Engage Summer 2015 by Georgia Gwinnett College

Summer 2015 Volume 2, Issue 2

AT GGC, COULTER FINDS NO LIMITS

The Georgia Gwinnett College Magazine Engage Summer 2015

Page 10

S c h o la r sh ip reception ce le b r a t e s don or i mp a c t

F rom t he C ongo to GG C i n pursui t of a dream

Expanded c e nt e r connect s st ude nt s to careers

Members of the spring 2015 graduating class symbolically leave the campus community through the GGC Library and Learning Centerâ&#x20AC;&#x2122;s Arch of Knowledge, passing through two lines of faculty members who congratulate them on their accomplishments. This tradition reverses the path taken when new students enter the campus community during the annual March Through the Arch ceremony.

SUMMER 2 015 Volume 2, Issue 2

CONTENTS P R E S I D E N T ’ S M E S S A G E .............................................................. 2 COLLEGE NEWS Notables ....................................................................................................... 3 Expanded center connects students to careers ............................................. 13 From the Congo to GGC in pursuit of a dream ......................................... 16 GGC at 10: a higher education snapshot .................................................... 18

THIS IS NOT YOUR TYPICAL COLLEGE ........................... 4 • Diversity and opportunity make GGC special .............................. 5 • Second chances .................................................................................. 6 • Unconditional dedication ................................................................... 7 • Not that shy kid anymore................................................................... 8 • Flipping the classroom ....................................................................... 9 • No limits to me ................................................................................... 10

A D VA N C I N G G G C Scholarship reception celebrates donor impact ........................................... 14 Boutwells establish veterans scholarship ...................................................... 15 Grizzlies are grateful: generosity impacts student success ............................20

T H E G A L L E R Y ...................................................................................... 21

C O V E R Alumna Candice Coulter is shown with five of six family members she inspired to go to college and specifically, at GGC. Clockwise from top are: Eric Coulter, ‘18 - exercise science; Christopher Coulter, ‘18 - business; Shantoya Glenn, ’17 - digital media; Anthony Deberry, ’17 - biology; Candice Coulter, ’15 - biology and Tracy Coulter, Jr., ‘18 - digital media. e n g a g e. g g c. e d u

President’s Message

GGC IS

Changing

the landscape of higher education Georgia Gwinnett College recently hosted its first-ever monthly Dr. Stas Preczewski

meeting of the University System of Georgia (USG) Board of

Regents. The opportunity to host this prestigious group occurs only once every 15 years for each USG institution. The host institution is given time on the meeting’s program for an institutional presentation. In GGC fashion, we chose to do something unique for our presentation, by allowing the Regents

• As an innovative model that challenges convention and uses what works • That serves all students, no matter their level of academic preparation, learning style, work schedule or financial barrier • Where student mentorship and engagement ensure that each student has every opportunity to succeed • Where the dream of a higher education and brighter future is possible for students who may not find success anywhere else We share these testimonials with you in this issue of Engage

to hear about the college not from me, but from those who know

(beginning on page 4). These six individuals’ own words best

it best – our students, staff and faculty.

explain that we really mean it when we say we do things

Featuring three students, two professors and a staff member,

differently here.

our presentation was powerful and well-received. In the words

GGC is simply not your typical college, which is why we are

of Board of Regents Chair Neil L. Pruitt, Jr., “It reminded us of

changing the landscape of higher education. Thank you for being

why we are Regents.”

an important part of our success.

Indeed, our speakers’ profound testimonials reminded us all

Best wishes for a relaxing summer!

of why we come to work every day. It’s why our community is so supportive of the college and the very reason why GGC was created and strategically designed to be different …

Ge orgia Gwinne t t C ollege

Stas Preczewski

Students discuss undergraduate research projects at the School of Science and Technology’s annual STARS event, which enables the school to promote science, mathematics and technology by sharing and showcasing the work of students and faculty. Here, a student addresses questions about his undergraduate research project at a poster session.

Notables At the 2015 Association of Information Technology Professionals (AITP) National Collegiate Conference, GGC information technology students won three championships in database design, mobile application development and Java development, and a second-place trophy in Code-a-Thon. More than 2,000 students represent colleges and universities throughout the U.S. and Canada in the conference and competition. Shown are Yury Park; Quan Tran; Matt Berger; Dr. Lissa Pollacia, assistant dean and professor of information technology; Aida Syrkett; Tyler Thornton; Dr. Evelyn Brannock, assistant professor of information technology; Ryan Alexander; Raquel Lawrence and Jonathan Mayran.

Dr. C. Douglas Johnson, professor of leader-

ship and management, has been named to the

The Georgia Gwinnett College Magazine

National Advisory Board of the National Society of Leadership and Success (NSLS).

The American Council on Education (ACE) has

named Dr. Jennifer H. Stephens, associate vice president of Public Affairs, an ACE Fellow for the 2015-16 academic year.

Victor Camargo-Fouche, class of ‘15, was awarded the college’s first Global Studies Certification at the 2015 spring commencement ceremony.

