GeneralSpace (Georgia Gwinnett College)

Nguyen, Amanda

Georgia Gwinnett College

Little Mulberry_Lepomis macrochirus_Nguyen

Newsletter featuring art faculty. Reference made to Artist/Mother podcast https://artistmotherpodcast.com/podcast/106-a-conversation-on-art-anxiety-and-mental-health-with-brianna-hernandez-alice-stone-collins-and-michela-martello

Holley, Whitney

GGC School of Liberal Arts News: Faculty Crea vity 
SLA Art Faculty Have Work Featured Na onally 
News Released March 2022             Number # 12       SLA Contact Info: liberalarts@ggc.edu 
     Alice Stone‐Collins, Lecturer in Art, 
presented an exhibi on tled 
@Home in the Edward A. Whitney 
Gallery at Sheridan College in Sheri‐
dan, Wyoming, from September to 
November 2021. Her work centered 
“on the themes of ritual and the con‐
nec on to home.” 
     Stone‐Collins described her work: “We are constant‐
ly coming home and leaving. We lose; we add; we 
change. There is a commonness and uniqueness to 
these experiences. Stale spaces‐‐the mall parking lot, an 
empty community pool, a neighborhood cul‐de‐sac at 
dawn‐‐are subjects that come alive by exploring their 
contras ng energies of boredom and beauty, stasis and 
comfort. Through intricate hand‐painted collages, I try 
to capture what is arriving and what is taking flight.” 
     She presented a collage demonstra on with 2‐D de‐
sign students and presented a public talk while in Wyo‐
ming.    
     In October, Stone‐Collins was also featured on the 
Ar st/Mother Podcast. The episode focused on art as 
therapy and the influence that caring for others has on 
art. Find the podcast link by clicking here.
By Whitney Holley 
The portrait of President 
Joe Biden by Associate 
Professor of Art, Cathe‐
rine Moore, was pub‐
lished as a full‐page, 
back cover for a special 
sec on in the inaugura‐
on issue of the Wash‐
ington Post.  Subse‐
quently, it was selected by jury from over 7,000 
other entries for inclusion in the American Illus‐
tra on’s 40th Anniversary Annual Award 
Book.  American Illustra on is one of the lead‐
ing, juried annuals for illustra on globally, and 
used as a "book of record" for crea ve profes‐
sionals. The image is one of 426 included in the 
annual publica on and was selected out of sub‐
missions from 1,342 ar sts, art directors, pub‐
lishers, agencies, and schools to represent the 
best pictures from the year.   By Whitney Holley 
Catherine Moore’s Art Featured  
At Presiden al Inaugura on 
Le , Washington Post 
edi on and Moore, above 
Alice Stone‐Collins Exhibits Art and  
Discusses Her Work on Podcast 
Exhibi on at Sheridan College, le , and Stone‐Collins, right. 


GGC School of Liberal Arts News: Faculty Creativity SLA Art Faculty Have Work Featured Nationally

