TRANSCRIPTS
AND TRANSFER OF RECORDS
A transcript is a document containing the student’s permanent
academic record. It contains a minimum amount of personal data about the
student and a chronological account of the student’s academic achievements.
Any student or former student who wishes to have a transcript
of his/her record at the college released must make the request in writing to
the Enrollment Services Office one week prior to the date the transcript is
needed. This request may be submitted by mail, fax, or in person and must
include complete name and address of the individual or agency to receive the
transcript. The request must be signed and dated by the student. A statement
describing the purpose for which the transcript is to be used may save the
student time and money, since some agencies have special regulations for
receiving transcripts.
Transcripts are usually mailed within 3 business days of the
date a written request is received. ABAC does not charge for sending
transcripts unless a student requests more than 10 copies in one calendar year
or unless a student requests our rush transcript service. There is a $2.00 per
transcript charge if more than 10 copies are requested in a calendar year. We
provide a rush, or same day, transcript service for a charge of $20.00 per
transcript. Rush transcript requests submitted and paid for by 3:00 pm, will be
available for pick up between 4:30 - 4:45 pm on the same business day.
PRESIDENT’S
HONOR LIST
Superior achievement in academics is recognized each semester
by the publication of a President’s Honor List, which includes those students
who complete 12 or more academic hours (non-Learning Support) with a Regents’
grade point average of 4.0.
The President’s Honor List is provided to the hometown
newspapers of those students whose names appear on the list.
DEAN’S
HONOR LIST
Excellence in scholastic achievement is recognized each
semester by the publication of a Dean’s Honor List naming those students who
complete all academic work for which they are registered during the semester
with a minimum Regents’ grade point average of 3.3, and who carry at least 12
hours of academic (non- Learning Support) work.
The Dean’s Honor List is provided to the honor students’
hometown newspapers.
DISTINGUISHED
ACHIEVEMENT LIST
The Distinguished Achievement List, published at the end of
each semester, recognizes excellence in scholastic achievement among part-time
students. To be included on the Distinguished Achievement List, a student must
have completed between six and eleven semester hours of academic (non-Learning
Support) course work with a term Regents’ grade point average of 3.3 or higher.
HONORS PROGRAM
The Abraham Baldwin Honors Program is a combination of
special experiences during the freshman and sophomore years which together
provide a more meaningful college career for academically talented students
than would otherwise be the case.
All courses in the Honors program encourage student
participation through interactive classroom techniques; all classes require the
students to engage in some substantial research and/or use of sources beyond
the assigned textbook to supplement and enhance the students’ understanding of
the course material and assignments.
The Honors Program consists of two Honors Seminar courses and
six specifically modified Core Curriculum courses (additional Honors Seminars
can be offered as needed). Honors Program students take the two Seminar courses
as freshman and two of the Core courses each year. These courses are scheduled
alongside other courses required for completion of the student’s degree.
Upon completion of the Honors Program, a student should be
better prepared to undertake junior and senior level work at institutions to
which he or she transfers after leaving ABAC.
Normally, membership in the Honors Program is gained by
invitation from or application to the Honors Coordinator. For further
information, contact the Honors Program Coordinator in the Division of
Humanities.
CORE
CURRICULUM HONORS COURSES
COMM 1100H Human Communication (Honors)................. 3 hours
ENGL 1102H Composition II (Honors)...................... 3 hours
ENGL 2132H Survey of American Literature II (Honors).... 3 hours
HIST 2112H United State History II (Honors)............. 3 hours
POLS 1101H American Government (Honors)................. 3 hours
SCIE 1005H Environmental Science (Honors)............... 4 hours
HONORS
SEMINARS
HNRS 1101 Honors Seminar.................................
1
hour
HNRS 1102 Honors Seminar.................................
1
hour
HNRS 2101 Honors Seminar.................................
1
hour
HNRS 2102 Honors Seminar.................................
1
hour
HONORS
DAY
Honors Day was introduced to give public recognition to
students who achieve high scholastic records. A student is selected for honors
on the basis of the following criteria:
1. completing 15 non-institutional semester hours
at Abraham Baldwin with a 3.2 cumulative Regents’ grade point average qualifies
a student as an Honor Student.
2. completing 15-44 non-institutional semester
hours at Abraham Baldwin with a 3.75 cumulative Regents’ grade point average
qualifies a student as a Superior Honor Student.
3. completing 45 non-institutional semester hours
at Abraham Baldwin with a 3.75 cumulative Regents’ grade point average
qualifies a student as a Distinguished Honor Student.
