper examines delinquency on the bases of morality within the village and adult utilization of
moral strength. Delinquency may be defined as the behavior consequent to the failure of adults
and the village to exercise their moral superiority and integrity to produce behavior that
conforms to standards set as norms with some degree of consistency in a society to which legal
sanctions are leveled (Obinyan, E. 2000). Adult's moral superiority may be defined as the ability
to recognize the differences between acceptable and unacceptable behavior. Adult's moral
integrity may be defined as the ability of individual adults to refrain from unacceptable behavior
and to communicate to youths through example, conventional acceptable behavior. Village
moral superiority entails the ability of each group, community or the society at large to establish
norms that are consistent with cultural values. Village moral integrity entails the ability of the
village as a whole to uphold, reinforce, and consistently demonstrate and communicate the
sanctity of these cultural norms. Moral strength, therefore is the combined effect of the village
and adult’s moral superiority and integrity. Delinquency results when there is a relative absence
of adult and village action, such as lack of moral integrity and respect for societal norms, a
breakdown of unofficial social control and adult and the village inability to agree on the definition
of what behavior may be regarded as delinquent. This is why delinquency may be seen as a
function of the type of relationships between adults and the village, and their perception of and
77
attitude toward delinquency. For a particular person however, the definition of delinquency may
depend greatly upon their cultural background and the inability of the adult and the village to
properly use their moral superiority and integrity to impact on all members of their communities.
In most cases, the relative weakness of adult and village moral strength should account for the
delinquent behavior. When delinquent recidivism becomes a problem and a continuation of
delinquent behavior is consistent and intensifies, we would expect that the steam or vitality of
adult and village moral strength (moral superiority and integrity) has been let out. Citation:
Criminal justice and Juvenile Justice.
Sherie Owens, Ph.D.
Title: Sped-ing their way: Using concept mapping to analyze reflections of preservice teachers
in a separate school. Presented at the International Conference on Concept Mapping. Abstract:
We presented a published paper of pilot study that implemented the use of concept mapping to
analyze preservice teacher pre- and post-experience reflections (n=25), with the purpose of
analyzing the experience in-depth, and applying the study design to enhance future program
development. Concept mapping allowed visualization of meaningful connections, nuanced
changes in understanding, and analysis of data in a unique way. Working in inclusive
classrooms can be overwhelming and time consuming. A field experience at a separate school
designed for students with EBD provided a hands-on experience for preservice teachers to
hone their understanding of student engagement in both general education and special needs
environments. With respect to preservice teacher training, highlights from this pilot study were
two-fold – (i) preservice teachers were able to appreciate the nuanced differences between
general education and EBD classrooms, and (ii) preservice teachers recognized that student
engagement requires attention and diligent preparation. (Power-point and paper available).
Citation: Conference Presentation: Owens, S. & Himangshu-Pennybacker, S. (2018). Sped-ing
their way: Using concept mapping to analyze reflections of preservice teachers in a separate
school. Presented at the International Conference on Concept Mapping, Medellin, Colombia,
September 26-28, 2018.
Simone Phipps
Title: New Histories of Management and the New Futures They May Inspire. Abstract: This
professional development workshop explored emerging interests, historical barriers to change,
and their interrelationships by focusing on new histories on the emergence and development of
business schools as complex entities that are interwoven with universities, the business
community, government, and civil society. Citation: McLaren, P., Bridgman, T. Prieto, L.,
Spender, J. C., Phipps, S. T. A., Cummings, S. et al. (2018). New Histories of Management and
the New Futures They May Inspire. Academy of Management Conference, Chicago, IL, USA.
Chip Rogers
Title: "Labor, Birth, Infancy: Birthing Graduate Programs in Technical Writing and Digital
Communication," Georgia Council of Graduate Schools Spring 2018 Conference, Macon,
Georgia, April 20, 2018. Abstract: A session sharing the two presenters’ experiences
developing brand-new graduate Writing and Digital Communication programs—an M.A. and
78
graduate certificate at a small private liberal arts college, and a graduate certificate at a
relatively small state university. Among the various challenges—or opportunities—we will
address are:
• assessment of community demand and opportunities for graduate writing programs
• development of marketing strategies and materials for new graduate programs, specifically
with contexts of long histories as “smallish” undergraduate schools with little, or modest,
reputation for writing programs
• complexities of promoting certificate programs, as distinct from M.A. programs
• challenges facing programs offered fully online vs. those delivered fully “on-ground”
• complexities in developing and coordinating multi-departmental graduate programs (from
staffing to scheduling and beyond)
• operating with limited budgets and skeletal administrative staffing
• creating, developing, and integrating graduate-level procedures and systems with existing
undergraduate and graduate procedures and systems (from application requirements to degree
audits, and a great deal in between)
• seeking community partnerships in fledgling graduate programs
• generally doing more . . . with less . . . often with modest formal guidance . . . under the
tightest of time constraints! Citation: "Labor, Birth, Infancy: Birthing Graduate Programs in
Technical Writing and Digital Communication," Georgia Council of Graduate Schools Spring
2018 Conference, Macon, Georgia, April 20, 2018.
Laura Thomason
Title: Partnerships in International Service Learning at Home and Abroad. Abstract: As
international service learning gains currency, our session presents a case study in successfully
launching an international service-learning program. With a goal of opening international
programs to underrepresented populations including men, minorities, and first-generation
college students, we piloted the “Knights Impact” program in the Eastern Caribbean in 2017.