In-State Tuition
In-state tuition is the rate paid by students who meet residency status 
requirements.
New and Existing Students Cost
Per credit hour $133.93 
Flat rate tuition 15 credits and over $2,009 
Out-of-State Tuition
Out-of-state tuition is the rate paid by students who do not 
meet residency status requirements.
New and Existing Students Cost
Per credit hour $500 
Flat rate tuition 15 credits and over $7,500 
eCore Tuition
eCore tuition is $159 per credit hour (in-state and out-of-state 
residency does not apply). This is a separate tuition rate exclusively for 
eCore hours.
Georgia Film Academy Tuition
Georgia Film Academy (GFA) tuition is $125 per credit irrespective of 
residency. This is a tuition rate exclusively for GFA courses. No 
mandatory fees are charged if students are enrolled in GFA courses 
only.
Mandatory Fees
STUDENT ACCOUNT SERVICES
ARCHIVE: FALL 2021 THROUGH SUMMER 2022 TUITION AND FEES
Please note the applicable semester and year: Fall 2021 through Summer 2022 rates.
Mandatory fees provide crucial funding for GGC’s day-to-day 
operations. These funds support not only on-campus facilities and 
student activities, but also the facilities and resources that support 
faculty and staff who contribute to online instruction. Whether students 
attend GGC in-person or online, faculty, staff and GGC operations 
provide services, technology infrastructure and course instruction that 
promote student success and the goals identified in GGC’s innovative 
model, mission and operating principles.
Students taking in-person or 100% online courses at GGC are required 
to pay all mandatory fees. Exceptions include students who are 
enrolled only in Georgia Film Academy courses. See the descriptions 
of fees below for more information. Students may be eligible for fee 
waivers per USG policies:
7.3.4 USG policy
4.2.1.9 USG policy
8.2.19 USG policy
Name of Fee Cost
$55, 6 or more credit hours
$25, 1-5 credit hours
$160, 6 or more credit hours
$80, 1-5 credit hours
Campus infrastructure and improvement fee $35 
Health fee $40 
$70, 6 or more credit hours
$35, 1-5 credit hours
$245, 5 or more credit hours
$122.50, 1-4 credits
International studies fee $7 
$100, 6 or more credit hours
$50, 1-5 credit hours
$115, 6 or more credit hours
$60, 1-5 credit hours
Technology fee $40 
Student Center fee
Activity fee
Athletic fee
Health and wellness fee
Institutional fee
Parking fee
New Student Fees
New student fees must be paid by all new students.
Name of Fee Cost
New student ID $10 
New student orientation fee $90 (includes non-refundable $15 deposit)
Course Fees
Name of Fee Cost
Educational field experience fee $20 
Liability insurance fee (internships) $20 
Nursing lab fee $250 
Nursing program fee $395 
Performing art fee $10 
Physical education golf class fee $55 
Science lab fee $75 
Student teacher education fee $400 
Miscellaneous Fees
Name of Fee or Fine Cost
Application fee $30 
Background check (teaching/Residence Life) $25 
Graduation fee $50 
Graduation fee (late) $50 
ID Replacement $15 
Late payment fee / late registration fee $50 
Non-sufficient funds (NSF) or 5% of payment $30 
Nursing acceptance fee $125 
Nursing ID card replacement fee $10 
Nursing iPad mini replacement fee $280 
Georgia Gwinnett College and the University System of Georgia 
reserve the right to change any of their policies, rules, regulations and 
fees without prior notice to the public.
Descriptions of Fees
Activity fee
Student activity fees are used by Student Affairs or registered student organizations to provide recreational, entertainment, 
educational, or culturally enriching programs or services which do not solely support academic programs. This includes student 
and professional staff members in Student Involvement. Programs, services, and staff positions must directly benefit or serve the 
GGC student body, and events and services must be free and open to all GGC students. This does not include ordinary or 
operational expenses of denominational or sectarian religious activities, partisan political activities, social fraternities and 
sororities, nor charitable causes or contributions. Student activity fees cannot be used for the direct benefit of faculty, staff or 
community members, or for fundraisers, benefits or registered student organization members-only field trips or events.
Athletic fee
The athletic fee supports the operation of intercollegiate athletics, including facilities, operations and the issuance of a bond 
package.
Campus infrastructure and improvement fee
The campus infrastructure and improvement fee will be utilized to help maintain and improve GGC’s campus infrastructure.
Health fee
The health fee is used to offset costs associated with the physical and emotional health needs of students, including basic first 
aid, health-related education, counseling and disability services.
Health and wellness fee
The health and wellness fee is used to support the bond repayment of the Wellness and Recreation Center. Additionally, the fee 
supports procurement, staffing, maintenance, programming, facilities and equipment purchases related to the Wellness and 
Recreation Center. The health and wellness fee is used by Student Affairs to support student programming initiatives, including, 
but not limited to, wellness, recreation and Outdoor Adventures (e.g., hiking, sailing, skiing, eco tours and rafting trips) open to all 
students.
Institutional fee
The institutional fee is determined by the Board of Regents and goes towards offsetting the gap between the cost of instruction, 
what the state budgets and what tuition will not cover.
International studies fee
The international studies fee is used to offset the costs of the Office of Internationalization, program development, international 
educational initiatives, student development programs related to international topics and the increase of international study 
abroad opportunities in alignment with the mission of the institution and USG strategic goals.
Parking fee
The parking fee provides funding for the parking deck, residential surface parking, future parking decks and maintenance of all 
parking. Permits may be picked up at the Public Safety Parking office. Payment of this mandatory fee provides all students with a 
parking permit and allows access to the appropriately designated parking lots as well as the parking deck. These permits are 
valid in designated student spaces on a first come/first served basis.
Student Center fee
The Student Center fee is used by Student Affairs to support bond repayment of the GGC Student Center. The Student Center 
fee will also be used for operational costs associated with the building that benefit and serve GGC students. These costs include 
necessary equipment and furniture, replacement of equipment and furniture, professional and student staff support, and other 
Student Center services.
Technology fee
Technology fee revenues will be used primarily for the direct benefit of students to assist them in meeting their educational 
objectives. Access to technology is important to the collegiate academic experience, including productivity tools, specific software 
packages, databases, specialized computers and printers, infrastructure, etc.