REQUIREMENTS
FOR GRADUATION
Associate degrees in Arts, in Science, and in Applied Science
are awarded in a graduation ceremony at the end of the Spring and Fall
Semesters to those students meeting requirements. Participation in the
graduation ceremony is encouraged.
Students must meet the graduation requirements as listed in a
single ABAC catalog which is not more than five years old at the time of their
graduation and which is in effect for a term during which they earned academic
credit at ABAC. There will be no exceptions unless specifically approved by the
Vice-President and Dean of Academic Affairs.
In order to meet the graduation requirements at Abraham
Baldwin, a student must:
1. complete the required courses and credit hours
outlined in the catalog for the degree and major for which he/she is a
candidate.
2. have a 2.0 or higher graduation grade point
average and have completed a minimum of 60 semester hours of academic work plus
physical education courses.
3. earn at least 20 semester hours at Abraham
Baldwin which are applicable to the A.A. or A.S. degrees or 30 hours at Abraham
Baldwin which are applicable to the A.A.S. degree for which he/she is a
candidate.
4. satisfactorily complete all parts of the
Regents’ Exam as required by the specific program requirements.
5. satisfy minimum computer competency through
successful completion of, or exemption from, CISM 2201 or equivalent.
6. satisfy speech competence requirement through
successful completion of COMM 1000 or COMM 1100.
7. comply with the
Georgia law which requires a
minimum level of competence in Georgia and U.S. History and in Georgia and U.S.
Constitution through examination or through specified courses.
8. complete required physical education or have a
specifically approved exemption filed with the Office of Enrollment Services
(see PHYSICAL EDUCATION REQUIREMENTS section).
9. successfully complete Freshman Seminar, ABAC
1000 or any Honors Seminar in addition to HNRS 1101. HNRS 1101 alone will not
satisfy the Freshman Seminar requirement.
10. meet all financial and other obligations to the
college.
11. apply for graduation with the Enrollment
Services Office by November 1 for May graduation and by April 1 for July or
December graduation. Applications
received after the ceremony will be evaluated with the following semester’s
applications.
12. pay $20 graduation fee before turning in
application to the Enrollment Services Office. A late charge of $10 is required
if the application is turned in after the deadlines in item 11 above.
13. If a student is completing graduation
requirements at another institution, he/she must have the other institution
send an official copy of the transcript to ABAC within one week of the graduation
date. In order for the student to participate in ABAC’s graduation ceremony,
the Enrollment Services Office must receive verification that the student
remains enrolled in the required course(s) after the other institution’s
mid-term withdrawal deadline. This
verification should be received no later than the last day of classes for the
ABAC graduation term.
A student who is a candidate for a
certificate must:
1. complete the required courses prescribed in the
catalog for the certificate for which he/she is a candidate.
2. have a 2.0 or higher graduation grade point
average.
3. earn at Abraham Baldwin at least 2/3 of the
coursework required for a certificate program.
4. meet all financial and other obligations to the
College.
5. apply for graduation with the Enrollment
Services Office by October 1 for May graduation and by March 1 for July or
December graduation. Applications
received after the ceremony will be evaluated with the following semester’s
applications.
6. pay $20 graduation fee before turning in
application to the Enrollment Services Office. A late charge of $10 is required
if the application is turned in after the deadlines in item 5 above.
7. for certificate programs requiring more than 19
hours of coursework, students must comply with the
Georgia law which requires a
minimum level of competence in Georgia and U.S. History and in Georgia and U.S.
Constitution through examination or through specified courses.
A student who does not satisfy the
graduation requirements in the term specified on the graduation application
should contact the Enrollment Services Office and inform us of plans for
completing the degree requirements. The graduation application of these
students will be kept in the Enrollment Services Office for one calendar year.
If a student does not meet all of the graduation requirements within one
calendar year of the original intended term of graduation, the student will be
required to submit another graduation application and pay another graduation
application fee.
HONOR
GRADUATES
Students who graduate
with a high Regents’ GPA and a high Overall GPA are recognized as honor
graduates.
Honors – Regents’ and
Overall GPA’s of 3.3 to 3.74.
High Honors – Regents’
and Overall GPA’s of 3.75 to 3.94
Highest Honors – Regents’
and Overall GPA’s of 3.95 to 4.0
STATUS
OF GRADUATES
The Associate Degree is awarded to students who fulfill a
two-year organized curriculum of college work either in a career program or in
a parallel or transfer program. The degree, however, does not in itself entitle
a student to transfer to advanced standing in a four-year college or
university. Each institution prescribes its own admission requirements. A
student who wishes to transfer to a higher-level institution must satisfy the
course and grade requirements of the college to which he/she intends to
transfer.