The program unites impact travel with high-impact educational practices, inviting participating
students to engage with new cultures and new experiences from initial orientation to final
debrief. Basing our presentation on this successful but challenging example, we will discuss
collaborative leadership for institutional buy-in, smart partnerships for program development,
and how to structure a program for student success beyond the final program day. Citation:
Thomason, Laura and Chris Tsavatewa. “Partnerships in International Service Learning at
Home and Abroad,” annual meeting of the National Society for Experiential Education,
Savannah, GA, September 2018.
Title: Partnerships in International Service Learning at Home and Abroad. Abstract: As
international service learning gains currency, this session presents a case study in successfully
launching an international service-learning program. With a goal of opening international
programs to underrepresented populations including men, minorities, and first-generation
college students, MGA piloted the “Knights Impact” program in the Eastern Caribbean in 2017.
The program unites impact travel with high-impact educational practices, inviting participating
students to engage with new cultures and new experiences from initial orientation to final
debrief. Basing my presentation on this successful but challenging example, I will discuss
79
collaborative leadership for institutional buy-in, smart partnerships for program development,
and how to structure a program for student success beyond the final program day.
https://drive.google.com/open?id=1VdJt6AbY7Jo-h8KOhl6zbf0fo3MoF54agS7kKv1Vst0
Citation: Thomason, Laura. “Partnerships in International Service Learning at Home and
Abroad,” annual meeting of the Georgia Collegiate Honors Council, Milledgeville, GA,
September 2018.
Chris Tsavatewa
Title: Partnerships in International Service Learning at Home and Abroad. National Society of
Experiential Education. Citation: Tsavatewa, C., Thomason, L.; Partnerships in International
Service Learning at Home and Abroad. National Society of Experiential Education, Savannah,
GA.
Title: Lions, Tigers, and Funding Shortages Oh My!: Barriers and Successes of an Experiential
Learning QEP. Citation: Tsavatewa, C.; Lions, Tigers, and Funding Shortages Oh My!: Barriers
and Successes of an Experiential Learning QEP. Council for Undergraduate Research, Biennial
Conference. Washington, D.C.
Title: A QEP's Impact on Culture: Lessons from A New Consolidated and Elevated State
University. Citation: Tsavatewa, C.; A QEP's Impact on Culture: Lessons from A New
Consolidated and Elevated State University. Council for Undergraduate Research, Biennial
Conference. Washington, D.C.
Title: Roundtable – Acme Brewing Historical Society. Citation: Tsavatewa, C.; Jennings, M;
Taylor, S; Nylund, C. Roundtable – Acme Brewing Historical Society. Georgia Association of
Historians. 46th annual meeting. February, Macon. Ga.
Laurie Walters
Title: A Tale of Two Psychology Classes: Initial Redesign Findings. Abstract: Initial findings
from the G2C course redesign of 2 sections of PSYC 1101 at Middle Georgia State University
(MGA) are reported. The redesign, in part, focused on supplementing in-class instruction with
Learning Curve, a web-based, interactive learning tool containing quizzing and individualized
performance feedback. After the first semester implementation, results indicated a lower DWF
rate for the 11:00am section than for the 8:00am section. Implications for class time, among
other factors, are discussed. Citation: Walters, L.C., & Briones, E. (2018). A tale of two
Psychology classes: Initial redesign findings. Paper presented at the Annual Gateway Course
Experience Conference, Houston, TX.
Title: Psychology 1101: What Do You Find When You Redesign? Citation: Walters, L.C.,
Briones, E. , & Gladden, P. (2018, Oct). What do you find when you redesign? Gateways to
Completion Fall 2018 Meeting. Middle Georgia State University, Macon, GA.
Title: Introduction to Psychology Redesigned. Abstract: Findings from the G2C course
redesign of 2 sections of PSYC 1101 at Middle Georgia State University are reported. The
80
redesign supplemented in-class instruction with active learning approaches including Learning
Curve, a web-based, interactive learning tool containing quizzing and individualized feedback.
Three semesters of implementation results will be shared by providing numeric and categorical
grades, DWF rates, demographics, and self-report measures of perceived learning. Citation:
Briones, E., Walters, L., Gladden, P. (2019). Introduction to Psychology redesigned. Paper
accepted for the Annual Gateway Course Experience Conference, Atlanta, GA.
