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Summaries from the Fourth Stakeholder Conference



Question 4

Does the program have a high probability of achieving national distinction?


Responses for the Flannery O-Connor Studies Program

  • Regional distinction is a given, but it is an uncertainty about whether the program can attract and sustain national attention.
  • It does, based just on fame of O'Connor, but there are a limited number of people who are knowledgeable about Flannery O'Connor. May not be a great marketing tool.
  • Yes, but they need to broaden appeal beyond work of Flannery O'Connor.
  • Already international. I've talked to Flannery visitors from Japan, France, Hungary and Denmark. It has a very high probability of achieving even greater national and international distinction.
  • It's great appeal among a small selected niche may make this program a pillar by default, since it has an easy time raising money. That might be sad unless this program truly has broad appeal.


Responses for the Creative Writing Program

  • It has already achieved some national distinction (the University of Pennsylvania lists it as one of the eight its students might consider) and it is poised to achieve even more.
  • It is a small enough niche that not many schools will focus on this.
  • Yes, it is already that (although partly through piggy-backing on the link to Flannery O'Connor).
  • Creative Writing and Outdoor Ed have the best probability. Creative Writing has the greatest national interest and relevance. The O'Connor heritage needs to be a subset of Creative Writing – on its own. O'Connor Studies is too specialized and esoteric, but as a highlight of Creative Writing, boosts the national visibility. The endorsement of the MFA program by Penn is compelling.


Responses for the Center for Educational Research and Service

  • Topic itself is very marketable to outside constituents and very timely; has the potential (if handled properly) to combine 1) long running expertise in developing educators with 2) deep legislative contacts in Atlanta and 3) expertise in data gathering/analysis.
  • It depends on how much effect it has on improving education.
  • Not very likely, since there are many Research Education Centers, research universities and government entities already doing this nationally even in Georgia in Educational Research and Application.
  • Without collaboration with the School of Education, it is unlikely.
  • Must identify their specific "niche" of offerings.


Responses for the Outdoor Education Program

  • Most definitely. It's a very unique program and is already nationally recognized within the field of outdoor/experiential education.
  • Yes, but the question is whether people generally accept the need for this set of skills. For anyone already "on board" for the concept, it has a clear excellence.
  • Yes, given Al Gore's mission to promote action on global warming, there is a clear opportunity to produce individuals who can make a positive change to our environment.
  • Already there, but not on a widespread basis; there is no recognition outside of disciplinary organizations , which suggests not a widespread reputation. More info on program is needed and more student/faculty interaction is crucial; there is significant competition with large universities who are already very well-known in this area, even though these do not have academic programs.
  • This program already has national distinction, but with a limited audience. Recommend that the program recognize the potential for greater recognition by involving/inviting the business community (throughout the US) to be involved in the activities of the program.


Responses for the Science to Serve Program

  • Yes – the program has a variety of resources that all tie together and span beyond science areas and has an established track record.
  • Yes-- students present at national conferences; outreach programs exist for the community that could become nationwide models.
  • . Yes – this program can impact not only local communities but has the ability to eventually affect the public perception of the impact and necessity of science resources.
  • Yes. With developed assessment rubrics and learning outcomes, it might have an; impact on teachers/educators. How do we measure the benefits/success of this program? What successes do students have after participating?
  • Many institutions are better positioned as being distinctive in one or two. The potential for national distinctiveness would be based on having all of the different components at a mature stage.
  • "Science to Serve" is what makes it distinctive to me. There are not many institutions that place emphasis on the civic engagement and public service aspects of science or on broadening scientific literacy or on producing high school science teachers. There is a shockingly low number of "highly qualified" physics teachers in Georgia. The program serves a universal need


Responses for Mentored, Field-Based Cohort (MFBC) Model, School of Education

  • Not sure – the data isn't there.
  • They have already achieved some degree; should be easy to expand further. How many other universities follow the model we have?
  • Yes. National initiatives such as No Child Left Behind and concerns for education quality are timely. The program speaks to a ripe environment or climate for positive change.
  • Not sure. Any national organization will most likely have issues with the lack of diversity in their programs.

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