The GGC Business and Finance Team

received the prestigious Certificate of Achievement of

Excellence Award for Financial Reporting, awarded by the Georgia Department of Audits and Accounts.

Dr. Jim Fatzinger, senior associate provost for Student Affairs, was selected as a facilitator of the Phi Mu National Summer Leadership Program.

Dr. Darin Wilson, director of Athletics, was named 2014-15 Under Armour Athletics Director of the Year by the National

We Value Your Input

Send your ideas and comments on Engage to engage@ggc.edu or call 678.407.5549.

Production

Editor in chief: Sally Ramey Managing editor: Sloan Jones Photography: Rod Reilly, David Tulis, Victoria Thompson Art direction: Mark Baran Graphic design: Libby LeBlanc Writing: Sally Ramey, Carol McEntee, Sloan Jones, Clay Trainum Engage Online team: Rycca Blanton, Educational Technology server team, Valarie Reeves, Dan Cassavaugh, Hoang Huynh, Laurie Hudson, Sydney Smith Other support: Dawn Gadar, Barbara Lund

Leadership

Renée Byrd-Lewis, vice president – Strategic Communications and Positioning Dr. Jennifer Stephens, associate vice president – Public Affairs

Mailing List To be added to, or removed from, the Engage mailing list, contact engage@ggc.edu or call 678.407.5549.

Association of Collegiate Directors of Athletics.

Women in Information Technology at GGC received a

National Center for Women & Information Technology Student Seed Fund gift, sponsored by Symantec.

Georgia Gwinnett College 1000 University Center Lane Lawrenceville, GA 30043 678.407.5000 www.ggc.edu

Gabrielle Costello, class of ‘15, was the

GGC recipient of the 2015 Georgia Board of Regents Academic Recognition Day Award. See more Notables at engage.ggc.edu

Georgia Gwinnett College is an accredited, four-year, degree-granting unit of the University System of Georgia. e n g a g e. g g c. e d u

THIS IS NOT YOUR TYPICAL COLLEGE Georgia Gwinnett College was founded 10 years ago as a new model for higher education. Inspired by a bold vision of transforming higher education, GGC’s leaders discarded traditional practices in favor of strategies that support student success. The result is a dynamic learning community uniquely dedicated to giving each student every opportunity to turn dreams into reality. Faculty mentorship and student engagement are the hallmarks of a GGC education. As an access institution, Georgia Gwinnett serves all students, no matter the level of academic preparation, learning style, work schedule or financial barriers. GGC’s innovative approach led some to call it “an experiment.” Its performance over the last 10 years has proven that the experiment works, as evident in many success measures – however, the GGC difference is best expressed through the personal stories of its students, faculty and staff. The following testimonials were part of a unique presentation to the University System of Georgia Board of Regents at its 2015 April meeting, hosted by Georgia Gwinnett College. It was the first time this prestigious body had held a meeting at GGC. Students welcome University System of Georgia (USG) Chancellor Hank Huckaby to campus for the USG Board of Regents April meeting.

Ge orgia Gwinne t t C ollege

DIVERSITY & OPPORTUNITY MAKE GGC SPECIAL By Dr. Dovile Budryte

veterans; they come from various

Professor of Political Science

socioeconomic and cultural backgrounds.

“soft skills” by employers. These are now considered “essential skills.” GGC has created numerous opportunities for our students to build such essential skills. This is hallmarked by small classrooms, close faculty-student relationships and an internationalized curriculum infused with experiences introducing students to today’s global realities. This is why we have innumerable student success stories.

The same can be said about our faculty

My former students currently study

Maya Angelou is quoted as saying, “In

and staff. We truly do reflect the great di-

law at UGA, international relations and

diversity there is beauty and there is

versity of the Atlanta metropolitan region.

political science at Georgia State, UGA

strength.” It seems to me that one of the main

I believe that together with our devotion

and the University of Utah. Two have

to integrated learning, which focuses on

won prestigious internships at The Carter

assets of GGC is diversity – of faculty,

the development of the whole person and

Center; several went to study abroad in

students, and staff. Many of our students

global citizenship, we have found a way

France, Rwanda, Russia and Switzerland.

are first generation students, immigrants,

to build on diversity to reach an ambitious

And one spent more than a year in South

goal within GGC’s mission. This goal is to

Korea as GGC’s first Fulbright Scholar.

produce graduates who “are prepared to

Let us be honest – such success stories

anticipate and respond effectively to an

are usually associated with elite colleges

uncertain and changing world.”

and universities, not open access institu-

This requires certain skills, such as

tions like GGC. Some of the students I’ve

flexibility, being able to shift perspec-

mentioned were of modest means and

tives and understand someone with a

some did not do well in high school, but

very different way of thinking, as well as

we helped them find a path to success.

thinking fast and thinking critically. You may know that these are no longer called

I think so, and I appreciate those who enable us to do so.

“Could it be that through its commitment to celebrate diversity and facilitate student success, GGC has found a way to mitigate the growing gap between the rich and the poor, between the elites and everyone else, and to provide a real chance for social mobility for our students?” Dr. Dovile Budryte addresses the University System of Georgia Board of Regents.