Fall 2021 through Summer 2022 Tuition and Fees

April 2021 issue of Student Engagement and Success Newsletter, a newsletter published by SES at Georgia Gwinnett Colleg

Rosemond, Marie-Michelle

Student Engagement and Success Newsletter, April 2021

March 2021 issue of Student Engagement and Success Newsletter, a newsletter published by SES at Georgia Gwinnett Colleg

Student Engagement and Success Newsletter, March 2021

October 2021 issue of Student Engagement and Success Newsletter, a newsletter published by SES at Georgia Gwinnett Colleg

Student Engagement and Success Newsletter, October 2021

Oketade, Abibat

Who Are the Americans - 1st Place Winner

November-December 2021 issue of STudent Engagement and Success Newsletter, a newsletter published by SES at Georgia Gwinnett Colleg

November-December 2021 
Holiday Edition 
For more info, contact ses@ggc.edu or 678-407-5879 
Student Engagement and Success Page 1 
In this issue 
Message from the VP 
Notables: Emerging HSI 
Notables: Waffle House Visit
Win-Wins for Student Success: 
First-Gen Success
Veteran Student Success
Dr. Michelle Rosemond, vice president  
for Student Engagement and Success 
SES Retention Gifts to our Campus Partners 
The Division of Student Engagement and Success has selected best 
practices across higher education to coordinate goals, activities and 
campus partnerships addressing GGC retention and completion.  
Since the last budget hearing presentation in January 2021, the division 
worked with campus partners to reimagine housing by updating spaces for 
living learning communities (LLCs) and launching phase two of the HACER 
Living Learning Community. Growth during phase two meant scholarships 
for students recruited into the HACER LLC. In addition, SES created staff 
roles for peer mentoring and specialized academic advising, including 
career ladders for advisors.
SES advisors tailor their outreach to students by specialization before the 
start of fall semester and throughout the academic year. It is our greatest 
honor to deliver specialized outreach by first-generation status and 
equity gaps. As we work together to close the equity gaps, data based on 
the predictive analytical tools identify ways to serve students flagged by 
attributes signaling at-risk completion and retention by disciplines or 
unmet financial need status. The predictive analytics from six years of 
performance outcomes continue to fine tune our praxis across 
undergraduate education, advising, tutoring and STEM persistence. 
Retention and graduation rates have fluctuated. However, before the 
pandemic, these rates were improving. To support the current student 
body, SES has organized new student success pathways and fine-tuned 
existing pathways to improve retention rates. 
Message from the Vice President 
Advising Success
AEC Tutoring Success
English Language Institute
GGC 1000
Momentum Success 
November-December 2021
Holiday Edition 
For more info, contact ses@ggc.edu or 678-407-5879 
Student Engagement and Success Page 2 
Retention and Graduation Rates 
• 2017 One-Year Retention Rate: 67.3%
• 2018 One-Year Retention Rate: 65.4%
• 2019 One-Year Retention Rate: 67.3%
• 2020 One-Year Retention Rate: 63.0%
• 2017 Six-Year Graduation Rate: 14.9%
• 2018 Six-Year Graduation Rate: 16.7%
• 2019 Six-Year Graduation Rate: 21.4%
• 2020 Six-Year Graduation Rate: 17.8%
It has been a joy to engage faculty, learn from their points of view and gain clues to close the gaps in our first-year 
ecosystem. For example, our new undergraduate coordinator is examining the Accuplacer placement testing process 
to prepare incoming students for this exam. Our STEM faculty explicitly shared the impact of math placement on the 
ability of students to persist through the curriculum. If we do not address this situation, the result will be not only a 
financial setback due to repeating math courses, but a psychological setback, as well. First-year students at our 
“access to success” campus are juggling a lot of challenges. As a result, their psychological resources and mindset 
may not effectively help them persist through such a stumbling block. 
Patterns and events have become cyclical for SES. Both prongs of SES, Student Success and Institutional Research 
and Analytics (IRA), share event calendars with campus leaders to facilitate a mindset shift to enhancing retention 
and completion. SES leadership also guides the SES team and committee partners in gathering the greatest level of 
insights and ideas to coordinate efforts toward completing the SES Retention and Completion Goals.
It is our greatest honor to partner with our provost and deans for their insights and the inclusion of their actions, 