REGENTS’
TESTING PROGRAM
Board Policy
An examination (the Regents’ Test) to assess the competency
level in reading and writing of all students enrolled in undergraduate degree
programs leading to the baccalaureate degree in University System institutions
shall be administered. The following statement shall be the policy of the Board
of Regents of the University System of Georgia on this examination.
The formulation and administration of the
Regents’ Test shall be as determined by the Chancellor.
Each institution of the University System
of Georgia shall assure the other institutions, and the System as a whole, that
students obtaining a degree from that institution possess certain minimum
skills of reading and writing. The Regents’ Testing Program has been developed
to help in the attainment of this goal. The objectives of the Testing Program
are: (1) to provide System-wide information on the status of student competence
in the areas of reading and writing; and (2) to provide a uniform means of
identifying those students who fail to attain the minimum levels of competence
in the areas of reading and writing.
Students enrolled in undergraduate degree
programs leading to the baccalaureate degree shall pass the Regents’ Test as a
requirement for graduation. ABAC requires all transfer degree students
to pass the Regents’ Test in order to graduate. The Agricultural Business
Technology and Plant Science Technology degrees do not require the Regents’
Test if students earn “C” or better in both English 1101 and 1102.
The following Technology Program degrees
do not require the Regents’ Test: Fashion Merchandising, Children and Family
Services, Interior Design, Agricultural Engineering Technology, Golf Turf
Management, Commercial Turf Management, Sports Turf Management, Landscape
Design and Grounds Management, Ornamental Production, Golf Clubhouse
Management, and Nursing (ADN).
Students must take the test in their first
semester of enrollment after earning 30 credit hours if they have not taken it
previously. (Institutions may not prohibit students who have earned at least 30
credit hours from taking the test for the first time.) ABAC students may take
the test during a semester in which they are not enrolled. ABAC students are
eligible to take the test after they have completed English 1101 with a “C” or
better. ABAC encourages students to take the Regents’ Test during the semester
in which they are taking English 1102.
Each institution shall provide an
appropriate program of remediation and shall require students who have not
passed both parts of the test by the time they have earned 45 credit hours to
take the appropriate remedial course or courses each semester of enrollment
until they have passed both parts.
Students with 30 or more semester credit
hours transferring from outside of the System or from a System program that
does not require the Regents’ Test must register for the test during their
first semester of enrollment in a program leading to the baccalaureate degree or
an ABAC program leading to all transfer degrees, or an ABAC program that
requires passing the test in order to graduate (see above). Those who have not
passed before their third semester of enrollment are subject to the remediation
requirement.
A student holding a baccalaureate or
higher degree from a regionally accredited institution of higher education will
not be required to complete the Regents’ Test in order to receive a degree from
a University System institution.
Scores on other standardized tests as
specified by the Senior Vice Chancellor for Academics and Fiscal Affairs may be
used to fulfill Regents’ Test requirements. Such scores must be from a national
test administration and must indicate a very high probability (at least 0.95)
of passing the Regents’ Test. Tests used to fulfill the essay requirement must
include an externally graded writing sample. A student who attains the Verbal
score of 510 on the National SAT or 23 on the National ACT has fulfilled the
requirement for the
Reading
portion of the test. A student who attains the College Board Advanced Placement
(AP) English Language and Composition or English Literature and Composition
scores of at least 3, International Baccalaureate (IB) higher-level English
scores of at least 4, or National SAT II English Writing scores of at least 650
will be considered as having fulfilled the essay requirement of the Regents’
Test and do not need to take the essay portion of the Regents’ Test.
REGENTS’ TESTING PROGRAM
ADMINISTRATIVE PROCEDURES
These procedures implement the Policy on the Regents’ Testing
Program of the Board of Regents of the University System of Georgia.
i.
