Additional Academic Opportunities

Academic Outreach

Since 1968, Academic Outreach has provided free positive educational experiences for Pre-K through 12th grade students and adults in Baldwin and surrounding counties primarily through the participation of talented, civic-minded GC students who serve as members of the Community Action Team for Service (CATS). The department’s mission is to promote a passion for learning while having fun and increasing students’ awareness of their surroundings. Because AO is funded through a generous endowment for science education from the Kaolin Industries of Georgia, many of its programs are science or environmental based, but they also range in programming from history and team building to art and music.

Members of CATS provide hands-on activities and non-traditional delivery systems at schools, environmental centers, and GC; serve as facilitators for science-based field trips; lead educational presentations in local schools; and assist with area afterschool programs. All GC students are eligible to participate in CATS. For more information about Academic Outreach, contact Ruth Eilers at ruth.eilers@gcsu.edu or 445-0810 or visit www.gcsu.edu/academicoutreach.

Student Research Initiatives

THE CORINTHIAN: THE JOURNAL OF STUDENT RESEARCH AT GEORGIA COLLEGE

This scholarly journal recognizes student achievement in research by providing publishing opportunities for undergraduate and graduate Georgia College students from all disciplines. A call for papers goes out each semester for an annual volume that is published every spring.

Student Research Conference and Showcase of Graduate Research

The Student Research Conference provides undergraduate and graduate Georgia College students from all disciplines the opportunity to present their scholarly work to the campus community. The Showcase of Graduate Research at the GC Macon Center provides the same opportunity to graduate students from the Macon and Warner Robins campuses. A call for proposals goes out each semester for these annual spring proceedings.

Student Research in this context is interpreted as any scholarly or creative activity ranging from scientific experimentation, to service-learning, to literary criticism, to case-study design, to artistic expression, and so on. As such, students from all disciplines are invited to present at these events.

Presentation formats include paper, poster, citizen-scholar, performance/reading, and capstone portfolio. Special sessions are also offered for students and faculty to discuss best practices in student research.

To learn more about Georgia College’s student research initiatives, visit www.gcsu.edu/murace, or contact John Bowen, coordinator of leadership programs, at john.bowen@gcsu.edu or (478) 445-1227, or Dr. Stephanie McClure, professor of sociology, at stephanie.mcclure@gcsu.edu or (478) 445-1211.

Honors College

More information about the Honors College can be found on college’s webpage: www.gcsu.edu/honors

Dean: Dr. Brian Newsome

Assistant Director & National Scholarships Coordinator: Anna Whiteside

Contact: honors@gcsu.edu

Named for founding director Dr. John E. Sallstrom, the John E. Sallstrom Honors College is designed for intellectually talented and motivated students. We provide small sections of core curriculum classes, lunch and dinner seminars, book discussions, and other academic and cultural events. The Humber-White House serves as the home of the Honors College! There we have faculty/staff offices, a student lounge, study nooks, and an event space that can be used for seminars and receptions. Student accommodations, classrooms, study rooms and a common room are also in Honors housing in Bell Hall - the only residential hall on the college’s historic Front Campus.

Benefits

Benefits of the program include small classes taught by some of the college’s most dynamic professors; co-curricular community events, including not only seminars and book discussions but also team building experiences and service projects; membership in Eta Sigma Alpha (the Honors student association); internal scholarships to support transformative experiences like undergraduate research, internships, community-based learning and study abroad; an alumni mentoring program; and the distinction of Honors graduation.

Application/Selection

Honors College applications are reviewed by an Honors Selection Committee. The committee considers academic achievement and potential, writing skills, evidence of intellectual curiosity, record of leadership and service, and special talents (e.g. artistic).

For international applicants, the preferred minimum high school academic core GPA is 3.50 as calculated by the Office of Admissions. The preferred minimum TOEFL score is 88.

For domestic applicants, the preferred minimum high school academic core GPA is 3.50 as calculated by the Office of Admissions. The preferred standardized test minimum is 1260 SAT total (Evidence Based Reading and Writing + Math) or 27 ACT Composite. In recent years, the average GPA of incoming first-year students has been about 3.80 and the average SAT score has been about 1300.

The Honors Selection Committee reviews all applications holistically. Students who believe they would be good candidates for Honors, but who do not meet one of the two preferred statistical benchmarks, may use their Honors application essays to address alternate strengths and/or special circumstances which they would like for the committee to consider.

Honors College applications are available on the Honors College website and are reviewed on a rolling basis according to the timetable outlined there. The ultimate application deadline is April 1.

Requirements

• Maintain a 3.3 or higher institutional GPA. A student whose institutional GPA falls below a 3.3 will be placed on one semester of Honors academic probation. A probationary student whose GPA rises to 3.3 or higher will return to good standing. A probationary student whose GPA rises, but does not get to 3.3, will be placed on another semester of Honors academic probation. If a student’s institutional GPA has not improved at the end of a probationary semester, then the student will be removed from the Honors College with the option to submit a written appeal for reinstatement.*
• Complete at least 18 hours of Honors course credit (Honors courses or Honors Options) to graduate with Honors.
• Remain in good standing with the college - take at least one Honors course or Honors Option each year until the 18-hour requirement is met.
• Be a member of Eta Sigma Alpha (the Honors Student Association).
• Complete an exit survey prior to graduation.

*The appeal letter must include a plan for improvement. Appeals will be considered by an Honors Faculty Council appeals subcommittee. At its discretion, the Honors Faculty Council appeals subcommittee may request a hearing with the student. If the institutional GPA of a readmitted student does not improve by the end of the probationary semester following reinstatement, then the student will be removed from the Honors College and no subsequent appeal will be allowed.

Courses

We offer Honors sections of core curriculum classes and special multidisciplinary Honors colloquiums. Honors students may also apply to complete an Honors Option for Honors credit in a non-Honors class.

Honors Residential Learning Community

Honors students have the opportunity to participate in the Honors Residential Learning Community, an important “learning beyond the classroom” experience, which currently focuses on the theory and practice of global citizenship. In this community, we explore the idea of global citizenship: what it means to be a global citizen and what role concepts such as nationalism and patriotism play in a global society. We use the Seven Revolutions framework to guide our discussion of global issues. These are seven global issues-population demographics, natural resource management, technology, information/knowledge, economic integration, conflict/security, and the challenges of governance-which, according to experts, are revolutionizing the world in which we live. Most importantly though, we explore ways in which we can positively impact these issues from here on campus. In this sense, we connect the local to the global and, in so doing, we take our first steps towards global citizenship.

As our Residential Learning Community reaches out beyond the classroom and beyond campus, we expect some students to participate in local and international service and service-learning programs. These students will bring their experiences back to campus, continuing our education and reinforcing our commitment to global citizenship.