– Dr. Dovile Budryte

Visit

Budryte is fourth GGC recipient of prestigious teaching award

engage.ggc.edu

Dr. Dovile Budryte, professor of political science, received the 2014 University System of Georgia Board of

for more about Dr. Budryte’s prestigious award

Regents’ Teaching Excellence Award. The award recognizes extraordinary educators who demonstrate a record of superlative teaching and a strong commitment to impacting student learning and academic success. Budryte is GGC’s fourth recipient and like her predecessors, was nominated by students. “Dr. Budryte was an exceptional advisor and mentor, directing me to valuable and novel fields of research in

international relations,” said Stephen Christian, now pursuing a doctorate in political science at the University of Utah. “She is always available to her students, no matter the hour or the circumstance,” said Chehrazad Mounaji, a 2014 graduate in political science. “Through her dynamic, innovative approach to teaching, she has given me a deeper insight into how international affairs operate and how they affect the decisions made on the international stage.” e n g a g e. g g c. e d u

THIS IS NOT YOUR TYPICAL COLLEGE

SECOND CHANCES

societies and other student organizations, to collaborate with students and teachers on service learning and other projects, to present my research and writing at academic conferences, and to take full advantage of every opportunity to prepare for my future career. I graduated this May with a double major in English and political science and am continuing an internship at The Carter Center’s Global Access to Information program – the chance of a lifetime. None of this would have been possible, had it not been for Georgia Gwinnett’s policy of open-access. When I was young, I faced a number of personal challenges that kept me from living up to my potential as a student, and I did not believe that I could succeed in college. After encouragement from friends and family, I finally found the

GGC 2015 graduate Erika Dillingham (center) with Roslyn Carter and President Jimmy Carter.

courage to apply at age 36. Because of my high school academic record, I was

By Erika Dillingham, class of ‘15

initially denied admission to GGC. I wrote

English, Political Science

a letter of appeal, and I was accepted. Since that time, I have maintained a

“I attribute many of my successes, past, present and future, to Georgia Gwinnett’s model of higher education – because it not only opened a door I thought had closed long ago, but also showed me an entirely new world in which I could play an active and integral part.” – Erika Dillingham, class of ‘15

What I value most about my educational

4.0 GPA in both of my majors, received

experience at Georgia Gwinnett College

a number of awards and academic

has been a direct result of the school’s

scholarships, and obtained my internship

commitment to student engagement.

at The Carter Center.

Faculty mentorship, small class sizes

given by my GGC professors and other

facilitates open dialogue have allowed

faculty and staff over the course of my

me to fully engage in the classroom

educational journey. These opportunities

experience so that I not only gained

would not have been possible had I not

valuable knowledge and insight from my

been given a second chance to reshape

professors, but from other students as

my destiny through the high-quality

well. In fact, on many occasions over the

education here at GGC. I will always be

course of my time here, I have been able

grateful for the mentorship, friendship

to contribute to the learning experiences

and support I have received from the

of others in meaningful and lasting ways.

faculty, staff and students at GGC.

My experience at GGC has been

Ge orgia Gwinne t t C ollege

I greatly credit the support I have been

and a teaching and learning model that

I look forward, with great anticipation,

augmented greatly by opportunities to

to the opportunities I will have as a direct

serve in leadership positions in honor

result of my GGC experience.

UNCONDITIONAL

DEDICATION

Dr. Rolando Marquez gives a presentation to GGC faculty about improving instructional skills.

By Dr. Rolando Marquez Assistant Director, Center for Teaching Excellence I work at Georgia Gwinnett College’s

that I was not mistaken. GGC is unlike

develop the student as a whole, nurturing

Center for Teaching Excellence. This unit

any of my previous institutions. There is a

their interpersonal skills, providing

is responsible for providing faculty

real concern for students that is refresh-

advice, encouraging them to take on

opportunities to enhance their skills,

ing these days.

challenges and exhausting every possible

implement effective instructional

In his book, “A Courage to Teach,”

avenue to help them succeed, no matter

practices and engage students in the

Parker Palmer says the following about

their learning style or academic prepara-

learning process.

teaching: “Good teaching cannot be

tion. We also have a variety of tutoring

reduced to technique; good teaching

services to support all students.

In other words, we help GGC’s outstanding faculty become even more

comes from the identity and integrity of

outstanding.

the teacher.”

When I interviewed for my job at GGC,

As I walk through the library and around

This unconditional dedication toward students by our faculty and staff is what makes a GGC education such a value – a

I knew there was something very special

on campus, I often see faculty sitting down

high quality education with a complete

about this place. And I can honestly say

in study groups or working one-on-one

focus on the individual.

with students. In our study areas. In the dining room. Outside on the lawn. And this commitment goes well beyond academics. Our faculty work to

I am proud to be a part of the GGC community because I see for myself that every day – together – we are changing the face of higher education.