benchmarks, point of contacts and timelines in our retention and completion efforts during the fall 2021 semester, 
and in the spring and summer semesters of 2022, as well as for the new strategic plan.
For the new strategic plan, we have begun sharing and implementing plans, campus engagement and 
recommendations to the president and campus partners. This version of the strategic plan, known as the Silver 
Anniversary Plan, aims to embed data to set benchmarks for effectively moving the needle on retention and 
completion.
The Institutional Research Analytics (IRA) team created 13 retention dashboards and fulfilled pressure test data 
requests from the deans and faculty. Together, the schools and SES are able to co-create the meaning of the data 
trends, as well as collaborate in expanding goals for retention and completion. 
As SES leads these initiatives, it is rewarding to work with colleagues who are energized and engaged about GGC 
2.0. The rewards that fuel our passion to serve are nurtured through cabinet-level conversations, working with 
colleagues on the president’s priorities, and trends from campus or community partners: retention and completion, 
K-12 education partnerships, infrastructure, and first-generation designation.
IRA has collected data at every pivot point of the pandemic. It was important to measure the lingering effects of the 
pandemic for our students. The data highlights students’ quality of life as they persist through their academics and 
career aspirations. Two key insights are the stress levels indicated among first-year students and juniors. In addition 
to high levels of support and outreach from advising, tutoring and undergraduate education, the USG partnership 
with the Jed Foundation (JED) through the JED campus initiative addressed psychological resources formally. 
November-December 2021
Holiday Edition 
For more info, contact ses@ggc.edu or 678-407-5879 
Page 3 
   Over the last year, Student Affairs and IRA have worked together to shape conversations on campus, increase 
education around mental wellness, and inspire the launch of the 45 Days of Wellness with faculty from Nov. 27, 
2020 – Jan. 19, 2021. The data suggest that we need to provide support between semesters for our students due to 
the pandemic and the new shortened academic calendar, and to encourage return to the campus for spring 
semester. Typically, re-enrollment levels experience melt. However, SES staff and campus partners worked hard to 
put structures in place to diminish stop out rates from fall 2020 and up to one year for students who have stopped 
out but are eligible to return.
Notables for November-December 2021 
Emerging Hispanic Serving Institute (HSI) Student Success
Visiting faculty and staff from Valdosta State University
 A three-person team from Valdosta State University led by Dr. James Martínez visited GGC in late October to discuss 
GGC’s learning community model and the work associated with the Hispanic Achievers Committed to Excellence in 
Results (HACER) learning community in particular. 
Pictured are the visiting Valdosta State team with GGC student leaders and 
Marcela Cadavid, GGC student success advisor.
Nancy Ciudad-Simmons, senior student success advisor, 
guides GGC students in an arts-based project. 
Student Engagement and Success 
November-December 2021
Holiday Edition
For more info, contact ses@ggc.edu or 678-407-5879 
Student Engagement and Success Page 4 
GGC students heard from a panel of GGC faculty members regarding the importance 
of resiliency, creativity, and identity in student success. 
During their visit, the Valdosta State team also observed an arts-based workshop for GGC students led by Nancy 
Ciudad-Simmons, senior student success advisor, and featuring a panel of GGC faculty members, including Drs. 
Adrian Heinz, Luis Mora, Clemente Quinones, and Luis Torres. 
Waffle House Visit 
Two Waffle House vice presidents toured the Academic Enhancement Center (AEC) in late October. While on 
campus, the guests met with vice president Michelle Rosemond, sr. associate vice president Justin Jernigan, and 
other campus leaders. 
Win-Wins for Student Success
First-Generation Success
The Student Success Advising Center celebrated GGC’s first-generation college students by hosting several events 
during first-gen week. The theme for the week was “Creating a Path of Resiliency and Success.” A first-gen week 
kickoff was held on the Student Center Plaza to promote upcoming events. There was also a ”Student Voices” 
Instagram series through which GGC students, staff, and faculty shared their stories. 
Student Engagement and Success Page 5 
November-December 2021
Holiday Edition
For more info, contact ses@ggc.edu or 678-407-5879 