External Scholarships

The Honors College encourages academically motivated students to seek external scholarships, fellowships, and grants to pursue their longer term academic and professional goals. Successful scholarship applications early in one’s college career can be used to leverage future scholarship and other opportunities.

Students interested in applying for major scholarships should contact the Honors College Dean, the National Scholarships Director, and/or the designated faculty adviser for specific scholarships in the second semester of their freshman year or early in their sophomore year.

International Education Center

James Callaghan, Assistant Vice President for International Education

International Education Center

Bone House
141 S. Clarke St.
Campus Box 049
Milledgeville, GA 31061 USA
intladm@gcsu.edu
478-445-4789

The International Education Center promotes international and cross-cultural learning and understanding, as well as respect for diversity and inclusion, and assists the university in developing graduates who are prepared for success in a global economy and are ready to shoulder their responsibilities as informed citizens of an increasingly diverse and interconnected world. To achieve that mission, the International Education Center works closely with faculty members, students, and the university community to internationalize the curricular and co-curricular dimensions of Georgia College’s liberal arts education.

Working collaboratively with colleges and departments, as well as with administrative and program offices, the International Education Center:

• Collaborates with faculty to further incorporate a global perspective within the curriculum
• Assists with the International Studies minor, the African Studies minor, the Global Health Studies minor, and the Latin American and Caribbean Studies minor
• Oversees the International Plan that can be added to any major
• Oversees international student recruitment and admissions, plus immigration services
• Provides specialized international student services and advisement, plus informational and cultural programming
• Facilitates and coordinates academic study, research, and internship opportunities abroad for students, and provides information and services to students participating in, or considering, overseas opportunities
• Provides assistance and support to faculty creating and implementing faculty-led study abroad programs
• Assists faculty members to conduct international research - including Fulbright opportunities - and facilitates connections with faculty and institutions abroad
• Provides support to Georgia College international faculty as well as to international visiting scholars and international scholars-in-residence
• Organizes on-campus international programming and lectures
• Advises the International Club, comprised of both domestic and international students, and provides support for community initiatives, such as the Connections community friendship program
• Manages institutional and student and faculty exchange agreements with partner universities worldwide, and assists in facilitating opportunities abroad.

The International Education Center is led by the center’s director, the Assistant Vice President for International Education. The director is supported by a full-time staff of four professionals with specializations in the fields of Recruitment and Immigration, International Student Services, and Education Abroad, all of whom carry responsibilities related to student and faculty support, and programmatic activities and initiatives. The office is further assisted by an administrative assistant and several student interns and workers. The work of the center is enhanced by the input of several committees with participation by faculty and staff, as well as by those who serve on the University System of Georgia’s system council and committees, including councils representing activities in Africa, the Americas, Asia, Europe and the Middle East. The office and its staff maintain active memberships in the most important national and international professional organizations related to international education, including NAFSA, the Forum on Education Abroad, EAIE, and others.

Internationalizing the Curriculum

The International Education Center collaborates with faculty to further incorporate an international dimension into existing courses and provides assistance in the development of broad, interdisciplinary courses that include global awareness. Additionally, Georgia College offers the following internationally-focused options:

• Black Studies Minor . For courses and requirements, see the listings under the Department of Philosophy, Religion, and Liberal Studies
• Global Health Studies Minor . For courses and requirements, see the listings under the School of Health and Human Performance
• International Studies Minor . For courses and requirements, see the listings under the Department of Philosophy, Religion and Liberal Studies
• Latin American, Caribbean, and Latino/a Studies Minor . For courses and requirements, see the listings under the Department of Philosophy, Religion and Liberal Studies
• International Plan. The International Plan is a degree designation option that can be added to any undergraduate degree program.

International Programs and Lectures

The International Education Center educates the Georgia College community to international diversity and intercultural difference by introducing the knowledge, skills and diverse backgrounds of international students, visiting international and domestic faculty, and GC students and faculty who return from experiences abroad into discussions in the regular classroom, into all-campus lectures and panel discussions, and into specially organized programs and lecture series such as those offered during International Week in October and the annual International Dinner in March. The International Education Center also assists other departments and campus organizations in giving an international scope to their programs, lecture series, discussions and film series.

International Admissions

The International Education Center manages International Admissions and evaluates applications and transcripts according to the procedures and regulations outlined in the Admissions section of this Catalog for students seeking admission to degree programs. Prospective international students may obtain admissions materials by visiting the International Education Center website, by phoning the center (478) 445-4789, by e-mailing intladm@gcsu.edu or by writing International Admissions, Campus Box 49, Georgia College, Milledgeville, GA 31061 USA.

International students who will attend Georgia College under the terms of an exchange agreement with their home institution will be admitted according to the provisions specified in each agreement. Students should contact their home institution’s exchange coordinator or the International Education Center at GC for specific guidelines.

International Student Services

The International Education Center provides information and counseling to more than 100 international students from more than 50 countries on such issues as non-immigrant student visa regulations and procedures, medical insurance, housing, financial and work issues, taxes, adjustment to life in the U.S., and academic concerns. The International Education Center also advises the International Club and organizes community and campus activities, such as the International Dinner, International Week, the Connections Programs, and the International Student Orientation. The International Student Handbook is available on line at www.gcsu.edu/international.

Study Abroad

The International Education Center facilitates and coordinates academic study and internship opportunities overseas, assists students in selecting programs, and provides expert information, guidance, and assistance to students through every stage of their international experience. Programs abroad include approved short and longer-term study, exchange, and internship opportunities offered by Georgia College, by other institutions of the University System of Georgia, as well as those offered by accredited institutions worldwide. Such opportunities enable students to add an international dimension to their degree programs, further their development of the skills needed for success in a global economy, and increase their proficiency in foreign languages. Equally, students have the opportunity to enhance their understanding of - and appreciation for - inclusivity and diverse cultures, institutions, and methods and acquire a greater share of self-confidence, maturity, and a sense of one’s place and responsibilities in an increasingly diverse and interconnected world.

Programs are available in exciting locations throughout the world, and in most majors, and range in scope from discipline-specific short-term programs led by Georgia College faculty to semester programs at many of the world’s most famous institutions. Semester abroad programs at locations where English is not the native language of instruction increasingly have instruction in English, and custom solutions for specialized majors or interests are likewise available. Georgia College supports the missions of organizations such as Mobility International USA to make study abroad inclusive and accessible to all.

Federal financial aid, plus HOPE or Zell Miller scholarships towards in-state tuition, is available to eligible students. See the Georgia College Financial Aid office for details. Information about other scholarship possibilities is available from the International Education Center or its website. With advance planning, it is possible for students to spend an entire year abroad.