“At Georgia Gwinnett, students truly are not numbers – our faculty genuinely care about their students and work hard with them to provide the experiences necessary to succeed both in and outside of the classroom.” – Dr. Rolando Marquez Dr. Douglas Johnson talks with a student near the library during his lunch break.

e n g a g e. g g c. e d u

THIS IS NOT YOUR TYPICAL COLLEGE

NOT THAT

SHY KID ANYMORE By Kris Peña, class of ‘17

A lot has changed in my first two years. We have an entire new building for the sciences and our new nursing program. We now have a Subway, Panda Express, a Chick-fil-a and perhaps most importantly, a Starbucks. But it’s not just this school that has changed. I have changed. You see, in high school, I was a shy kid. I only joined one club during my senior year, and I was hardly active. GGC has helped me to come out of my shell and be an engaged member of the student body. I am thankful for the ease with which I was able to transition

Psychology

from high school student to college student.

I am filled with a sense of pride at what GGC has accomplished

and their main goal is not research, but spreading knowledge.

in its first 10 years.

Being raised by parents with their own master’s degrees, I

Nearly all of our full-time professors at GGC hold a doctorate,

Now, to be honest, GGC was not my first choice of schools to

appreciate knowledge and our faculty’s commitment to all of

attend after high school. It wasn’t even on my list, but my father

their students. They even give us their cell phone numbers so

convinced me to apply.

we can contact them with questions.

Like a number of GGC students, I originally thought I would

I am also thankful of the opportunity GGC gives me to

come here for my core courses and then transfer to a more

be social and provide service. I am a member of the honors

well-known school. But also like a number of GGC students, I

program, an active member of the Organization of Latin

changed my mind once I experienced higher education, GGC style.

American Students and employed in the Student Center game room, where I interact with students from all walks of life. I would recommend Georgia Gwinnett College to any student because of the personal, welcoming environment of the classroom, and the many opportunities to be social, to be of service, to assist in the creation of great traditions and to be a trailblazer for future generations of Grizzlies. And now I am here, speaking to you. I am not that shy kid anymore, and I am at GGC to stay.

“The small class size ensures that I don’t feel lost during the learning process. I am able to ask questions and not be embarrassed because the classroom environment is personal, and my professors have time and opportunity to form a relationship with me, as opposed to the indifference a professor may have while teaching a larger class.” – Kris Peña, class of ‘17

Ge orgia Gwinne t t C ollege

Photo cutline to at come Kris Peña, ‘17, his job in the Student Center game room.

FLIPPING

THE CLASSROOM

By Dr. Richard Pennington

The “flipped classroom” concept allows Dr. Richard Pennington (at right) to spend more time interacting with his students and providing the individualized instruction necessary to help them succeed in his chemistry courses.

Associate Professor of Chemistry When I joined the GGC faculty in 2007,

and my cell phone number should they

their work. In this way the students stay

our dean of the School of Science and

have questions before class.

engaged and focused, and our contact

Technology, Dr. Tom Mundie, told us,

After I address any questions at the

time is spent much more efficiently. In

“Try something different, try something

start of class, the students spend the

my classroom, the students become

new; don’t be afraid of failing.”

rest of the class working the assigned

active participants, rather than passive

problems in groups. That way they are

observers. I have no plans to go back to

interacting with each other while doing

traditional lecturing.

I decided to take him up on that, and, after seeing how one of my chemistry faculty peers led his classroom,

continued on next page

I decided to try my particular variant of what would become known as “flipping the classroom.” So, what exactly is this flipped classroom concept? Simply put, I give the students all the tools to prepare for class, and then ask them to do so, for each and every class. These tools are a daily lesson plan where I have assigned pre-class and in-class problems, and

“Plain old lecturing was not working for me; but, like many Ph.D.s with no actual training as a teacher, I did not know how to fix what I knew was a problem. Only when of the reasons GGC is so different. We don’t do things the way they’ve always been done. We find new and better ways to do them.” – Dr. Richard Pennington

provided self-made preparatory videos e n g a g e. g g c. e d u

THIS IS NOT YOUR TYPICAL COLLEGE

continued from page 9

GGC courses with

FLIPPED CLASSROOMS • Accounting • Mathematics • Nursing • Organic Chemistry • Physical Chemistry

I was never a particularly strong

available to me at GGC. Provided they show a desire for

student; my high school teacher told my

success, GGC has a commitment to help

parents one year that I was not smart

every student who comes through their

enough to pass her chemistry class. To

doors; I am able to share this opportunity

remember that and then to see how far

with all of my students. I am better for it,

I have been able to come, from getting

and my students are better for it.

my bachelor’s degree, getting my Ph.D.

True success comes from the knowledge

and then receiving the 2013 Board of

that you are making a difference, and I

Regents’ Teaching Excellence Award,

feel I do this every day at GGC.

it’s an amazing thing – and that award

Thank you for enabling us to create

would not have happened without the

this unique environment in which this is

opportunities that you all have made

possible.