Other events included a webinar on impostor syndrome, an interactive career goal planning workshop, a panel with GGC 
alumni who shared their experience as non-traditional students, a workshop on debt management, tabling on stress 
management, and a “Cocoa and Conversations” session where students and staff shared strategies to build resilience.   
The culminating activity on National First-Generation College Day was a cake-cutting celebration on the lawn. We’d like 
to thank CDAC, Alumni Services, and Financial Aid for partnering with us to celebrate and support our first-generation 
students.
GGC’s Student Success Advising Center (SSAC) staff welcomed students to events celebrating 
National First-Generation Week on campus Nov. 8-12. 
Veteran Student Success
Student Success advisors partnered with the Veteran’s Success to provide advising support to our student veterans. 
Advisors were located in the Student Veteran’s Resource Center to work with students on spring course selection and 
registration for classes.
Advising Success
Student success advisors logged over 5,000 advising and coaching sessions with more than 2,400 unique students 
through the third week of November. About 60% of the sessions have been with first-year students. The chart below 
highlights the number of visits and students.   
Student Engagement and Success Page 6 
November-December 2021
Holiday Edition
For more info, contact ses@ggc.edu or 678-407-5879 
Chart: Fall 2021 Student Success Advising Center Student Visits.
AEC Tutoring Success 
In the fall semester, through the second week of November, the Academic Enhancement Center (AEC) tutors held over 
2,200 tutoring sessions with more than 600 unique students. In addition, 1,343 students accessed AEC online tutoring 
on the Tutor.com platform in the fall semester, through November 20 (see chart below). Top subjects accessed in the 
online platform by number of sessions are detailed in the second figure below.
Chart: Fall 2021 AEC In-Person and Online Tutoring Sessions.
Student Engagement and Success Page 7 
November-December 2021
Holiday Edition
For more info, contact ses@ggc.edu or 678-407-5879 
Fall 2021 AEC Team Building Days in late November focused on reflecting and connecting as a team. In addition to 
working together on the AEC’s vision and goals, the tutoring team completed team building training facilitated by 
GGC’s Learning and Development.  
Chart: Top Online Tutoring Sessions by Subject.
English Language Institute
The English Language Institute (ELI) is GGC’s USG-approved, intensive English- as- a- second- language (ESL) program. 
In fall semester 2021, the ELI has welcomed over 30 ELI students from a range of countries, including Brazil, Colombia, 
Ecuador, Jordan, South Korea, Venezuela, Vietnam, and several others. 
For more information, see https://www.ggc.edu/eli.  
English Language Institute (ELI) students during the fall 2021 semester represented 
over 10 different nations. 
Student Engagement and Success Page 8 
November-December 2021
Holiday Edition
For more info, contact ses@ggc.edu or 678-407-5879 
ELI students participated in the fall 2021 CREATE Symposium on Nov. 11.
ELI students participated in World Language Tables, a two-day event in November that welcomed around 100 GGC students, 
faculty and staff as part of GGC’s International Education Week celebration. 
GGC 1000
GGC 1000, the First- Year Seminar, enrolled almost 260 students in 18 sections this for the fall 2021 semester. 
Of these, 15 sections were embedded in first-year learning communities (LCs), including six embedded in highly 
integrated Momentum Learning Communities. 
Student Engagement and Success Page 9 
November-December 2021
Holiday Edition
For more info, contact ses@ggc.edu or 678-407-5879 
For spring 2022, there will be 12 sections of GGC 1000 offered as part of highly integrated learning communities, 
in addition to three standalone sections of the First Year Seminar offered to first-year students. 
Momentum Success 
Help SES solve this puzzle! 
Here’s the situation: SES has worked with campus collaborators this semester to revise Academic Warning and 
Probation letters. We welcome input and insights from you, our faculty and staff colleagues, to help shape practice 
and policy in this important area of student support.
What ideas do you have? Drawing on your own experience in mentoring, advising, or supporting students at GGC, 
we welcome you to reach out to our team at ses@ggc.edu to share your insights on how early alerts, academic 
warnings, and other parts of the academic warning process can best support students’ growth mindset and positive 
momentum. 
Happy Holidays from Student Engagement and Success!