Dr. Keri E. Wilbur
Title: Shortening Our Lives While Helping You Live Longer. Abstract: Although the focus of
most nursing curricula has shifted from illness and treatment to maintaining and promoting
health, the same cannot be said about the very students who are learning the content, serving
as facilitators for this content to clients and families, and then becoming health care practitioners
themselves. While the rationale notion would be that before nursing students can fulfil any role
in health care or serve as promotors of health, they must first be aware of their own relationship
to health and their personal health behaviors. Unfortunately, research indicates that this is not
the case. Multiple factors compound the issue of unhealthy lifestyle behaviors in the nursing
student aggregate. For example, students work extensively long hours between class times and
those times required to complete laboratory and clinical rotations. In addition, nursing students
are exposed to highly emotional situations on a consistent basis, which may lead to unbearable
stress and burnout; sometimes dealt with by students via overeating, smoking, drug or alcohol
abuse, erratic sleeping habits, or other methods of coping that are not beneficial to health
promotion. The busyness of the schedules that nursing students endure also lead to eating
habits that are mainly fast-food, take out, or that of convenience as opposed to fresh fruits or
vegetables or a varied content. The majority of nursing students will admit that while they
possess the knowledge regarding good health promotion habits, the high stress levels they
experience does not prevent them from making poor lifestyle decisions. In other words, nursing
students fail to internalize the preventative health behaviors that they have learned and even
teach others because illness, at present, does not pose an imminent threat and they do not yet
view themselves as role models. This study will examine the frequency of various unhealthy
lifestyle behaviors by nursing students, as well as students who are classified as non-nursing
majors, to see if there is a difference noted. The goal then, would be to develop health
promotion programs for nursing students as early on in their curriculum as possible to address a
multitude of unhealthy lifestyle choices. Such programs could be integrated into areas of the
nursing curriculum, incorporated as extracurricular activities on university/college campuses in
conjunction with clubs and organizations, and provided by various means of education through
campus clinic/counseling services. Citation: 2019 “Shortening Our Lives While Helping You
Live Longer; Exploring the Health Habits of University Students”, Georgia Association of Nurse
Educators Conference, February 21-23rd, 2019 (*pending)
81
Publication – Other
Pamela Arlov
Title: Carpe Diem from Marvell to Pitbull: An Online Assignment.
https://community.macmillan.com/community/the-english-
community/litbits/blog/2018/10/03/carpe-diem-from-marvell-to-pitbull-an-online-assignment
Citation: Arlov, Pamela. “Carpe Diem from Marvell to Pitbull: An Online Assignment.” LitBits, 3
Oct. 2018, Macmillan.
Title: Song Lyrics: An Accessible Entry Point to Quoting and Citing.
https://community.macmillan.com/community/the-english-
community/litbits/blog/2018/11/29/song-lyrics-an-accessible-entry-point-to-quoting-and-citing
Citation: Arlov, Pamela. “Song Lyrics: An Accessible Entry Point to Quoting and Citing.” LitBits,
29 Nov. 2018, Macmillan.
Title: Two Wicked Good Short Stories for Halloween.
https://community.macmillan.com/community/the-english-community/litbits/blog/2018/10/29/two-
wicked-good-short-stories-for-halloween Citation: Arlov, Pamela. “Two Wicked Good Short
Stories for Halloween.” LitBits, 29 Oct 2018, Macmillan.
Title: Wordsmith: A Guide to College Writing. Citation: Arlov, Pamela. Wordsmith: A Guide to
College Writing. 7th ed., Pearson, 2019.
Title: Wordsmith: A Guide Paragraphs and Short Essays. Citation: Arlov, Pamela. Wordsmith:
A Guide Paragraphs and Short Essays. 7th ed., Pearson, 2019.
Lisa Wenger Bro
Title: Monsters of Fiction, Film, and Fable: The Cultural Links Between the Human and
Inhuman. Abstract: This book is a collection of essays exploring monsters in modern and
postmodern fiction and film and the cultural aspects--what those monsters illustrate about
humanity and human nature. Citation: Monsters of Fiction, Film, and Fable: The Cultural Links
Between the Human and Inhuman, edited by Lisa Wenger Bro, Crystal O’Leary Davidson, and
Mary Ann Gareis, Cambridge Scholars Pub., 2018.
Title: “Introduction: The Cultural Links Between the Human and Inhuman.” Abstract: The
introduction to the edited collection sets up the major ideas that run through the volume related
to the connections between literal monsters and humanity. Citation: “Introduction: The Cultural
Links Between the Human and Inhuman.” Monsters of Fiction, Film, and Fable: The Cultural
Links Between the Human and Inhuman, edited by Lisa Wenger Bro, Crystal O’Leary Davidson,
and Mary Ann Gareis, Cambridge Scholars Pub., 2018, pp. 1-11.
Title: “Killing Tinkerbell: Remythologizing the Fey in a Technocentric Age.” Abstract: This
chapter explores the contemporary depictions of fairies in recent literature and their relationship
82
to both nature and humanity. The chapter connects ecofeminist ideas about humanity and
nature, illustrating how the works delve into humanity's own disconnect from the natural world.
Citation: “Killing Tinkerbell: Remythologizing the Fey in a Technocentric Age.” Monsters of
Fiction, Film, and Fable: The Cultural Links Between the Human and Inhuman, edited by Lisa
Wenger Bro, Crystal O’Leary Davidson, and Mary Ann Gareis, Cambridge Scholars Pub., 2018,
pp. 45-69.