NO LIMITS TO ME By Candice Coulter, class of ‘15

... She worked so hard, and went without

so much, and she would be the first of

Biology

food and sleep, so I could have oppor-

many here at GGC. I had planned to

tunities she could not. From then on, I

leave her class and never return. I heard

hen I was a child, I loved

made As and Bs, took extra classes and

her words play in my head over and over

reading and learning. I

even did work study. I graduated on time

would raid my aunt’s library

… and my mother smiled.

for books, and I was always full of medical facts, so my family called me “little doctor.” But as I grew older, I stopped caring

After graduation I was headed back to Detroit, but my mom had heard about this new college. We came to GGC for a tour,

about education, for many reasons.

and I fell in love with its vision and poten-

Watching my parents struggle to make

tial, and I wanted to be a part of it.

ends meet weighed heavy on me. Two of

Of course, my high school GPA wasn’t

my uncles were murdered on my street.

the best, but to my surprise, GGC gave

And we moved a lot, staying with family

me a chance.

and friends when we could not afford

Even though things went well my first

a place of our own. I attended seven

semester, and I had a 3.7 GPA, I still felt

elementary schools, three middle schools

out of place. I planned to drop out. Then

and three high schools. With so much

one day after English class, my professor

instability, it was expected that I would

asked to have a word with me. I thought,

began acting out, slacking in my school

“Oh goodness, what did I do wrong?”

work, not going to class – I even

But the words she shared with me

considered dropping out.

touched my soul. She looked into my

Then one day in my school’s office, I

eyes and said, “Candice, this is for you!

saw my mom cry after being told I would

College was made for people like you

not graduate on time. I decided to make

who crave knowledge.”

it my purpose to graduate and go to college so I could see my mother smile

Ge orgia Gwinn et t C ollege

I’d never had a teacher acknowledge my academic efforts and encourage me

continued on page 12

In the large photo, Candice Coulter, â&#x20AC;&#x2DC;15, is shown with the spring 2015 commencement speaker, his excellency Jeremiah Sulunteh, ambassador of The Republic of Liberia. The small photos here and on page 12 are from Coulterâ&#x20AC;&#x2122;s many campus and study abroad activities.

e n g a g e. g g c.e d u

THIS IS NOT YOUR TYPICAL COLLEGE “From the baby who almost died of pneumonia in a homeless shelter to the woman who is living an abundant life and traveling across nations, the ceiling has been lifted off my dreams. Because of Georgia Gwinnett College, there are no limits to me!” – Candice Coulter, class of ‘15

continued from page 10

as I walked from Building A to the Residence Halls. Once I reached the Library, I broke into tears and changed the course of my thinking. I was going to be the first member of my family to graduate college. And from that point on, my life changed, and I sought every opportunity to make the most of my college experience. I built leadership skills by serving the Student Government Association as treasurer and as a senator representing the School of Science and Technology. I supported myself as a resident assistant and a work-study student in the GGC Office of Public Affairs. I participated in many campus activities and to my amazement that anyone with my background could ever have such an opportunity … I studied tropical biology in Costa Rica and Ecuador. I would not be the person I am today if not for my GGC family and the experience I’ve gained here. My professors care as if it were their degree I was working toward. The staff and administrators have been my cheerleaders. The student body, my fellow Grizzlies, are the hardest working students in the South and they inspire me to continuously grow. And I have. While at GGC, a sense of self-motivation emerged within me. I was no longer doing this just to see my mom smile, although that’s still on the top of my list. I began doing it for me – as well as my entire family. I now have six younger family members attending GGC because they were inspired by how I have evolved through my experience here, and they want that as well (shown on cover). After graduating in May, I plan to serve in the Peace Corps and obtain a graduate degree so I can pursue a career in medical research. Leaving here will be so bitter-sweet. I love this place; this is the longest I’ve ever lived somewhere in my entire life. GGC is home. At one point in life, I had everything figured out. But now, instead of ending up in a dead-end job, the possibilities are endless and I want to do them all!

Ge orgia Gwinn et t C ollege

Expanded Center Connects

Students to Careers “The CDAC staff is highly skilled and spending just 15 minutes with them can change your whole outlook on life and possibly your career.” – Rachel Patti, class of ‘15

n today’s tight job market, top-notch career services make

In addition to establishing the annual career fair, CDAC’s

a big difference for students starting careers. In fact,

wide-ranging services include:

according to the National Association of Colleges and

• Career and academic advising

Employers’ 2014 Student Survey Report, more than 80 percent

• Resume, cover letter and personal statement critique

of U.S. students use the resources of their institutions’ career

• Job search coaching, career planning

centers. Those students receive a job offer more frequently than

• Mock interviews and feedback

those who do not use career center services.