All students participating in study abroad programs must be in good standing with Georgia College. Semester students, including exchange students, must have a minimum GPA of 2.75; summer participants, a 2.0. With the prior approval of the student’s academic program abroad by their academic advisor, department chairperson, and a review of their application by the International Education Center, students who successfully complete their coursework abroad may have their credits applied towards their core and/or major requirements for graduation.

International Education Center: Bone House, 141 S. Clarke St. 478-445-4789. www.gcsu.edu/international

Study Abroad Scholarships

The staff of Georgia College’s International Education Center provide information to students about resources that can assist them in financing their academic studies abroad. The resources available fall under two categories: 1) Study abroad-specific resources, and 2) General financial aid.

Study Abroad Financial Resources

The Education Abroad Committee reviews scholarship application materials and determines the awarding of the following scholarships.

The Georgia College Global Citizen Award: The Global Citizen Award is a highly competitive scholarship focused on student research and cultural immersion open to students who have submitted a completed application for a study abroad program. Consideration is given to the student’s academic record, proposed course of study abroad, the program’s cross-cultural component, an essay, the student’s research project presentation proposal, letters of recommendation, and an interview. Award recipients present their completed research project findings at the annual Georgia College Undergraduate Research Symposium. Up to one student will be selected each term and awarded a scholarship of up to $5,000 for semester or academic year programs, and up to $2,500 for short-term programs abroad. Students awarded the Global Citizens Award will not be awarded a second scholarship. Students who apply to, but are not selected for, the Global Citizens Award will be considered for the additional scholarship resources by default, and no additional application is necessary. The selection committee reserves the right to make no award in the event that no outstanding application is submitted. Note: Students not planning to do research as part of their study abroad or intern abroad experience should apply instead for the Georgia College Study Abroad Scholarship described below.

Georgia College Study Abroad Scholarships: Georgia College students who have submitted a completed application for a study abroad program may apply for an award from the Georgia College Study Abroad scholarship fund. This fund includes resources generously provided by the Virginia Daniel Weir, Guy Herbert Wells, Erin Semple Morrarty Memorial, Wellington Study Abroad, and Elizabeth Chandler Minter study abroad scholarships that are administered through Georgia College. Award amounts vary and are determined by many factors including:

• Essay Topic(s) and Quality: Essays should be well written, should address issues such as academic engagement and global and civic responsibility, and should demonstrate correct usage of grammar and syntax.
• Location: Preference is given to participation in study abroad programs in less-traveled-to destinations.
• Duration: Preference is given to longer study abroad programs.
• Demonstrated Financial Need.
• Cultural Elements: Preference is given to participation in study abroad programs with greater opportunities for cultural immersion.
• GPA.

New Horizons Scholarships: Georgia College undergraduate students of under-represented populations (including students of color, students registered with the GC Student Disability Resource Center, students with financial need, etc.) who have applied for a credit-bearing study abroad, internship abroad, or service-learning abroad program may apply to the New Horizons Scholarship. Students who apply for the New Horizons scholarship will automatically be considered for the Georgia College Study Abroad Scholarship; only one application is necessary. Award amounts range from $500 - $2500. Consideration is given to the student’s proposed course of study abroad and personal situations leading to barriers to study abroad and other international opportunities.

For more information about all the above scholarship opportunities - plus the many other external scholarship opportunities that are available to students (including Phi Kappa Phi, Alpha Lambda, Rotary, Boren, and Gilman) - contact the International Education Center.

General Financial Aid
The staff of the International Education Center also provide study abroad applicants general information about other financial assistance that they may be eligible for. All students receiving financial aid of any sort are advised to discuss their study abroad plans with the Financial Aid Office in advance so as to be fully informed of any possible financial resources.

Exchange Agreements with Partner Universities Worldwide

The International Education Center oversees Georgia College and University System of Georgia exchange agreements with numerous universities abroad, and manages international student and faculty exchanges. Through its active exchange and partnership agreements with institutions throughout the world - plus agreements with international academic, cultural, and professional associations and organizations - Georgia College is able to provide a wide-range of short-term, semester or year-long international study and internship opportunities to its students, plus valuable individual or collaborative research opportunities to faculty, plus teaching experiences. A list of agreements and partnerships is maintained online by the International Education Center, and may be accessed through its website.

Faculty Abroad and International Faculty

The International Education Center assists faculty members in designing, funding and implementing study, teaching and research ventures abroad, and later, in incorporating those experiences into the curriculum. In addition, the International Education Center gives support to the nearly 20 per cent of its faculty, who are native to other countries.

Leadership Programs

Georgia College’s Office of Leadership Programs provides teaching, research, and public service related to leadership, citizenship, democracy, and public affairs. With the support of a distinguished faculty and practitioners, we educate the next generation of Georgia’s leaders for the public good. Our programs bring together scholars and students, as well as business leaders, non-profit executives, journalists, and public officials, and offer a trusted forum on citizen-leadership and pressing issues of the day.

For more information, visit www.gcsu.edu/leadership.

Leadership Academy

The Georgia College Leadership Academy is an eight-month program for first-year students. Whether you’re just beginning your leadership journey or already pursuing your passions, the Leadership Academy will equip you for leadership at Georgia College and beyond.

Program Goals and Content. The Leadership Academy prepares students to lead at all levels. Students will learn to:

• Lead Yourself. Leading others and leading organizations always begins with leading ourselves. The Leadership Academy will equip you to clarify your personal values and define your approach to leadership.
• Lead Others. In addition to the practical skills you’ll acquire, effective leadership requires us to recognize and communicate our personal leadership styles. Through the Leadership Academy, you will learn to inspire a shared vision and empower others.
• Lead at Georgia College. Using GC and Milledgeville as your laboratory, you will practice, reflect upon, and be mentored in your leadership. The Leadership Academy will get you connected to the community and help you build your professional network.
• Lead Beyond. Leadership is needed everywhere. Through the Leadership Academy, you will learn to apply your leadership broadly–to your profession, community, and world.

Registration and Admission Procedures. To enroll in the Leadership Academy, a student must complete the online registration form. The registration deadline is established annually and is the last Monday before first-year students move into the residence halls. To qualify for the program, students must:

• Be a first-year student, beginning in the summer or fall term.
• Maintain Good Academic Standing, as defined by the university registrar, and abide by the Georgia College Honor Code.
• Pay the program registration fee.

Fee Waivers. The Leadership Academy administers fee waivers each year for applicants who (1) Have completed the Free Application for Federal Student Aid (FAFSA®) and (2) are eligible for the Federal Pell Grant. Applicants can apply on the Leadership Academy webpage.