Holiday Edition

Cao, Natalie

Duncan Creek_Nocomis leptocephalus_Cao

Rawls, Richard

GGC School of Liberal Arts Graduate Focus: Service 
GGC History Grad Worked ‘Both Sides of the Congressional Aisle’ 
     For GGC graduate Vesna 
Kurspahic (2012), achieve-
ments happen in twos. She 
nearly earned two bache-
lor’s degrees at GGC, with a 
major in history and a few 
courses shy of a second ma-
jor in poli cal science. She 
later earned two master’s 
degrees: 1) poli cal man-
agement from George 
Washington University 
(2016), and 2) an M.S. in Communica on from Purdue 
University (2018). She has worked for two representa-
ves of the United States Congress.  Most remarkably, 
one is a Republican and the other is a Democrat.   
     Kurspahic began public service with an internship in 
2011 at the office of then Georgia senator Saxby 
Chambliss.  She next started a three-year s nt as a leg-
isla ve aide for the Georgia General Assembly. 
     From 2016-2020, Kurspahic was the Cons tuent 
Services Representa ve and Congressional Art Compe-
on Coordinator for the office of United States Rep. 
Rob Woodall (R). This meant - inter alia - oversight of 
inquiries on several federal agencies, including but not 
limited to: Social Security Administra on; Centers for 
Medicare and Medicaid Services; Internal Revenue Ser-
vice; Department of Family and Children’s Services; 
Department of Community Health; Centers for Disease 
Control; Health and Human Services; Office of Person-
nel Management; Equal Employment Opportunity 
Commission; FEMA;  and the Small Business Admin-
istra on. 
     A er the 2020 elec on, Kurspahic was hired and 
promoted by U.S. Rep. Carolyn Bourdeaux (D) as a 
Cons tuent Casework Manager and Grants 
Coordinator. Kurspahic oversees casework opera-
ons and manages casework for the district office. 
We couldn’t help asking a few ques ons given her 
unique perspec ve and history. 
What are things that the public might not under-
stand about a Congressmember’s life? 
The toll it takes on their families, the me spent 
missing events in the lives of loved ones, and the 
fact that the media can be inaccurate.  Congress-
members are reported as on “holiday.” During re-
cess or “holiday,” members of Congress are travel-
ing through their district, mee ng cons tuents, 
listening to their needs, providing their cons tu-
ents with legisla ve and district updates, and help-
ing through their casework opera on. 
Is it common for congressional staffers working 
for one party to be hired by the opposing party 
when there is electoral turnover? 
I have seen more mes where the opposing party 
hires staff from their predecessor than instances 
when poli cians from the same party keep their 
predecessor’s staff. Many staffers have worked for 
one party and now work for the other party.  
You have worked for poli cians from both par-
es.  What surprises you about Congress? 
I wish more people could work for both par es. 
We have more that binds us than separates us. In 
Congress are many good people who want to 
make a difference, who believe in bipar sanship, 
and most importantly, who seek to address our 
issues head on instead of pu ng on a band-aid. 
What did you learn at GGC to help prepare you? 
Nearly every class required an oral presenta on.  
The more speeches I gave, the more comfortable I 
became. Now public speaking is easier, and I do 
quite a bit of it.                            By Richard Rawls 
Released November 2021                             SLA News # 7                  SLA Contact Info: liberalarts@ ggc.edu 
In Washington, D.C. 