• Employment opportunities

To help increase the odds for GGG students, the college

• Graduate and professional school research assistance

is expanding its Career Development and Advising Center

• Networking, professionalism training

(CDAC). The expanded center leverages Internet communica-

• Workshops on various topics

tions, a larger staff and a newly established career fair to further student career opportunities and education pathways. Catherine Neiner, CDAC’s director, said she plans to build the career center of the 21st century. Her goals are to support student

Neiner recommended that students engage with CDAC as early as possible, citing three essential stages in the process: assess, explore and apply. Freshmen and sophomores are encouraged to assess interests,

progress, enhance relationships with employers and post-

goals and abilities to discern potential career paths and/or addi-

baccalaureate educational programs, and establish a prominent

tional educational options. Sophomores and juniors are encour-

presence within GGC and the communities beyond.

aged to explore a variety of experiences to develop understanding

“GGC’s comprehensive career center engages all aspects from

of these potential paths and to apply their academic coursework

classroom to career,” she said. “Our students must have a deep

in co-curricular settings such as internships and study abroad.

understanding of their potential and how to achieve it, and our

Seniors are ready to apply for jobs and graduate schools.

community friends and employers must be educated about how

“Constant engagement is key,” Neiner said. “Students should

our students can be strong contributors in the wider community.”

participate in a variety of professional development activities and

Thousands of students recently attended the center’s first career fair, which boasted 40 employers recruiting from the vari-

enhance their skills.” Rachel Patti, class of ‘15, has been using CDAC’s services for

ous GGC disciplines, including liberal arts, education, medicine

nearly two years. She said she has learned seemingly endless

and technology. Support for the event came from GGC partners

ways to use the skill set she’s mastered for her degree in political

Gwinnett County Public Schools and Gwinnett Medical Center;

science, with a concentration in international relations.

Green Level Sponsors Hexaware, State Farm, USAuto Sales,

“The CDAC staff showed me that I can go beyond working at

Waffle House, Fastenal, Micromeritics and Fleetcor; Gray Level

the Capitol or becoming a politician,” she said. “The CDAC staff

Sponsor State Farm Duluth; and Charter Level Sponsor

is highly skilled and spending just 15 minutes with them can

Northwestern Mutual Life Insurance.

change your whole outlook on life and possibly your career.” e n g a g e. gg c. e d u

celebrates SCHOLARSHIP RECEPTION

DONOR IMPACT

About 40 people attended the Georgia Gwinnett College Foundation’s recent annual Scholarship nceville of the Lawre n C. Morgan t of the ya en R id nt es na pr te d Lieu artment an with nd Fu t en Police Dep ol olice Benev P first e e ill th ev 5, nc ‘1 Lawre ass of ibodeau, cl holarship. Sc e lic Alexandra Th Po eville the Lawrenc recipient of

Reception, held in the Heritage Room in the Library and Learning Center.

The event allowed the foundation and college to recognize scholarship donors, who also enjoyed

the event with the student recipients of their scholarships. The program included comments by Cedrick Dizala Mukinay, class of ‘17, representing all Georgia Gwinnett College scholarship recipients. Mukinay is a native of The Democratic Republic of Congo and (see related story, page 16) and recipient of the Elridge W. McMillan Regents Scholarship. He explained to the attendees that in his country, those who are fortunate do not often help those in need. “If other people take the example in helping those in need, it will be not only the world that we have changed, but the history, from generations to generations,” said the biology major. “Your gifts will have this impact. Your gifts will help us make the world a better place.” Donors Tom and Ethel Andersen also spoke about the many reasons they fund the Andersen Family Scholarship, and Marshall Boutwell spoke about the new scholarship he and his wife, Lee, had decided to endow (see related story, page 15). “We now have 11 donor-supported or -endowed scholarships at GGC,” said Lori Buckheister, associate vice president for Development. “As a young college, our need for scholarship support is great, and we are very appreciative of the investment our donors have made in the college’s

ass of ‘16, Bowman, cl ith Heather olarship. w ch te S hi r. S W , . hite Jaclyn W e Carl D. W th of t en pi the first reci

e cipient of th 5 (center), re ate family: ‘1 of s as cl ce, e Shum Danielle Bui ship, with th d Zach. ate Scholar g, Tammy an re G , an Linda Shum rd Jo

re To learn mo

da How to fun ship lar GGC scho .5588 or .407 contact 678 u nt@ggc.ed developme

mission and vision and most importantly, in its students.”

To all the donors here tonight, I would like to assure you that your kindness will have a lifelong impact on each of us. What you are doing by generously providing funds for scholarships will remain an unforgettable act of charity. This will encourage me and the other recipients to also help those in need when we are in a position to do so. Nelson Mandela once said, “Education is the most powerful weapon which you can use to change the world,” and I add that, “Helping people achieve their education is using that powerful weapon effectively.” If other people take the example in helping those in need, it will be not only the world that we have changed, but the history, from generations to generations. Your gifts will have this impact. Your gifts will help us make the world a better place.

Ge orgia Gwinn et t C ollege

Excerpted from remarks by Cedrick Mukinay, ‘17, at the 2015 GGC Foundation Scholarship Reception

Boutwells establish

Veterans Scholarship Marshall and Lee Boutwell pause for a photo with GGC President Stas Preczewski in recognition of their $100,000 gift to the GGC Foundation establishing The Lee and Marshall Boutwell Veterans Scholarship Fund.