Leadership Certificate Program

Program Requirements and Course Sequence. Successful completion of the Leadership Certificate Program will earn a student a Georgia College Certificate in Leadership Studies. The certificate in leadership studies is a pre-baccalaureate (undergraduate) embedded certificate, according to the University System of Georgia guidelines set forth in the Academic & Student Affairs Handbook, § 2.3.8. As an embedded certificate, the certificate in leadership studies is awarded to a student upon completion of a degree. To earn a Certificate in Leadership Studies from Georgia College, a student must complete the Leadership Certificate Program. The Leadership Certificate Program requires three sequenced, scaffolded steps: the Colloquium, Leadership Practice, and the Leadership Seminar. At the completion of the program, students will have earned Georgia College’s Certificate in Leadership Studies, noted on their academic transcripts and coded in each student’s academic record.

Colloquium. In Georgia College’s gateway leadership course, “How to Change the World” (LEAD 2010 ), students learn about principles for effective leadership by examining leadership theoretically and in historical case studies. The theoretical orientation prepares them to make both positive and normative statements about leadership-the practice of mobilizing people to achieve a desired end-and about public affairs-employing effective leadership in the public sphere as a civic good. Students bridge the divide between theory and practice, exploring the relationship between leadership and power, authority, and citizenship.

Leadership Practice. Students may complete one of three experiences.

1. Leadership Practicum. Each semester, Georgia College leadership students complete practica in the community. Practica are projected-based assignments in which students apply their knowledge of leadership and public policy to solving a problem for an organization or community group. Students register for “Leadership Practicum,” (LEAD 2020 ).
2. Intercultural Leadership Program. Students may complete our summer Intercultural Leadership Program based in Strasbourg, France.
3. GC in DC Internship. Students may complete a Washington-based internship through the GC in DC program.

Leadership Seminar. Leadership seminars fuse theory with contemporary challenges of public and corporate leadership. Always with an eye toward practical applications, students practice strategic thinking and problem-solving and aim to connect their studies in leadership to their individual programs of study. Georgia College offers two options for the Leadership Seminar.

1. Annual Leadership Seminar. Each year, the Office of Leadership Programs offers an advanced seminar, “Special Topics in Leadership” (LEAD 4950 ). Those seminars feature of range of approaches and approaches and connect leadership to a more specialized topic.
2. Other Course. Another upper division course may be approved by the Office of Leadership Programs and Leadership Faculty Advisory Committee. Faculty affiliates are invited to develop seminars that integrate the theory and practice of leadership with their disciplines.

Program Governance and Administration. Authority in matters of curriculum, program requirements, course sequencing, and admission and selection shall be vested in the Leadership Faculty Advisory Committee and exercised by the director of leadership programs.

Application and Admission Procedures. To apply for admission, a student must complete the requisite online application form, appending a resume or CV. Application deadlines are October 1st for spring admission and March 1st for fall admission. Transfer students who apply by July 31st will be considered for fall admission. To qualify for application to the Leadership Certificate Program, students must:

• Have completed at least fifteen credit hours by the anticipated start of their program experience.
• Hold a minimum grade-point average of 3.0.
• Be willing and able to enroll in the program’s colloquium, “How to Change the World” (LEAD 2010 ), and to complete the Leadership Practice and Leadership Seminar requirements, totaling a minimum of nine credit hours.
• Maintain Good Academic Standing, as defined by the University Registrar, and abide by the Georgia College Honor Code.

On behalf of the Leadership Faculty Advisory Committee, the director of leadership programs will invite qualified students to accept admission into the program and will register them for LEAD 2010 .

Enrollment. The Leadership Certificate Program serves students from every major program of study and with a broad range of academic and professional aspirations. A student will be considered enrolled in the Leadership Certificate Program if he or she (1) has been admitted to the program, (2) has not affirmatively withdrawn from the program, and (3) has remaining requirements for completion of the program. Students may defer their admission to the program for up to one academic term.

For more information, visit www.gcsu.edu/leadership/certificate.

Georgia Education Mentorship (GEM) Program

Program Description. A one-of-a-kind partnership between Georgia College and the Georgia Chamber of Commerce, the GEM Program prepares the next generation of Georgia’s leaders for the public good. A mentorship and leadership program, GEM matches students with senior state leaders for a yearlong partnership that creates mutual benefit between Georgia College and its partners. In addition to frequent meetings and exchanges with their mentors, students enjoy individual consultations, classroom-based learning, and statewide site visits. Central to the program is the belief that effective leadership must come from all sectors of our society-spanning private enterprise, public affairs, and civic life. Across nearly two decades, the program has graduated more than 500 students, who serve as leaders across the state, providing advocacy, service, and thought leadership.

Program Requirements and Course Sequence. To complete the GEM Program, students must successfully complete LEAD 2100  in both the fall and spring terms, earning a grade of “satisfactory” (listed on their academic records as “S”). LEAD 2100  facilitates students’ active learning about their GEM experiences. LEAD 2100  is repeatable for credit. At the end of their fall term in the program, students will receive a grade of “incomplete” (listed on their academic records as “I”). To earn both grades requires completion of the spring term of LEAD 2100 . Additionally, students are required to maintain good Academic Standing , as outlined in the Undergraduate Catalog and as dictated by the faculty and deans of their individual colleges within the university, and to abide by the GC Honor Code.

Application and Admission Procedures. To apply for admission to the GEM Program, a student must complete the requisite online application form, appending a letter of application and resume or CV. Application deadlines are March 1st for admission. To qualify for application to the GEM Program, students must:

• Have completed at least sixty credit hours by the anticipated start of their program experience.
• Be a returning Georgia College student, having successfully completed at minimum the previous fall and spring academic term at GC.
• Hold a minimum grade-point average of 3.0.
• Be willing and able to enroll in the program’s required course, “Georgia Education Mentorship” (LEAD 2100 ) in both the fall and spring term of their participation, and complete all program requirements.
• Maintain Good Academic Standing, as defined by the University Registrar, and abide by the Georgia College Honor Code.

On behalf of the Office of Leadership programs, the director of leadership programs will invite qualified students to accept admission into the program and will register them for LEAD 2100 .

Application of Policies, Procedures, and Guidance. Policies, procedures and guidance for the Georgia Education Mentorship Program apply to all students enrolled in the Georgia Education Mentorship Program, as stipulated herein, and are subject to change. Petitions for exception should be addressed to the director of leadership programs.

Program Governance and Administration. Authority in matters of program requirements, program experience, and admission and selection shall be vested in the Office of Leadership Programs and exercised by the director of leadership programs.

Enrollment and Withdrawal. The GEM Program serves students from every major program of study and with a broad range of academic and professional aspirations. Students may defer their admission to the program for up to one academic year. Withdrawal from the LEAD 2100  course does not necessarily constitute withdrawal from the program. Thus, students seeking to withdraw should consult immediately with the director of leadership programs. Failure to do so may constitute a violation of the university’s Student Code of Conduct.

For more information, visit www.gcsu.edu/gem.