Title: “What Happens When the Body’s Gone? Transhumanistic Fears and Desires in Science
Fiction and Urban Fantasy.” Abstract: “What Happens When the Body’s Gone?
Transhumanistic Fears and Desires in Science Fiction and Urban Fantasy.” Citation: “What
Happens When the Body’s Gone? Transhumanistic Fears and Desires in Science Fiction and
Urban Fantasy.” Monsters of Fiction, Film, and Fable: The Cultural Links Between the Human
and Inhuman, edited by Lisa Wenger Bro, Crystal O’Leary Davidson, and Mary Ann Gareis,
Cambridge Scholars Pub., 2018, pp. 314-41.
Dr. Chris Cairney
Title: “Other Dragons or Dragon Others? A Cultural View of the Loch Ness Monster.”
Abstract: Adomnán's sixth-century "Life of St. Columba" has often been used to "bolster" belief
in the Loch Ness Monster, yet specific historical and cultural analysis of Adomnán tends to
completely separate Adomnán’s story about St. Columba from the modern myth of the Loch
Ness Monster, and finds an earlier and more culturally significant use of Celtic “water beast”
folklore along the way. Judicious application of Critical Theory and structural analysis can
discredit any strong connection between kelpies and water-horses on the one hand and the
modern “media-augmented” creation of the Loch Ness Monster on the other. Without St.
Columba, the myth of the Loch Ness Monster falters, for belief in the creature can be seen to
rest upon several oft-cited but easily discredited foundations.
https://www.academia.edu/37110619/Other_Dragons_or_Dragon_Others_A_Cultural_View_of_
the_Loch_Ness_Monster Citation: Cairney, Chris. "Other Dragons or Dragon Others? A
Cultural View of the Loch Ness Monster." Monsters of Film, Fiction and Fable: The Cultural
Links Between the Human and the Inhuman. Cambridge Scholars Publishing, 2018.
Matthew Mark Caverly
Title: The Logic of War as the Logic of Genocide. Abstract: A review of Koenigsberg’s (2018)
Hitler’s Holocaust: The Logic of War and Genocide which details the author’s argument for a
social psychology of war as genocide. Citation: Caverly, M.M. (2018). “The Logic of War as the
Logic of Genocide,” [Review of the Book, Hitler’s Holocaust: The Logic of War as Genocide]
Requested by author, Richard A. Koenigsberg Elmhurst, NY: Library of Social Science
Lorraine Dubuisson
Title: President's Forward to a Peer Reviewed Journal. http://www.ega.edu/gpa/jgpa Citation:
“Foreword.” The Journal of the Georgia Philological Association 7 (2017-2018): vi-ix
83
Susan Durr, Ph.D.
Title: Scholarly Book Review. Citation: • Scholarly Book Review. Warren Farrell and John
Gray’s (2018) The Boy Crisis. CHOICE, April 2018.
Mary Lou Bryant Frank, Ph.D.
Title: The mind of a peacemaker: The psychology of mediation. Abstract: Understanding the
process of resolving conflicts through mediation has been most often viewed from the
perspective of the law, from which it originated. The Mind of a Peacemaker brings together a
psychological understanding of mediation, current thought in the field of conflict resolution, and
guidance for future peacemakers. Through reviewing current research, interdisciplinary
practices, and personal exercises, individuals seeking to become mediators can develop a
deeper understanding of their role in the peacemaking process. The peacemaker’s journey
includes learning the impact of a positive attitude; developing awareness of the emotional
components of conflict; understanding the value of attending, listening, and being mindful;
appreciating the complexities of building connections and relationships; and valuing the abilities
needed to establish a culture of peace. These elements can lead those seeking to make a
difference by resolving conflict, to develop skills and perspectives that include the role
psychology has in mediation. Each chapter not only presents the background of psychology,
mediation, and the process of conflict resolution, but also guidance for future mediators. Using a
global perspective, the book provides the benefits that psychology can contribute to the field of
mediation and peacemaking. https://he.kendallhunt.com/product/mind-peacemaker-psychology-
mediation Citation: Bryant Frank, M. L. (2019). The mind of a peacemaker: The psychology of
mediation. Dubuque, IA: Kendall Hunt.
Paul R Gladden
Title: Sexual Assault and Intimate Partner Violence. Citation: Gladden, P.R. & Cleator, A.
(2018). Sexual Assault and Intimate Partner Violence. Encyclopedia of Evolutionary
Psychological Science. Eds. Todd Shackelford and Viviana A. Weekes-Shackelford. Springer.
Title: Social Selection for Human Altruism. Citation: Gladden P.R., Baker F.C., Snow K.E.
(2018). Social Selection for Human Altruism. In: Zeigler-Hill V., Shackelford T. (eds)
Encyclopedia of Personality and Individual Differences. Springer, Cham
Title: Sexual Promiscuity. Citation: Gladden P.R., Tedesco A. (2018) Sexual Promiscuity. In:
Zeigler-Hill V., Shackelford T. (eds) Encyclopedia of Personality and Individual Differences.