Testing
and Remediation Requirements
a. Students in programs leading to the
baccalaureate degree who have not met the Regents’ Test requirement must take
the test during the semester of enrollment immediately following the completion
of 30 college-level semester credit hours. ABAC requires students in programs
leading to the associate degree to take the test after earning 30 college-level
semester credits. Degree exemptions are listed above. (College-level credit
hours include all credit with the exception of institutional credit.) This
requirement applies regardless of whether the student has taken or passed
specific courses, including English courses, or completed any other
institutional requirements.
b. Passing the Regents’ Test is defined as having
passed both parts of the test by scoring at or above the minimum passing score
specified for each part. On a scale of 1 to 99, the passing score for the
Reading Test is 61. The passing score for the Essay Test is “2” on a scale of 1
to 4. Students will also be considered as having passed a part of the test if
they achieve a score on another standardized test as specified by the Senior
Vice Chancellor for Academics and Fiscal Affairs (effective summer semester,
2003 for students graduating from a USG institution in summer semester, 2003 or
later). Such scores must be from a national test administration and must
indicate a very high probability (at least .95) of passing a part of the
Regents’ Test. Tests used to fulfill the essay requirement must include an
externally graded writing sample. The following tests and scores are approved,
and other tests will be considered as data become available:
1. Students with SAT- I Verbal scores of at least
510 or ACT Reading scores of at least 23 will be considered to have fulfilled
the reading comprehension requirement of the Regents’ Test and do not need to
take the reading portion of the Regents’ Test. Scores must be from a national
administration of the SAT or ACT. (Scores from institutional SAT or residual
ACT tests will not be acceptable for this purpose.)
2. Students with College Board Advanced Placement
(AP) English Language and Composition or English Literature and Composition
scores of at least 3, International Baccalaureate (IB) higher-level English
scores of at least 4, or SAT II English Writing scores of at least 650 will be
considered as having fulfilled the essay requirement of the Regents’ Test and
do not need to take the essay portion of the Regents’ Test. (There is no
implication that such students should be given any course credit or exemption
in English.)
c. Students who have earned 45 college-level
semester credit hours and have not met the Regents’ Test requirement (have not
passed either part of the test) are required to take the appropriate non-degree
credit course(s) in remedial reading and/or remedial writing in each semester
of attendance until they have passed both components of the test. The only
exception that may be made is for part-time students taking one remedial course
and no college-level credit courses.
d. ABAC students are required to take remediation
each time a portion of the test is failed.
e. Institutions may not prohibit students who have
earned at least 30 credit hours from taking the test for the first time.
1. ABAC students are required to take the test
before they have earned 30 hours.
2. ABAC students are eligible to take the Regents’
Test after they have completed English 1101 with a “C” or better. ABAC
encourages students to take the Regents’ Test during the semester in which they
are taking English 1102.
3. ABAC students may be permitted to take the test
during a semester in which they are not enrolled. (For example, non-enrolled
students from associate degree institutions who are otherwise eligible to take
the test and not subject to a remedial requirement might be encouraged to take
the test during the summer administration.)
4. ABAC students who have failed both parts of the
Regents’ Test are allowed to take the reading and essay portions of the test in
separate semesters.
f. Having passed the Regents’ Test shall not be a
condition of transfer into an institution. All transferring students from
programs leading to the baccalaureate degree within the System shall be subject
to all provisions of this policy. Students with 30 or more semester credit
hours transferring from outside of the System or from a System program that
does not require the Regents’ Test should take the test during their first
semester of enrollment in a program leading to the baccalaureate degree or
associate degree at ABAC (see exemptions above). Those who have not passed
before their third semester of enrollment are subject to the remediation requirement.
Students entering with AP credit, credit from other advanced placement programs
or examinations, and/or joint enrollment credit may take the Regents’ Test
during their first two semesters of enrollment. They are not subject to
System-mandated remediation requirements unless they have earned at least 45
hours.
g. The Regents’ Test is to be administered in
accordance with the instructions provided in the Regents’ Testing Program
Administration Manual.
h. Institutions are responsible for enforcing the
requirements related to the Regents’ Testing Program. Institutions may increase
these requirements provided that such increased requirements are authorized by
the Chancellor and provided further that such requirements are published in the
official catalog of the institution prior to implementation. Such additional
requirements shall in no way affect the transfer of students from one
institution to another or the readmission of students to University System
institutions.
ii. Guidelines for Remedial Courses
a. Required remedial work shall be in keeping with
regulations in satisfaction of federal and state student financial assistance
and other such eligibility programs. Federal monies cannot be used to pay for
Regents’ Test remediation classes. Thus, Federal loans and the Pell Grant
cannot be used to pay for these classes. However, HOPE Scholarship monies can
be used to pay for the remediation classes.
b. Separate courses in remediation for the reading
and the essay portions of the test are to be provided. Courses developed for
other purposes, such as those for Learning Support students or for regular
credit English, may not be used to fulfill the Regents’ Test remediation
requirement.
c. Each required Regents’ Test remedial course is
to consist of a minimum of 25 hours of classroom/laboratory instruction
provided before students retake the test.
d. Regents’ Test remediation courses are to be
classified as a regular part of the student’s academic load, resulting in
institutional credit, and should be handled as part of the regular registration
procedure. However, Federal Financial Aid cannot be used to pay for the
Regents’ Test remediation classes.
iii. Special Categories of Students
a. A student holding a baccalaureate or higher
degree from an accredited institution of higher education will not be required
to complete the Regents’ Test in order to receive a degree from a University
System institution.
b. Each institution may develop special procedures
for certifying the competence of students whose native language is not English.