Affiliate Leadership Programs

Affiliate Programs.The Office of Leadership Programs maintains institution-wide responsibility for management, coordination, and development of all Georgia College leadership programs and initiatives. The Leadership Programs staff works collaboratively with members of GC’s faculty and staff, providing resources, support, and advocacy for leadership-development opportunities at Georgia College. In addition to Georgia College’s core leadership programs, which are directed and administered by the Office of Leadership Programs, the Leadership Faculty Advisory Committee invites collaborations with other courses and student programs at the university for designation as Georgia College leadership programs (internally as “affiliate leadership programs”).

Proposals for Affiliation. Proposals for certification as an affiliate leadership program should be initiated by the faculty or staff member who oversees and administers the course or program. Such programs should engage with leadership-related topics, broadly conceived, including mentorship, civic engagement, social justice and inclusion, strategic thought, and global citizenship; and have a goal of developing students as citizens and leaders for the public good.

Office of Leadership Programs Responsibilities. In that process, the Office of Leadership Programs will:

• Offer consulting and collaboration to university programs, courses, and initiatives interested in leadership development.
• Support faculty and staff members drafting certification proposals, helping them to identify measurable outcomes that can be documented and reported for assessment and accreditation purposes.
• Support faculty and staff members, helping them to integrate LEAP High-Impact Education Practices into leadership-development opportunities.
• Evaluate proposals from university programs and courses seeking certification.
• Coordinate with the Offices of Institutional Effectiveness and the Registrar to tag approved leadership courses and experiences in students’ academic records.

Affiliate Program Responsibilities. The Affiliate Program maintains the following responsibilities and requirements.

• Affiliate Program will designate a course or program sponsor of record who will serve as the point-of-contact for the Office of Leadership Programs. Certification as an affiliate leadership program is tied to the instructor or program sponsor of record.
• Students’ activities in the program should adhere to a defined scope of work, determined in advance and accounting for how the program integrates each of Georgia College’s core leadership competencies into the students’ learning experience.
• Affiliate Program will support the Office of Leadership Programs’ commitment to Leadership for the Public Good.
• Affiliate Programs that are academic and/or course-based must designate a course or program sponsor of record who meets SACSCOC accreditation requirements necessary for instructional responsibilities, as stated in SACSCOC accrediting standard 3.7.1 (2012 edition).
• Affiliate Programs that are extra-curricular (i.e., non-course based) will not claim or in any represent their program as offering a degree, diploma, certificate, certification, or other academic or professional credential.
• Affiliate Program agrees to be identified as such and to have its name and/or logo or other institutional mark displayed on the Office of Leadership Programs website and in other publications.

Certification of Affiliation Proposals. Proposals for certification will address the following criteria:

• Proposals should detail the terms of satisfactory and unsatisfactory completion of the experience.
• Proposals should account for how the program integrates each of Georgia College’s core leadership competencies into the students’ learning experience.
• Proposals should provide for artifacts of students’ experience, which can be documented and evaluated in an electronic portfolio.
• Classes and programs should provide for at least two one-on-one leadership development consultations between each student and a member of the Leadership Programs staff or a program partner.

Such proposals are received and evaluated by the Office of Leadership Programs. The director of leadership programs will offer a recommendation to the Leadership Faculty Advisory Committee, which will determine if the program meets institutional requirements for designation as an affiliate leadership program. The committee evaluates proposals according to its “Course and Program Evaluation Rubric,” published online at gcsu.edu/leadership/affiliate.

Military Science

General Information

Georgia College & State University participates in a partnership program with Georgia Military College that permits students to take military science courses. Military science courses conform to the subject requirements of the Senior Division Reserve Officers Training Corps (ROTC) program established by the Department of the Army. The mission of the ROTC program is to attract, motivate, and prepare selected students to receive a commission in the United States Army, Army National Guard or Army Reserves. In addition to providing courses required to earn a commission through the ROTC program, military science instruction and associated activities have the aim for all students of developing leadership and managerial potential, providing an understanding of the requirements and organization for national security, and instilling a strong sense of personal integrity and individual responsibility. Additional information may be obtained by calling (478) 387-4931.

Course Structure

Military science courses are grouped into basic course ROTC subjects and advanced course ROTC subjects. The basic course is comprised of MSCI I (Military Science I) and MSCI II courses in the 1000 and 2000 series. The advanced courses (MSCI III and MSCI IV) consist of 3000 and 4000 series courses. There is no military services obligation for basic course non-scholarship students.

Leadership laboratory periods, an integral part of military science instruction in addition to the classroom work, will be held for special training and applied leadership experience. Occasional ceremonies highlight the presentation of awards or the honoring of a distinguished guest.

Basic Course

The basic course is designed to provide the student a basic level of military education emphasizing leadership and the understanding of fundamental concepts and principles of military art and science. This basic foundation aids the development of leadership potential of the individual student and serves to qualify him or her for the advanced course.

Advanced Course

The objective of the advanced course is to prepare students to serve as commissioned officers in the United States Army. This goal is accomplished by providing qualified students with knowledge and experience in leadership, management, and tactics, and by developing self-reliance through experience and practical application. Cadets have to successfully complete the Advance Course to be commissioned a 2nd Lieutenant.

Advanced Placement

The professor of military science may grant direct advanced course attendance to any qualified student. Qualification is contingent upon demonstrated prior military experience attained by veterans. Such experience includes the following: (1) Three years of High School Junior ROTC (2) Prior Service (3) National Guard or Reservists who have completed their basic training; or (4) attendance at the Army’s ROTC Basic Camp (Leaders’ Training Course).

ROTC Basic Camp (Leader’s Training Course)

This camp is held at Ft. Knox, KY and is available to college students during the summer between their sophomore and junior years. The purpose of the camp is to qualify students who might not otherwise qualify for the advanced course. Travel to and from the camp, uniforms, housing and meals are furnished by the Army. Additionally, the student will earn approximately $750. While at camp, students have the opportunity to compete for two-year scholarships. Students must have a 2.0 grade point average and a minimum of 54 semester hours of academic work to attend. There is no military services obligation for attending the ROTC Basic Camp.

ROTC Advanced Camp (Leadership Development and Accessions Course)

All advanced course students attend the ROTC advanced camp at Fort Lewis, WA. This camp is conducted for 33 days during the summer and is usually attended between the junior and senior years. Each student is furnished transportation to and from camp, uniforms, meals and housing, and is paid at one-half the pay of a second lieutenant.

Optional Advanced Training

During the summer periods additional training is offered to qualified students on a competitive basis. Optional training includes basic parachute instruction, (Airborne School) air assault instruction, and cadet troop leadership training. In each instance, instruction, meals, housing and travel are offered at no expense to the student.