Springer, Cham
Sumitra Himangshu-Pennybacker
Title: A Public/Private Collaboration for Engaging At-Risk First-Year Students (Spring 2019).
Citation: A Public/Private Collaboration for Engaging At-Risk First-Year Students (Spring 2019).
Co-partner with Wesleyan College on the Beyond Theory to Practice Grant Proposal.
84
Title: Sped-ing their way: Using concept mapping to analyze reflections of preservice teachers
in a separate school. Abstract: Sped-ing their way: Using concept mapping to analyze
reflections of preservice teachers in a separate school. Citation: Owens, S. & Himangshu-
Pennybacker, S. (2018). Sped-ing their way: Using concept mapping to analyze reflections of
preservice teachers in a separate school. In Canas, A.J., Reiska, P, Zea, C. and Novak, J.D.
(Ed.), Proceedings of the 8th International Conference on Concept Mapping: Concept Mapping:
Renewing Learning and Thinking (pp. 216-223). Medellin, Colombia: EAFIT University
Scott Hinze
Title: Using Natural Language Processing to Assess Explanation Quality in Retrieval Practice
Tasks. Abstract: This study explored the potential for automated assessment of students’
explanations during retrieval practice. Regression analyses indicate that the linguistic features
analyzed by the natural language processing tools Coh-Metrix and CRAT predicted 66% of the
variance in the quality of students’ retrievals. These findings indicate that both the content and
connections in student retrievals are relevant to the quality of the explanation. Limitations and
future work will be discussed. Citation: McCarthy, K. S. & Hinze, S. R. (2019, pending).
Assessment of explanation quality during retrieval practice using natural language processing
tools. In Companion Proceedings of the 9th International Conference on Learning Analytics and
Knowledge (LAK’19). Tempe, AZ.
Matthew T. Houston
Title: A Review of Mathematical Models for Muscular Dystrophy: A Systems Biology Approach.
Abstract: Muscular dystrophy (MD) describes generalized progressive muscular weakness due
to the wasting of muscle fibers. The progression of the disease is affected by known
immunological and mechanical factors, and possibly other unknown mechanisms. These
dynamics have begun to be elucidated in the last two decades. This article reviews
mathematical models of MD and models that could be used to study molecular and cellular
components implicated in MD progression. A biological background for these processes is also
presented. Molecular effectors that contribute to MD include mitochondrial bioenergetics and
genetic factors; both drive cellular metabolism, communication and signaling. These molecular
events leave cells vulnerable to mechanical stress which can activate an immunological
cascade that weakens cells and surrounding tissues. This review article lays the foundation for
a systems biology approach to study MD progression.
http://currents.plos.org/md/index.html%3Fp=9870.html Citation: Houston MT. The FRiND
model: a mathematical model for representing immunological interactions in muscular dystrophy
pathogenesis. UGA Electronic Theses and Dissertations Record. 2018 Aug
Title: The FRiND model: a mathematical model for representing immunological interactions in
muscular dystrophy pathogenesis. Abstract: Muscular dystrophy (MD) describes generalized
progressive muscular weakness due to the wasting of muscle fibers. The progression of the
disease is affected by known immunological and mechanical factors, and possibly other
unknown mechanisms. These dynamics have begun to be elucidated in the last two decades,
and mathematical models have been created to understand these dynamics. This dissertation
introduces a new mathematical model, the FRiND model. This model describes how the
85
immune system repairs muscle tissue. The FRiND model will be mathematical analyzed and
results verified by biological studies in the literature. This model could be the foundation for
further understanding of immunological muscle repair.
https://getd.libs.uga.edu/pdfs/houston_matthew_t_201808_phd.pdf Citation: Houston MT. The
FRiND model: a mathematical model for representing immunological interactions in muscular
dystrophy pathogenesis. UGA Electronic Theses and Dissertations Record. 2018 Aug
Dr. Melissa Jordan
Title: "A Methodological Consideration And Methodological Design Suitable To Examine
Teenage Pregnancy." Abstract: Teen pregnancy can be a sensitive topic and understanding
how to capture significant, rich, and robust information from this unique population will depend
on the research methodological design implemented by the researcher. Understanding the
challenges faced by teenage mothers and developing strategies for them to overcome
challenges will likely improve their educational and social experiences in the future. Included is
a discussion on phenomenological methods and why they could be considered the best suited
in understanding this phenomenon. https://www.igi-global.com/chapter/a-methodological-
consideration-and-methodological-design-suitable-to-examine-teenage-pregnancy/211432
Citation: Jordan, M. (2019). A methodological consideration and methodological design
suitable to examine teenage pregnancy. In D. Akella (Ed.), Socio-Cultural influences on
teenage pregnancy and contemporary prevention measures (pp. 33-42). Hershey, PA: IGI
Global.