These procedures shall require a formal examination of competence in English.
At a minimum, the examination shall include the writing of an essay. The
testing procedures may be locally developed and administered. The grading of
the essay may be local and shall involve multiple raters, of which at least two
of three must pass the essay. The use of culturally neutral topics, the
granting of extended time, and the use of translation dictionaries are
permissible accommodations for the essay examination. To qualify for the
International administration of the Regents’ Test, ABAC students must have
graduated from a non-U.S. high school and earned a “C” or better in English
1101. ABAC students whose first language is not English receive double time on
the test. These students are subject to the remediation requirements:
1. Each time a portion of the test is not passed,
students must take the appropriate Regents’ Test Reading Remediation and/or
Essay Remediation course(s).
2. Any non-native speaker of English who has not
passed both parts of the Regents’ Test before earning 45 hours must take
remediation every semester until student passes both parts of the test.
c. Each institution shall develop special
procedures, in accordance with the description of procedures and requirements
(see appended “Special Administration of the Regents’ Test”) for certifying the
competence of students with disabilities. Such procedures shall include
provision for remediation if needed and formal examination prior to certifying
competency. Such examination shall equal the standards of the Regents’ Testing
Program. Refer to the following section on “Special Administration of the
Regents’ Test.”
d. Students who have moved out of state after
completing all requirements for graduation with the exception of the Regents’
Test requirement may be permitted to have the Regents’ Test administered out of
state if they have fulfilled remediation requirements and follow the procedures
outlined in the Regents’ Testing Program Administration Manual.
iv. Essay Review
A student may request a formal review of his or her failure on the
essay component of the Regents’ Test if that student’s essay received at least
one passing score among the three scores awarded. The review procedures shall
be as follows:
a. A student must initiate the review procedure by
mid-term of his/her first semester of enrollment after the semester in which
the essay was failed. The review must be initiated, however, within one
calendar year from the semester in which the failure occurred.
b. All applicable requirements of the Regents’
Test Policy remain in effect for those students whose essays are under review,
including those regulations relating to remediation and to retaking the test.
c. The review will be initiated at the campus
level. Students need to contact the Chair of the Humanities’ Division (Dr.
Bobbie Robinson) to initiate the process. The on-campus review will be
conducted by the three faculty members designated by the institution as a
review panel. The on-campus review panel may (1) sustain, by majority opinion,
the essay’s failing score, thus terminating the review process, or (2)
recommend, by majority opinion, the re-scoring of the essay by the Regents’
Testing Program central office. The student will be notified concerning the
results of the on-campus review. A decision by the on-campus review panel to
terminate the review process is final.
d. If the on-campus panel recommends re-scoring of
the essay, that recommendation will be transmitted in writing, along with the
essay, to the office of the System Director of the Regents’ Testing Program.
The Director will utilize the services of three experienced Regents’ essay
scorers other than those involved in the original scoring of the essay to
review the essay, following normal scoring procedures for the essay component
of the Regents’ Test. The decision of the panel on the merits of the essay will
be final, thus terminating the review process. The student will be notified
through the institution concerning the results of the review.
v.
Reading
Review
a. A student must initiate the review procedure by
mid-term of his/her first semester of enrollment after the semester in which
the essay was failed. The review must be initiated, however, within one
calendar year from the semester in which the failure occurred.
b. All applicable requirements of the Regents’
Test Policy remain in effect for those students whose tests are under review,
including those regulations relating to remediation and to retaking the test.
c. The
Reading
Test scantron answer sheet is machine scored two times. However, a student may
request the Reading Test scantron answer sheet to be handscored.
d. To initiate the process, ABAC students need to
contact the Regents’ Test Administrator (Dr. Maggie Martin) to obtain the
appropriate reading test review form. Students complete the form and mail it to
the address listed on the form. There is a $10 charge for the reading test
review.
SPECIAL ADMINISTRATION OF THE REGENTS’ TEST
STUDENTS WITH VISUAL, HEARING, OR MOTOR
IMPAIRMENT
An alternative means of certifying the competence of students
with visual, hearing, or motor impairment may be used. Such examination shall
equal the standards of the Regents’ Testing Program. In most cases, the
Regents’ Test would be administered with accommodations determined by the
institution on the basis of the student’s needs.