Scholarships

On-campus scholarships are available to students who attend or transfer to Georgia College & State University. Prior enrollment in ROTC is not required. Freshmen with a GPA of 2.5 or higher, an SAT score of 920 or higher, or an ACT of 19 or higher are eligible to apply for a three-year Active Duty (AD) Army Scholarship. Sophomores with a GPA of 2.5 or higher are eligible to apply for a two-year AD Army Scholarship. No scholastic test scores are required for two-year scholarship applicants.

Subsistence Allowance

All students enrolled in the advanced course under ROTC contract are paid a monthly subsistence ten months each year. The allowance is up to $5,000 per year, based on Military Science Level.

Pre-Professional Programs

General Scope

The length of time spent preparing as an undergraduate varies by program. However, there are two underlying elements in the coursework that do not vary. First, since admission to professional schools is highly competitive, it is vital that a student maintain high grades in his coursework. Second, preprofessional programs are career choices, not academic majors. Thus, all students typically choose a departmental major at Georgia College and work toward its completion as they also take the required preprofessional coursework.

Our preprofessional programs are divided into two categories: prebaccalaureate and baccalaureate. Prebaccalaureate programs require two to three years of preprofessional courses. Upon successful completion of the preprofessional curriculum and acceptance by a professional school, students transfer to that school to complete the baccalaureate or higher degree in the professional major. Georgia College has prebaccalaureate transfer programs in engineering, forestry & natural resources, occupational therapy, pharmacy, and physician assistant. However, it is increasingly common for a student to have completed his or her baccalaureate degree prior being successfully admitted to the latter two programs. Baccalaureate programs involve the completion of an undergraduate degree before matriculation into professional school. These programs include dentistry, law, medicine, optometry, physical therapy, and veterinary medicine.

Preprofessional advising at Georgia College is centralized, and as our University’s professional advisors work to maintain a strong and current advising program. While preprofessional course requirements can be met at any accredited college or university, our advising program is designed to enhance professional school admission opportunities and facilitate a student’s transfer into a professional school. The advisement structure includes a coordinator of preprofessional advising and faculty members who serve as important resources for various preprofessional program areas.

Program Goals

The Pre-professional and Graduate School Planning Program within the Career Center was created to provide students with a centralized resource for information and guidance on the graduate and professional school application process. This purpose is achieved through strong collaboration with faculty, academic advisors, campus partners, and graduate and professional school program representatives. Our program at Georgia College

• Guides students through the application process including resume/CV instruction and review, interviewing preparation, personal statement advisement and review, program and discipline exploration, testing information, and preparation for obtaining and completing practical experiences.
• Helps students identify a variety of majors that correlate with their professional interests, skills, and abilities while also considering required pre-requisites to review with their academic advisors.
• Provides up-to-date information on trends regarding graduate and professional school application and admissions.
• Connects students to networking opportunities with graduate and professional school programs throughout the year, including the annual Graduate & Professional School Fair.
• Assists students with articulating how their liberal arts experience has prepared them for the professional or graduation school program they wish to pursue.
• Encourages students to seek faculty and professional mentors in preparation for strong recommendations for graduate or professional school.

Planning for Career Flexibility

Students who are pursuing a pre-professional track should understand the competitive nature of the professional school application process. For this reason, students should take advantage of services provided through the Pre-Professional and Graduate School Program in the Career Center as soon as they matriculate into Georgia College. By partnering with the pre-professional advisors in the Career Center and working closely with an academic advisor, students can identify early if their academic progress makes them competitive for a professional program. If students identify academic challenges early, they can work with the Career Center to explore new majors and career options or discuss other focus areas within their current major with their academic advisor and faculty mentors. The Career Center can also work with students to identify additional professional and graduate programs that could be a better fit for someone who realizes that their initial plan may not be the best fit for them. During the application process, the Career Center can also assist individuals with identifying alternate plans if they do not get into their program of choice the first time.

Choosing a Major

Pre-professional programs are career choices, not academic majors. For this reason students may choose a variety of majors in preparation for professional school as long a s they complete the required pre-requisitie coursework for admission. Many professional school programs, particularly in those in the health field, require a certain set of pre-requistites for admission but do require a specific major. For instance, you could major in English because it is yourfavorite subject but take the correct pre-requisites to be a competitive candidate for medical school. The liberal arts education that students receive at Georgia College is an asset to any professional school applicant.

Pre-professional students should major in a subject they enjoy and excel in so that they can perform well academically. In addition, students should consider a major that offers a wide of variety of career options in the event that they choose to change career paths.

Curricula

The typical undergraduate preprofessional courses required for professional school application vary by student, major, and professional school interest. So our preprofessional advisors will work with each student to outline a course plan best suited for him. There are limits however, since admission requirements vary slightly for each professional school. It is the student’s responsibility, and not that of the preprofessional advisor at Georgia College, to consult the professional school’s catalog or contact one of its admission counselors to verify the course plan he and his advisor have devised will be suited for that particular institution.

Curriculum Planning and Professional School Application Deadlines

Pre-professional students must be aware that a professional school may require receipt of an application a full year before graduation. For instance, the common applications for many professional health programs open in the summer after one’s junior year. Students should pay close attention to priority deadlines set by programs. In addition, many programs use a rolling admissions process, which gives early applicants an advantage because their application is reviewed upon submission. By waiting until a deadline, applicants might find that a program is already filled. Students who are planning to attend graduate school should be aware of rolling admissions processes as well and should enter their senior year ready to apply in the fall.

General Pre-Professional Application Timeline

Year 1: First-year students should connect with the Pre-Professional & Graduate School Planning advisors in the Career Center and their academic advisor about their pre-professional interests. Students should allow themselves a space to explore all of their options within their desired field. In addition, they should start seeking opportunities to get involved on campus through pre-professional clubs and other student organizations.

Year 2: Second-year students should plan to either attend a resume writing workshop or to meet with a career advisor to start building a resume or CV. These will be needed as application documents when applying for part-time jobs, internships, or even seeking shadowing opportunities. Building a network of faculty, staff, and professional mentors as early as sophomore year can be beneficial for students when seeking practical experiences and thinking ahead to the need for professional school recommendations. Students should continue working with their academic advisor to ensure that they are completing the required pre-requisites for their desired program.

Year 3: In the third year, work with your academic advisor to assess academic standing and completion of pre-requisites to ensure you are on track for admission into your desired program. Third-year students should begin preparing and registering for whichever test they need to get into their desired program. If pursuing professional health programs, create a common application account for the specific program and begin preparing application documents. Most professional health program applications should be submitted prior to entering your fourth year. For this reason, the most prepared students complete their first mock interview with the Career Center during their third year. With many common applications opening in the summer, it is possible that a professional school would invite a student to interview as early as September. Be sure to look at a variety of programs and schools to have the best possible chance of being admitted.