Gerald Lucas
Title: Norman Mailer: Works & Days. Abstract: This volume is the product of over-twenty years
of collecting, collating, cross-referencing, and confirming over 1500 bibliographical and
biographical entries on one of 20th-century America's most outspoken auteurs. J. Michael and
Donna Lennon published the original “Works and Days” in 2000 to a strong critical reception,
and this new, revised edition adds to that excellent volume with over 400 new entries, an
expanded bibliography, and many photos, the majority in full-color. “Works and Days” continues
the endeavors of those scholars who came before and seeks to become the gold-standard of
Mailer resources. This book and digital Humanities project are edited by Gerald Lucas.
https://amzn.to/2Pxf4mk Citation: Lennon, J. Michael; Lennon, Donna Pedro (2018). Lucas,
Gerald R., ed. Norman Mailer: Works and Days (Revised, Expanded ed.). Atlanta, GA: The
Norman Mailer Society.
Andre Nicholson
Title: The Biased Truth: An Objective Perspective on Nonobjective News Reporting. Abstract:
Consumers of news should expect to consume reports, which are an accurate and unbiased
reflection of local, national, and world events. However, due to limitations that affect the
packaging and presentation of many news stories today, consumers may not be experiencing a
true reflection of those issues. This exploratory study examined three genres of news for
objectivity and bias in the reporting of news stores: local news, national news, and satire news.
86
The study found that although local news reporters attempt to report news stories with an
objective narrative, it is often the news story’s subject that impedes the process of objectivity.
National and satire news programs also lose their objectivity based on the narrative presented
by the hosts of the program. https://www.igi-global.com/book/handbook-research-media-
literacy-higher/182424 Citation: Nicholson, A. (May 2018). The Biased Truth: An Objective
Perspective on Nonobjective News Reporting. In J. Cubbage (Ed), Media Literacy In Higher
Education Environments. Hershey, Penn: IGI Global.
Monica Miller
Title: A Different South: Eudora Welty, Carson McCullers. Abstract: This research guide
serves an introduction to the work of these authors to undergraduate researchers while it also
provides an overview of the scholarship and scholarly themes related to these authors and their
work. This research guide focuses on the authors' overlapping themes of life in the rural
American South for women in the early and middle twentieth century, as well as their stylistic
and thematic concerns. https://www.amazon.com/Gale-Researcher-Guide-Different-McCullers-
ebook/dp/B07GFQJQZ2 Citation: A Different South: Eudora Welty, Carson McCullers. Gale
Publishing, 2018.
Title: From Page to Stage!: Experimenting with Shakespeare. Abstract: From Page to Stage!:
Experimenting with Shakespeare. https://blogs.tip.duke.edu/teachersworkshop/from-page-to-
stage-experimenting-with-shakespeare/ Citation: ""From Page to Stage! Experimenting with
Shakespeare." Duke-TIP Teachers Workshop. May 1, 2018
Scholarship Type (Other)
Pamela Arlov
Title: Helping Students Connect with Poetry. https://community.macmillan.com/community/the-
english-community/litbits/blog/2019/01/24/helping-students-overcome-fear-and-learn-to-not-
completely-hate-poetry Citation: Arlov, Pamela. “Helping Students Connect with Poetry." LitBits,
24 Jan 2019. Macmillan.
Lisa Wenger Bro
Title: Chair of Specualitve Fiction and Literary Monsters panels. Abstract: Chaired two
Speculative Fiction panels and two Literary Monsters panels at the annual SAMLA conference
in Birmingham, AL. Citation: Chair. South Atlantic Modern Language Association Conference.
Birmingham, AL. November 2018.
Dr. Loretta Clayton
Title: Georgia Council of Graduate Schools 2018 Conference. Abstract: As president of the
Georgia Council of Graduate Schools (GCGS), organized the Spring 2018 GCGS Conference
and Meeting at the Marriott City Center Hotel in downtown Macon on April 19-20, 2018.
87
https://georgiacgs.org/wp-content/uploads/2019/01/GCGS-Spring-Conference-Program-
2018.pdf Citation: Organizer (as GCGS President), Georgia Council of Graduate Schools
(GCGS) Spring 2018 Conference, Macon GA, April 19-20, 2018.
Lorraine Dubuisson
Title: Conference Presentation. Citation: "Writing Marathons: Reducing Writing Anxiety in
Adolescent Writers" presented at the 2018 conference of the Georgia Philogical Association
Kim Johnson
Title: White Paper Task Force. Citation: Middle Georgia State University Center for Teaching
and Learning Faculty Task Force 2018
Title: Peer Reviewer. Citation: University System of Georgia Teaching and Learning
Conference Presentation Peer Reviewer 2018- 2019
Dr. Melissa Jordan
Title: Dissertation Title- A Phenomenology Study: The Experiences of African American Female
Completers and African American Female Exiters of an Undergraduate Health Care Program
While Attending a Historically Black College .Abstract:
This study addresses African American female completers and African American exiters in
undergraduate health care programs at a Historically Black Colleges and Universities within the
University System of Georgia. Because there is a gap in literature concerning African American
female completers and African American female exiters in health care programs while attending
Historically Black Colleges and Universities within the University System of Georgia, this study
will provide colleges and universities with data that would identify to what extent background,
academic, environmental, and social integration variables correlate with intent to leave or
successful program completion and graduation. Through studying these unique students’
experiences and providing the research, intention is to offer a fresh understanding of how to
formulate and/or review procedures, policies, teaching methods, resources, recruitment and
retention strategies for not only Historically Black Colleges and Universities, but all colleges and
universities within the University System of Georgia. This research will be effective in revealing
hidden barriers that will lead to closing the gap between these students and their counterparts.