Lee and Marshall Boutwell have given $100,000 to

the GGC Foundation to establish an endowed schol-

arship fund that will support GGC’s student veterans. “We are honored that Lee and Marshall have chosen to include Georgia Gwinnett in their legacy,” said

Stas Preczewski, president. “Their gift will live on

permanently to support students who are veterans. This scholarship is meaningful on a number of lev-

els, and I can’t think of a more fitting addition to our

growing collection of scholarships in our 10th year.” The Lee and Marshall Boutwell Veterans Scholarship Fund will provide scholarships for full-time students with a GGC grade point average above 2.0. Pre-

supported

financial need and who are affiliated with the U.S.

two scholarships in

ference will be given to those who demonstrate

military according to the following priorities: veterans wounded or disabled during active military service;

veterans of a combat arms unit in any branch of the military; all other military veterans, and dependent

GGC through

the School of Education and one

in honor of Charter President Dr. Daniel J. Kaufman. “Lee and Marshall have supported GGC from day

children of veterans described in these priority groups.

one,” said Preczewski. “From understanding how

“When I heard that Gwinnett’s new college was

State Federal Credit Union’s core constituencies –

being built by a leadership team coming from a

our School of Education would impact one of Peach teachers – to supporting our efforts to become

background of military service, I knew it would be

a top military-friendly campus and support our

a part of that. Lee and I are proud to establish this

to accept this gift in support of students who have

a success,” said Marshall Boutwell. “I wanted to be scholarship to benefit both fellow veterans and this

young college that is doing so many things right for

veterans. We are so very humbled and honored served in the military.”

our community. We are fortunate to be able to do it.”

Boutwell served in the U.S. Army and held several

Boutwell currently serves as president/CEO of

medals including the Purple Heart, Bronze Star and

Peach State Federal Credit Union, which has

command and staff positions. He earned several

Distinguished Flying Cross for service in Vietnam.

Endowed funds provide permanent funding. If you would like to establish a lasting legacy through endowment, contact the Office of Development at 678.407.5588 or development @ggc.edu e n g a g e. gg c. e d u

CONGO TO GGC ...in pursuit of a dream FROM THE

edrick Dizala Mukinay has much in common with most

students at Georgia Gwinnett. He is a transfer student. He works on campus to help pay his bills. He lives

off-campus with family to keep costs down.

And like many GGC students, this sophomore is ambitious

and determined to make a difference with his life.

Unlike most Grizzlies, he has come from halfway around

the world to pursue his dreams.

A native of The Democratic Republic of Congo, located in

central-western Africa, Mukinay has witnessed first-hand the ravages of infectious disease.

“My calling is to help people and communities in need

overcome illness and live healthy lives. I want to treat and prevent infectious diseases, especially in the most affected parts of the world,” he said. “For example, infectious disease

on the African continent is at a crisis level.

According to the World Health Organization, a child dies of malaria every 30

seconds in Africa. These kinds of numbers are what drive me to study and do well so I can become a doctor.”

Throughout his elemen-

tary and secondary school years in the Congo, he

dreamed about coming to the U.S. to pursue a medical degree, as he

believed that the U.S.

is the best place in the

world to obtain a higher

education.

“Unfortunately, tuition is

expensive and my parents

could only afford to send one

Ge orgia Gwinn et t C ollege

Patrick, ‘15, and Cedrick, ‘17, Mukinay

“According to the World Health Organization, a child dies of malaria every 30 seconds in Africa. These kinds of numbers are what drive me to study and do well so I can become a doctor.” - Cedrick Mukinay, class of ‘17

of their five children to the U.S. to study,” Mukinay said. His older

1,000 students during his first year of medical school.

the one who came to the U.S. for college, earning a bachelor’s

and you’d have to stand through the whole lecture,” he said.

brother, Patrick Kanyingu Mukinay, who had similar goals, was

degree in chemistry from the University of North Carolina-Charlotte. Meanwhile, Mukinay attended a medical school in the Congo

for two years. While there, he took a chance on the Diversity Visa program.

Operated by the U.S. Department of State, the lottery is part

of the Diversity Immigrant Visa Program. The Immigration and

“If you didn’t show up early for class, you might not find a seat,

“What a contrast to GGC, where you get to talk to the professor one-on-one any time you want to – or even text them.”

Mukinay said he was even more surprised by the generous

spirit of donors to the college and deeply appreciative of receiving the Elridge W. McMillan Regents Scholarship.

“My scholarship has made positive impacts in my academics.

Nationality Act provides for immigrants from nations with historically

Besides knowing that I can count on GGC faculty to help me

of visas are available each year and the requirements for the

to financially help students complete their education.”

low rates of immigration to the United States. A limited number

program, established by law, are strict. Applicants must first apply

academically, I now know that there are generous people willing Mukinay had an opportunity to express his appreciation for

to the program, and selection is by lottery.

such generosity when he was asked to speak on behalf of all GGC

his selection and instructed to pursue immigration procedures with

Reception.

About six months after his application, Mukinay was notified of

the U.S. Embassy.

scholarship recipients at the GGC Foundation’s recent Scholarship “Coming from a developing country where public elementary

“Against the odds and to my great surprise, I was on my way

school is not free and where some private high schools are even

After his arrival in the U.S., Mukinay and his brother both heard

importance and the significance of financial support when it comes

to the U.S. to make my dreams come true,” he said. about GGC from a friend in the Atlanta community.