Year 4: Entering your final year of college, you should have completed or have an assigned date by the fall semester for whichever testing is required from your desired program. Continue practicing for anticipated interviews with the Career Center. Keep in contact with a pre-professional advisor for guidance on funding or evaluating acceptance offers. Students should work closely with the pre-professional advisors in the Career Center on alternative plans if a gap year is needed to complete pre-requisites and required practical hours as well as to further improve competitiveness of application.

Pre-Dentistry

Suggested major: Biology or Chemistry

Dentistry is devoted not only to the repair of teeth but also to the treatment and health maintenance of all the oral tissues. Most dentists engage in general practice. However, about 10% take additional training beyond the D.D.S. or D.M.D. degree to enter one of the eight recognized specialties: dental public health, endodontics, oral pathology, oral surgery, orthodontics, pedodontics, periodontics, or prosthodontics. A few enter the field of dental education or research.

Application to Dental School

A candidate must take the Dental Aptitude Test (DAT) before an application to dental school will be considered. The DAT covers one’s knowledge of biology, general chemistry, and organic chemistry. Therefore, these courses must be completed before the senior year. Quantitative reasoning ability and two- and three-dimensional spatial perception are also included on the DAT. Applications to dental school should be submitted during the summer before the senior year and should be in by early fall. The student should see the preprofessional advisor and other appropriate individuals in the spring semester of her junior year or fall semester of the senior year to arrange letters of recommendation. Most dental schools require prospective students to apply using a standardized application service known as the Associated American Dental Schools Application Service (AADSAS). Importantly, candidates who have some acquaintance with the dental profession are preferred for acceptance. This may be accomplished through shadowing or internship with a community dentist or specialist. Undergraduates should seek opportunities to cultivate such experience and knowledge before applying as over 200 hours of volunteer time is now the norm. At Georgia College we have an active predental student club that works to provide some of these opportunities.

Pre-Engineering

Suggested major: Physics

Although Georgia College students may transfer to any of several engineering schools, the majority enroll in the dual degree program established between Georgia College and the Georgia Institute of Technology (GIT). In this program the candidate completes 90 semester hours (about three years) as part of the Bachelor of Science degree with a major in Physics at GCSU, and then transfers to Georgia Tech to complete a Bachelor of Science in Engineering degree. Upon completion, students receive a degree from each institution. Students must meet all transfer requirements set by Georgia Tech.

Pre-Forestry and Natural Resources

Suggested major: Biology

The profession of forestry has as its primary function the active management of forestlands and resources through the application of sound economic and ecological principles. Upon graduation from forestry school, possibilities for employment can be found with federal, state, or local agencies as well as with private consulting firms, industry and conservation organizations. Job opportunities depend on the training focus for the specific graduate and the geographic area of the job search.

Pre-Law

Suggested majors: Any major is acceptable; Philosophy, Political Science, Rhetoric and History are most popular.

Many law school graduates enter private practice, while others work for corporations and in branches of civil service from the local to federal level. Beginning pre-law students are advised to obtain a copy of the Prelaw Handbook (available on line) and to consult it regularly throughout their college career.

Law schools require that applicants have a college degree as a prerequisite for admission. However, legal educators agree that the development of habits and skills conducive to legal reasoning are more important than the choice of major and subject matter. Undergraduate courses should be geared to the development of (1) verbal skills, (2) habits of thoroughness, intellectual curiosity, and scholarship, (3) the ability to organize and communicate information, and (4) a diverse cultural background. Law school educators recommend that pre-law students take courses that offer opportunities for (1) a variety of reading assignments selected from well-directed class discussion, (2) ample preparation and criticism of written and oral reports, and (3) independent research projects and essay examinations. The liberal arts curriculum at Georgia College has been designed to promote development in these areas. Pre-law students who are eligible to participate in the Honors and Scholars Program should take advantage of the small group settings of honors seminars and other honors activities. These will prove invaluable in furthering the development of the previously noted skills. Leaders of the bench and bar have been asked in questionnaires which pre-law subjects they consider most valuable. In order of preference they listed English, government, economics, American history, mathematics, and philosophy. Accounting and public speaking are also recommended.

Application to Law School

A prelaw student should take the Law School Aptitude Test (LSAT) in the summer following her junior year. Undergraduate grades and LSAT scores are the most important criteria in law school admissions. Application to law school is made through a centralized Law School Data Assembly Service (LSDAS) the summer following the junior year. Most law schools admit new students only in the fall semester.

Pre-Medicine

Suggested major: Any major is acceptable, Biology or Chemistry are popular

Medicine is a diverse profession, requiring both technical and interpersonal skills. Medical schools encourage applications not only from biology and chemistry majors but also from students in the social sciences and the humanities. Medical schools even urge science majors not to over specialize in science but to get a broad, liberal arts education thus developing the skills of intellectual inquiry and critical thinking that are essential for successful performance in medical school.

The ability to communicate well is becoming increasingly important to medical school admissions, and essay writing is currently a significant factor in one’s MCAT scores. Students are therefore strongly advised to take science, interdisciplinary courses, seminars, literature, and other courses that involve writing formal papers and speaking in class.

Application to Medical School

A candidate for medical school should file applications the summer after the junior year. Most medical schools require applications to be submitted electronically through the central processing service, the American Medical College Application Service (AMCAS). The Medical College Admission Test (MCAT) should be taken as early as the spring of the junior year. Before taking the MCAT, students should complete the science courses that it covers: a year each of social science, biology, general chemistry, organic chemistry, and physics. The MCAT evaluates reading, writing, and quantitative skills with a strong emphasis on writing ability, scientific problem-solving, and analytical thinking. A student should contact his premedical advisor in the spring semester of his junior year to begin the preparation of the materials that his advisor and the AMCAS will need. With these items a student history, essay, and letters in support of the student’s candidacy from his advisor and the other referees can be thoughtfully prepared to ensure the best application possible is being submitted to the most appropriate medical schools.

Medical schools are among the most competitive programs for admission. For example, for the entering class of fall 2011, the Georgia Regents University accepted about ten per cent of those that applied. Thus, in addition to a competitive GPA (>3.65) and MCAT scores (>30), it is essential that students also acquire hands on experiences with practicing physicians. This may be accomplished through shadowing or internship with a community physician, specialist, or a hospital. Undergraduates should seek opportunities to cultivate such experience and knowledge before applying. At Georgia College we have an active premedical student club that works to provide some of these opportunities.

Pre-Occupational Therapy

Suggested major: Exercise Science or Psychology

Occupational Therapists are concerned with helping people whose lives have been disrupted by physical injury or illness, birth defects, aging, psychological, emotional or developmental problems. These professionals help individuals to regain the skills needed to function in their daily activities of self-care, work, school, play and leisure. This preprofessional curriculum must include specific courses in psychology as well as in chemistry and physics. This career path requires at least two years of preprofessional courses. Upon completion of these courses, students apply to an occupational therapy program to complete the professional training. The degree awarded is a Master of Science in Occupational Therapy. Students who do not get accepted for transfer to an occupational therapy program are encouraged to pursue an undergraduate degree in a related area and to reapply to professional school.