Valdosta State University, Department of Adult and Career Education Citation: Jordan, M.
(2019). The Experiences of African American Female Completers and African American Female
Exiters of an Undergraduate Health Care Program While Attending a Historically Black College
(Doctoral Dissertation).
Dr. Alison Ossip-Drahos
Title: Evolutionary shifts in sexually-selected signaling colors of Sceloporus lizards. Citation:
Romero-Diaz, C., Rivera, J.A., Ossip-Drahos, A.G., Zúñiga-Vega, J.J., Vital-García, C., Hews,
D.K., Martins, E.P. Evolutionary shifts in sexually-selected signaling colors of Sceloporus
lizards. II Joint Congress on Evolutionary Biology, Montpellier, France, 19-22 August 2018.
(Oral Presentation). Citation: National Science Foundation IOS-Animal Behavior program
88
#1833455 Award for the 2019 Weaving the Future of Animal Behavior Early Career
Symposium.
Kim Johnson
Title: White Paper Task Force. Citation: Middle Georgia State University Center for Teaching
and Learning Faculty Task Force 2018
Monica Miller
Title: She Let Herself Go: The Ugly Plots of Southern Women Writers. Abstract: In this invited
talk at Georgia Southwestern University, I presented my research on the use of "ugliness" as a
signifier of dissent in the works of southern women writers. Based on my own monograph Being
Ugly: Southern Women Writers and Social Rebellion, I showed how in the South, one notion of
“being ugly” implies inappropriate or coarse behavior that transgresses social norms of
courtesy. While popular stereotypes of the region often highlight southern belles as the epitome
of feminine power, women writers from the South frequently stray from this convention and
invest their fiction with female protagonists described as ugly or chastised for behaving that
way. Through this divergence, “ugly” can be a force for challenging the strictures of normative
southern gender roles and marriage economies. Citation: "She Let Herself Go: The Ugly Plots
of Southern Women Writers." Invited talk, Georgia Southwestern University. October, 2018.
Title: Flannery O'Connor in the Multimodal Classroom. Abstract: I will be giving the 2019
Flannery O'Connor Memorial Lecture/Reading at Georgia College this April, along with giving a
talk to a class of GCSU students and a talk in the library's Special Collections. For all of these, I
will be discussing my use of multimodal composition and an embedded artist program to teach
Flannery O'Connor's work. I will be drawing on my own teaching experience both at Georgia
Tech as well as Middle Georgia State to describe ways of centering creativity and critical
thinking in the classroom. Citation: . "Flannery O'Connor in the Multimodal Classroom." 2019
Flannery O'Connor Memorial Lecture. Georgia College and State University, April 16-17, 2019.
Daneell Moore
Title: Preparing Early Childhood/Special Ed Teachers Candidates to Teach Reading. Abstract:
This $3,000 summer literacy initiative grant served the language and literacy needs of the
community by providing support to teacher candidates in teaching the reading of informational
texts. The performance based assessment in the course prepared teacher candidates to
implement a thematic unit that integrated science, technology, engineering, arts, an math
(STEAM). The STEAM unit with an infusion of the literacy component was designed to support
young learners by providing them the opportunity to engage in high-level reading, writing
thinking, and speaking as they engaged with informational texts with the aim of building their
vocabulary and background knowledge. https://galiteracycenter.org/wp-
content/uploads/2018/03/SDD-CELL-Mini-Grant-Information.pdf Citation: Sandra Dunagan
Deal Summer Literacy Initiative Mini Grant
Title: Faculty Diversity Initiative. Abstract: Dr. Shamani Shikwambi and Dr. Daneell Moore
have been awarded a $200 faculty development grant to promote faculty participation in a
89
professional learning community with the aim of positively impacting student learning. We were
awarded this grant to support the engagement of critical conversations around diversity. In
recognition that the Teacher Education and Social Work faculty are now increasingly teaching a
diverse population, there is a strong need to address the area diversity as a vehicle to meet
MGA’s strategic goal of promoting student engagement. Citation: Teacher Education and
Social Work Faculty Development Grant
Sherie Owens, Ph.D.Title: Sped-ing their way: Using concept mapping to analyze reflections of
preservice teachers in a separate school. Abstract: This paper presents a pilot study that
implemented the use of concept mapping to analyze preservice teacher pre- and post-
experience reflections (n=25), with the purpose of analyzing the experience in-depth, and
applying the study design to enhance future program development. Concept mapping allowed
visualization of meaningful connections, nuanced changes in understanding, and analysis of
data in a unique way. Working in inclusive classrooms can be overwhelming and time
consuming. A field experience at a separate school designed for students with EBD provided a
hands-on experience for preservice teachers to hone their understanding of student
engagement in both general education and special needs environments. With respect to
preservice teacher training, highlights from this pilot study were two-fold – (i) preservice
teachers were able to appreciate the nuanced differences between general education and EBD
classrooms, and (ii) preservice teachers recognized that student engagement requires attention
and diligent preparation. Citation: Refereed Conference Publication: Owens, S. & Himangshu-
Pennybacker, S. (2018). Sped-ing their way: Using concept mapping to analyze reflections of
preservice teachers in a separate school. In Canas, A.J., Reiska, P, Zea, C. and Novak, J.D.