The Regents’ Reading Test administration for a student with a
visual, hearing, or motor impairment should correspond as closely as possible
to the student’s usual means of obtaining information from text. A visually
impaired student, for example, could use the Braille, large-print, or recorded
version of the Reading Test. If it is necessary for the Reading Test to be
scored locally rather than submitted to the Regents’ Testing Program Office for
scoring, Form 21 of the Regents’ Reading Test may be used.
If an ABAC student with a visual, hearing, or motor
impairment is unable to handwrite an essay on the regular Essay Test form for
rating, the essay may be copied from the format produced by the student (e.g.,
typed or written on enlarged paper), to the regular Essay Test form by a
proctor and submitted to the Regents’ Testing Program Office for rating. The
Regents’ Testing Program Office cannot obtain ratings for essays that are not
written on the regular test form or that are otherwise identifiable as special
administrations.
The Regents’ Testing Program Office does not have to be
informed when a student with a visual, hearing, or motor impairment takes or passes
an alternative test. However, the SIRS record submitted by the Office of
Enrollment Services must indicate that alternative procedures have been used.
The documentation for each student is to be evaluated and maintained by the
institution and summarized in the institution’s Annual Report on Learning
Disorders. The remediation requirements apply to all ABAC students, with or
without a disability or disabilities.
STUDENTS
WITH LEARNING DISABILITIES, TEST ANXIETY, OR OTHER DOCUMENTED NEEDS
The following procedure is for the accommodation of students
who are competent in the skills required on the Regents’ Test but are unable to
demonstrate competence in a standardized administration of the test because of
a learning disability, severe test anxiety, or other documented problems. A
diagnosis of learning disability must include evidence of a discrepancy between
ability and achievement in the area affecting test performance and must be
consistent with the definition and criteria for evaluation provided in Section
2.22 of the Academic Affairs Handbook. For students to be eligible on the basis
of test anxiety, there should be evidence that the student has the skills
required for passing the test but is unable to display the skills during a
regular test administration. Students who perform well in remedial classes but
continue to fail the test should be evaluated for test anxiety. Except in
unusual circumstances when strong clinical evidence of test anxiety is
available, students would not be accommodated on the basis of test anxiety
unless they have enrolled in remedial courses at least twice. ABAC allows
students, with or without test anxiety, to receive double time on the test
after they have failed and remediated a part (Reading and/or Essay) of the test twice.
The documentation for each student is to be evaluated and
maintained by the institution. An Annual Report on Learning Disorders will be
made of the types of accommodations made and diagnoses on which the
accommodations were based.
All ABAC students with or without special needs or
disabilities are required to follow the remediation requirements.
Allowable
Accommodations and Restrictions
The
accommodations that may be made are limited to the following:
• extended time
• separate room for test administration
• large-print test format
• use of a word processor, typewriter, or scratch
paper for composing the essay (The student must handwrite the essay on the
regular essay form for grading, or, if the student’s diagnosis indicates an
inability to copy the essay, the test administrator or proctor must copy the
essay as written by the student with no changes and send both the original and
copied essay to the Regents’ Testing Program Office.)
• reading of the essay to the student (If the
student’s diagnosis indicates a visual processing deficit that prevents the
student from reading his or her own essay accurately, the proctor may read the
essay aloud exactly as written while the student makes corrections to the
essay.)
• transcription of reading test responses to the
scanner sheet
Essays must be rated through the usual
rating process, which does not allow for the provision of any information about
the student to the raters. Raters cannot be asked to take a student’s
disabilities into account when rating an essay. Instead, appropriate
modifications in the test administration process must allow the student’s essay
to be rated through the usual process.
All test
administrations must meet the following conditions:
• The Essay and Reading Test responses must be
submitted to the Regents’ Testing Program Office for scoring.
• The product submitted must be in the standard
format for grading: the essay must be handwritten on the regular Essay Test
form with no extra paper, and the Reading Test responses must be recorded on
the student’s scanner sheet.
• Except as indicated above under allowable
exceptions for students who are unable to copy or read their own essays, the
product submitted for grading must be produced by the student with no
assistance provided or changes made by any other person.
• The test must be administered under secure
conditions, and all work must be completed under supervision.
Accommodations other than those described
above may be made only upon recommendation of a
Regents
Center
for Learning Disorders. The Centers will make recommendations for students with
learning disabilities or acquired brain impairment. The procedures used by the
Centers are described in Section 2.22.