Pre-Optometry

Suggested major: Biology

The optometrist is licensed to examine, diagnose, and treat conditions of the visual system, and to prescribe corrective lenses or vision therapy. Optometrists also often detect other diseases, including glaucoma, cataract, diabetes, hypertension, and arteriosclerosis, and refer patients to appropriate specialists for treatment. Most optometrists engage in private practice, but careers also exist in government service, teaching, and research in optics, physiology, and public health.

Application to Optometry School

There are no optometry schools in Georgia, and only a few out-of-state schools admit non-resident students. The preoptometry student should obtain information from individual optometry schools and also consult the advisor for this area before preparing applications. Most optometry schools require the Optometry Admission Test (OAT), which require an on-line application. The OAT consists of multiple-choice items distributed across a battery of four tests: the Survey of the Natural Sciences, Reading Comprehension, Physics, and Quantitative Reasoning Tests. Application to optometry school should be made about a year in advance of the intended entry date. However, it is important to have completed coursework in mathematics, physics, chemistry and biology prior to taking the exam as it examines the applicant’s knowledge in all four of these areas.

Pre-Pharmacy

Suggested major: Chemistry or Biology

Community pharmacists are the most common representatives of their profession, but careers in pharmacy are also available in hospitals, clinics, and nursing homes; in teaching and research; and in pharmaceutical sales. The degree offered in pharmacy is the Doctor of Pharmacy, Pharm.D.

Many students complete an undergraduate degree in biology or chemistry before entering pharmacy school. However, the pre-pharmacy requirements can be completed in about 3 years. The three schools of pharmacy in Georgia are the University of Georgia School of Pharmacy, Mercer University Southern School of Pharmacy, and South University School of Pharmacy. The pre-pharmacy curriculum varies slightly among pharmacy schools. Therefore, it is important that students consult with admissions counselors at the individual schools.

Application to Pharmacy School

A year in advance of pharmacy school admission, a student must complete the application and take the Pharmacy College Admission Test (PCAT). The PCAT tests knowledge of biology, chemistry, mathematics, reading comprehension, and general academic ability. The test is offered four times a year, with registration beginning in early spring-the test can only be taken five times. Most successful applicants to pharmacy school have accumulated a year or more of work experience as a pharmacy technician before entering pharmacy school.

Pre-Physical Therapy

Suggested major: Exercise Science

Physical Therapy is an allied health profession dedicated to the rehabilitation of handicapped individuals. These professionals plan, organize, and administer treatment in order to restore functional mobility for patients suffering from a disabling injury or disease. As members of the health care team, physical therapists use numerous therapeutic measures to help patients regain the maximum amount of function possible within the limits of their disability.

Exercise, heat, cold, water, electricity, ultrasound, and massage are used to improve circulation, strengthen muscles, encourage the return of motion, and generally, to train and retrain the patient to perform the activities associated with daily living. Additionally, emphasis is placed on preparing patients psychologically for treatment. Since the seriously disabled are often emotionally distraught, ways must be found to eliminate the barriers, gain the confidence of the patients, and establish a good rapport before the treatment can begin. Much of the satisfaction of the job comes from the strong ties the therapist establishes in sharing the small physical triumphs as the patient progresses.
Physical therapists must often perform as administrators, researchers, consultants, and educators. Thus, they must have good organizational and communication skills as well as sound professional knowledge. The preprofessional courses that develop these skills also provide the strong learning platform for professional school success.

Application to a Physical Therapy Program

The competition for positions in professional schools is extremely rigorous and students who are planning careers in physical therapy should apply to several schools. From the first semester of college until completion of the preprofessional curriculum, students must strive to achieve the best possible grades. Over one hundred physical therapy programs in the United States, including Georgia Regents, Emory, Mercer, North Georgia, and Armstrong Atlantic use a common application service (PTCAS) that provides detailed information about individual program requirements.

Professional training for this field will require the completion of an undergraduate degree, while there are specific preprofessional requirements, there is often no prescribed undergraduate degree. The degree should be in an area where the student would like to work should he or she not be successful in gaining admission to a physical therapy program. The student who is preparing for one of these programs should be knowledgeable about the requirements and work closely with a Georgia College preprofessional adviser as well as the admissions counselors at prospective physical therapy schools to be certain that all requirements are met.

Pre-Physician Assistant

Suggested major: Biology

The physician assistant (PA), working with physicians and other health professionals, performs many clinical functions that enable the physician to devote more time to duties requiring his particular knowledge and skill. This professional performs duties based on guidelines established by the state granting certification. In most settings the physician assistant obtains medical histories, performs physical examinations, orders and interprets laboratory results and other information and assesses and treats common illnesses, including writing prescriptions. Successful completion of the National Certifying Examination is required to practice as a physician assistant in Georgia.

Application to Physician Assistant Program

A year in advance of physician assistant school admission, a student must complete the application and take the Graduate Record Exam (GRE). There are four PA schools in Georgia. All students are advised to complete a baccalaureate degree. Emory’s PA program is the oldest (ranked third in the country in 2010) and is the most competitive in the state. The other three schools are Mercer, Georgia Health Sciences University, and South University. Depending on the program to which you are applying a minimum of 2 years of employment in a health-related field may be required (Emory) to the other extreme of no requirement whatsoever (South). Even so, any student interested in becoming a PA is urged to begin work in an approved health practice occupation as soon as possible in order to be competitive with other applicants. For example, an applicant meeting the entry requirements for Emory might begin this work in high school, or take a year after college to complete it.

Pre-Veterinary Medicine

Suggested major: Biology

Veterinary medicine frequently deals with the recognition, treatment, control, and prevention of disease among animals. The traditional functions, including treatment of companion, sport, food, and fiber animals have continued to be a major concern of veterinarians, but new areas are rapidly emerging. To name a few: cancer research, immunology, genetics, public health, and legal and environmental medicine. Jobs for veterinarians are found in both private and public sectors, including federal and state government, universities, and various cooperatives. The Veterinarian Medicine school at UGA offers the traditional DVM degree and several others.

Application to Veterinary School

At least a year before matriculation, pre-veterinary students hoping to attend UGA must take the Graduate Record Examination (GRE), and the GRE Biology subject test, and the analytical writing portion of the GRE. UGA calculates students’ GPA’s in a complicated manner that emphasizes science and a student’s most recent college coursework. Other schools require the GRE, though some will take the MCAT instead. Candidates who have some acquaintance with the veterinary profession working with both large and small animal care are preferred. This may be accomplished through having a farm background or through work with a community veterinarian. Undergraduates should seek opportunities to cultivate such experience and knowledge before applying.