(Ed.), Proceedings of the 8thInternational Conference on Concept Mapping: Concept Mapping:
Renewing Learning and Thinking (pp. 216-223). Medellin, Colombia: EAFIT University
Carol Springer Sargent
Title: Faculty Advisor, First Place, State-Wide Internal Audit Case Competition. Citation:
Sargent, Carol. 2018. Faculty Advisor, 2018 State-Wide Internal Audit Case Competition, First
Place.
Michele Scordato
Title: Reviewer Abstract: Was a Reviewer for the 9th International Conference on Social Work
and Mental Health in November 2018. Citation: Scordato, M. M. (2018) 9th International
Conference on Social Work and Mental Health.
Title: Manuscript Reviewer. Abstract: Was a Book Reviewer for The New Social Worker from
November - December 2018. Citation: Scordato, M. M. (2018) The New Social Worker. Book
Reviewer.
Title: Project Facilitator. Abstract: Co-facilitated development of a Community Fatality Review Project, Central Georgia Council on Family Violence, May - December 2018. Citation: Scordato, M. M. (May - December, 2018) Community Fatality Review Project, Central Georgia Council on Family Violence.
90
MGA FOUNDATION
91
The Middle Georgia State University Foundation, Inc. is a 501(c)3 non-profit organization committed to stewardship, integrity, excellence, philanthropy, education and advocacy on behalf of Middle Georgia State University. With diligent and thoughtful direction from the community leaders and University alumni that embody its volunteer Board of Trustees, the Foundation supports the University by raising, investing and distributing private dollars to help fund scholarships, classroom and campus enhancements, faculty programs, staff initiatives, capital needs and collaborative community projects. The foundation’s calendar year runs from January to December.
Annual Campaign
The Foundation’s Annual Campaign is made up of thousands of operating gifts from Middle Georgia State University alumni, parents, students, faculty, staff, and friends. In FY2015, gifts from more than 1,643 donors (+19.3% over the previous year) resulted in more than $870,210 in expendable operating support (+15.7%). These contributions benefit Middle Georgia State students, faculty, and staff through a myriad of opportunities. These include providing student scholarships, computer and laboratory equipment, course development materials, study abroad opportunities, support for the Waddell Barnes Botanical Gardens, and much more.
Source: Middle Georgia State University Foundation Dashboard Report, December 31, 2017
$0
$500,000
$1,000,000
$1,500,000
$2,000,000
$2,500,000
2012 2013 2014 2015 2016 2017 2018
$716,313 $613,764
$752,351 $870,210 $815,579 $854,730
$2,499,613
Total Gifts and Pledges of Support
92
Annual Campaign Giving by Type of Gift
Source: Middle Georgia State University Foundation Dashboard Report, December 31, 2017
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2012 2013 2014 2015 2016 2017 2018
33%44%
49%
32%40% 36%
10%
50%
43%42%
54%
53% 61%
84%
17% 13% 9%14%
7% 3% 6%
Unrestricted Temporarily Restricted #REF! Permanently Restricted
93
Scholarships The scholarship program of Middle Georgia State University Foundation, Inc. is made possible by private contributions from alumni, faculty and staff, corporations, businesses, foundations and friends of Middle Georgia State University. A complete list of scholarship recipients for the 2015-2016 academic year is available in the Foundation Office.
Total Amount of Scholarship Aid Awarded
Source: Middle Georgia State University Foundation Dashboard Report, December 31, 2017
Number Awarded
Source: Middle Georgia State University Foundation Dashboard Report, December 30, 2016
$266,014
$307,499
$356,852$332,444 $339,549 $335,470
$0
$50,000
$100,000
$150,000
$200,000
$250,000
$300,000
$350,000
$400,000
2013 2014 2015 2016 2017 2018
Total Amount of Scholarship Aid Awarded
91
262
322
325
290
303
275
0 50 100 150 200 250 300 350
2012
2013
2014
2015
2016
2017
2018
94
Endowment
The Foundation’s Endowment is part of a diversified, risk-controlled portfolio of long-term investments. Worth nearly $10 Million, the endowment plays a critical role in the University’s mission to serve the educational needs of a diverse population through high quality programs connected to community needs in a global context and to serve as a leader for the intellectual, economic, and cultural life of the region.
Endowment Growth
Source: Middle Georgia State University Foundation Financial Statements as of 31 Dec 2017
$0
$2,000,000
$4,000,000
$6,000,000
$8,000,000
$10,000,000
$12,000,000
2011 2012 2013 2014 2015 2016 2017 2018
$6,825,511
$7,950,338
$8,128,174
$8,127,614
$8,234,248
$9,022,430$9,554,601
$11,474,968