REMEDIATION REQUIREMENT
The
remediation requirement may not be waived for students with disabilities.
However, the institution will determine whether the regular Regents’ Test
remediation course or another remedial experience is needed to accommodate the
student. The student must complete the remediation requirement prescribed by
the institution prior to retaking the test.
THE LEARNING SUPPORT PROGRAM
The Learning Support Program offers courses in English,
reading, and mathematics. All learning support courses numbered below 1000
carry institutional credit only. All entering students are required to take the
COMPASS placement tests in writing, reading, and mathematics to determine
whether they are required to take learning support courses. Exception:
Students who graduated high school less than 5 years ago with a College
Preparatory Diploma may not be required to take all parts of the placement
test if they also:
Scored 480 or above on SAT Verbal or
Scored 400 or above on SAT Math or
Scored 20 or above on ACT English or
Scored 17 or above on ACT Math
Non-traditional students must take all three areas of the
COMPASS placement test. A student scoring below the minimum score on the
writing, reading, and/or mathematics placement test, must take the appropriate
learning support courses since these courses are designed to teach skills
needed for success in college level work. Placement test scores, ACT or SAT
scores, and high school records are used to determine whether a student is
placed in learning support courses, regular college courses, or advanced
college courses. Below is a summary of the learning support requirements from
the Learning Support Policy of the University System of Georgia.
A. Until learning support requirements have been
satisfied, students shall not be permitted to take credit courses which require
the content or the skills of the prerequisite courses. Students with learning
support placement must:
1. exit or exempt learning support reading as a
prerequisite for social, natural, and physical science courses;
2. exit or exempt learning support English and
reading as prerequisites for college-level English;
3. exit or exempt learning support mathematics as
a prerequisite for mathematics, physics, and chemistry;
B. The following requirements apply to those
students who have learning support requirements:
1. During each semester of enrollment a student
must first register for all required learning support courses before being
allowed to register for other courses. This policy also applies to part-time
students. Two exceptions are possible:
• When two or three learning support areas are
required and a student is enrolled in at least one learning support course, a
freshman seminar course or physical education or other activity or performance
courses may be taken that semester instead of one of the required learning
support courses.
• In the event that a required learning support
course is not available, a student may enroll in a course for degree credit if
the student has met the course prerequisites, subject to the written approval
of the division chair.
1a. A third exception applies to students in
Career-Tech programs at ABAC
• If career tech students need all three
learning support areas, they may take English and reading with other college
level courses that do not have a learning support prerequisite. The following
semester, the student should enroll in MATH 0090.
2. Students who have accumulated 20 semester hours
of college-level credit and have not successfully completed required learning
support courses may enroll only in learning support courses until requirements
are successfully completed.
3. Students with learning support requirements who
are enrolled in both learning support courses and credit courses may not
withdraw from the required learning support courses with a “W” unless they also
withdraw from credit courses.
4. To exit a learning support area, students must
successfully complete (C or better) the exit level learning support course in
that area, meet any established institutional standards, and attain at least
the University System minimum score on the appropriate part of COMPASS. An exit
writing sample shall also be required in learning support English.
C. If a student does not complete requirements for
an area in twelve semester hours or three semesters, whichever occurs first,
the student will be suspended. The student may not be considered for
readmission within three years of the suspension.
Prior to suspending a student who has not
exited a learning support area within the twelve-semester hour or three
semester limit, an institution may allow the student to appeal for one
additional course. The student must:
• be individually evaluated and determined to
have a reasonable chance of success
• be in an exit level course
• have reached the limit in only one learning
support area
If granted the additional course, the student may enroll in only
the learning support course.
D. Students who have been suspended from the
institution without completing learning support requirements may not be
exempted from their learning support requirements through transfer of course
credit unless they are eligible for transfer admission under the institution’s
regular transfer admission policies.
E. Students who have not taken any college work in
the University System for three years may be retested with COMPASS (in any
unsatisfied area) and readmitted without a learning support requirement if they
meet the institutional criteria for exemption. Students who do not exempt on
the retest may appeal for readmission. Students readmitted under this provision
are subject to the 20-hour limit on college-level course work and may not take
credit work if they had earned 20 credit hours during their previous period(s)
of enrollment.
F. Students with learning
disorders who are required to enroll in learning support must fulfill all
stated requirements, including the COMPASS requirements. These students should
be provided with appropriate course accommodations.
Appropriate course and testing
accommodations will be made for students with visual, hearing, or motor
impairment.
EVENING
AND OFF-CAMPUS PROGRAMS
GENERAL INFORMATION
Abraham Baldwin’s Evening and Off-Campus Programs seek to
accommodate both traditional and non-traditional students through flexible
programming designed to provide educational opportunities when and where
students need them. Through the on-campus evening program a student may obtain
one of eight different associate degrees entirely by attending classes at
night. Several off-campus locations offer evening core curriculum classes from
all 53 programs of study at the college.
A student may attend classes at the
Moultrie off-campus location and earn an
associate degree either in early childhood education or business
administration. In addition, through a cooperative agreement with
East
Central
Technical
College,
a student may earn an associate of applied science degree in one of 9 different
areas.
ABAC also offers advanced degrees from area universities for
associate of science graduates. The universities include
Albany
State University,
Georgia
Southwestern State University, Macon State College, and
Valdosta
State
University. The courses
are delivered on the ABAC campus through lecture, distance learning, and online
classes. These programs permit area residents to receive four-year and graduate
degrees without leaving the ABAC campus.
ADULT
COLLEGE ENTRY (ACE) PROGRAM
Adults who want to enter college after being out of school
for a number of years may opt to participate in the Adult College Entry (ACE)
Program. During the eleven-week program, ACE participants
• complete each step in the admissions,
placement, financial aid, advising, and registration processes;
• learn how to take notes, how to study, how to
manage their time, and how to master other skills that will contribute to
success in college; and
• brush up on math skills in a program tailored
to individual needs and goals.
Prospective students who want more information about the ACE
Program should call the Evening & Off-Campus Programs Office at ABAC or the
Public Service & Business
Outreach
Center.
NON-TRADITIONAL STUDENTS
Abraham Baldwin has long been known as an academic
institution that is willing to help those who are willing to help themselves.
This is evidenced by a rapidly growing segment of the student body,
non-traditional students, who wholeheartedly embrace both the work ethic and a
creed of self-improvement. In turn, the college endorses their efforts,
believing that those who are willing to help themselves add a special dimension
to the learning process and should be encouraged to do so.
Abraham Baldwin is committed to accommodating the needs of
non-traditional students by offering college transfer, career, and
developmental programs at times and places which are convenient. It
acknowledges that most non-traditional students are adult learners who have
family and work responsibilities. Because of this, many have special needs but
quite often possess unique strengths and experiences which enhance the
classroom environment.
Because of its commitment to the non-traditional student,
ABAC has established the Office of Evening and Off-Campus Programs to
coordinate and administer the college’s evening and off-campus credit programs.
The Director serves under the Vice-President and Dean of Academic Affairs as
chief administrator for the planning, improvement, development, implementation,
marketing, and management of these programs. The Office of Evening and
Off-Campus Programs works to foster an environment which enhances the
partnership among administrators, faculty, staff, and non-traditional students,
recognizing that achievement can accrue on a part-time schedule, that there is
more than one way to achieve a degree than the traditional path from
high-school student directly to day full-time college student, and that
learning is often enhanced by the richer context of experience that adults
bring to their studies.
ON-CAMPUS EVENING DEGREE
PROGRAMS
Through
Abraham
Baldwin
College’s
Evening Program a student may take advantage of eight different degree programs
available during the evenings on campus or may choose to take courses to satisfy
a personal interest or a job-related need. The degree programs available
through night classes are as follows:
Associate
of Arts
— Liberal Arts
Associate of Science
— Criminal Justice
Associate of Arts
— Psychology
Associate of Arts
— Sociology
Associate of Science
— Business Administration
Associate of Science
— Early Childhood Education
Associate of Science
— Human Services (Social Science)
Associate of Applied
Science
— Cooperative
programs with
East
Central
Technical
College
In addition to these, all core curriculum
courses required in each of the 40 college parallel (transfer) programs at
Abraham Baldwin are offered through the evening program. Also, because of a
unique agreement with other units of the University System in this area, ABAC
offers cooperative programs leading to four-year and graduate degrees in
several areas.
OFF-CAMPUS DEGREE
PROGRAMS
At ABAC on the Square in
Moultrie, students can complete the following
degree programs:
Associate of Science
— Business Administration
Associate of Science
—
Early Childhood Education
Core curriculum classes required for
transfer degrees in a number of other majors are also available.
FINANCIAL AID
Financial aid is available to evening and off-campus students
who qualify. Special scholarship opportunities are available for deserving
non-traditional, part-time students as well. Scholarship applications may be
obtained from the Office of the Vice President of Academic Affairs. The
deadline for submitting scholarship applications is March 1 each year. For
specific information on financial aid, contact the Financial Aid Office.