“We checked it out and we were really captivated by its

philosophy and mission, especially its core values: leadership, service, creativity, and of course, scholarship,” he said.

The brothers enrolled at GGC as biology majors, and Mukinay

immediately noticed key differences between the college and his Congolese university.

“My experience at GGC corroborates my previously held

more expensive than certain colleges, I am well aware of the

to education expenses. I have personally known students who

were forced to drop out of school because their parents could not afford tuition,” Mukinay said in his remarks. “In my country, fortunate people don’t often help those in need.”

Mukinay’s brother graduated in May with a degree in biology

with a concentration in cell biology and biotechnology, and plans to study public health in graduate school.

Mukinay remains focused on earning his bachelor’s degree in

perception of American academic opportunities. Its small class size

biology with a concentration in biochemistry. After that, he plans to

that made me believe I made the right choice in coming here. This

so he can return to the Congo to bring medical care to its people.

and faculty-student ratio are some key reasons – among others –

is really significant for a person coming from a country where there

are no more than 3,000 university professors for the whole country, and where classrooms are almost always overpopulated.”

Mukinay described being in an auditorium with more than

go to medical school and pursue specialization in infectious disease “I am happy to be able to study at GGC because I believe the

administration and the supporters of GGC believe as I do … that

giving back and helping people is the most important thing you can do with your life,” said Mukinay.

e n g a g e. gg c. e d u

GGC at 10: a higher education snapshot To better understand how well Georgia Gwinnett College is performing after only 10 years, it is important to have a good overview of higher education in the U.S. As an access institution, GGC makes education possible for students who might not be accepted at more selective colleges and universities. This makes a college degree possible for students who would otherwise never go to college. Once enrolled at GGC, students are immersed in a learning environment specially designed to facilitate student success. Hallmarked by an intentional dedication to faculty-student mentorship and student engagement, the college also offers a wide range of tutoring services and other programs that help each student find a path to success – no matter the level of academic preparation, learning style, work schedule or financial barrier. “Sometimes, these students simply need a little more help, inspiration or engagement,” said Dr. Lois C. Richardson, interim senior vice president for Academic and Student Affairs and provost. “And studies show that engaged students are more likely to stay in school and graduate, which transforms their lives, families and communities. This is the great opportunity offered by Georgia Gwinnett College.”

1. National Center for Education Statistics. 2013. Digest of Education Statistics. 2. American Council on Education, Higher Education Spotlight Infographic Series; National Center for Education Statistics. 2013. Digest of Education Statistics. 3. and 4. National Center for Education Statistics. 2013. Digest of Education Statistics. 5. and 8. U.S. News & World Report college rankings for 2015

Ge orgia Gwinn et t C ollege

Notes: u Student mobility for any degree-granting institution. n Other includes nonresident alien and unknown race/ethnicity. Hispanic rate of increase highest among categories.

6. American Council on Education, Higher Education Spotlight Infographic Series; National Center for Education Statistics. 2013. Digest of Education Statistics. 7. American Council on Education, Higher Education Spotlight Infographic Series; Baum, Sandy, and Jennifer Ma. 2014. Trends in College Pricing 2014. New York: The College Board. 9. National Center for Education Statistics. 2013. Digest of Education Statistics. 10. Indiana Business Research Center. 2009. Earnings of a Lifetime: Comparing Women and Men with College and Graduate Degrees. InContext. 11. U.S. Department of Labor. 2014. Usual Weekly Earnings. 4th Quarter 2014 Averages. All other data: Georgia Gwinnett College

Notes: H Lifetime earnings based on the average wages of 10-year cohort by degree. Figures use 2006 dollars. Future earnings have been discounted at 3 percent. s Income based on the upper limit of the median for usual weekly earnings in 4th quarter of 2014. e n g a g e. gg c. e d u

Grizzlies are Grateful

Generosity Impacts Student Success The GGC Foundation builds relationships with alumni, friends, corporations and foundations to raise and administer private funds to further academic excellence at Georgia Gwinnett College. These funds support the college’s mission by providing scholarships, research grants, campus improvements and other critical needs. “We are deeply appreciative that individuals in the Gwinnett community and beyond are investing in our students’ futures by supporting the college,” said Lori Buckheister, associate vice president of Development. “Gifts to GGC will continue to benefit the region, state and nation for generations to come.” Following are some recent gifts that have enriched the Georgia Gwinnett College educational Go to experience and www.ggc.edu/give opportunity. to support GGC

iPads distinguish GGC nursing program Philanthropist and GGC advocate Frank Circelli recently equipped all GGC nursing students with iPad minis to support their learning experiences in the classroom and clinical settings. The hand-held devices are an important tool for everything from patient documentation to patient/family education. Through Another Chance Foundation, Circelli and his wife, Gwinnett County Court Judge Emily Brantley, are contributing to the innovative and distinctive quality of the new nursing program at GGC.

Business students learn for life Members of the GGC School of Business Board of Visitors have underwritten a newly-designed program, Learning for Life, which grounds students in the essential professional and social skills critical to navigating a fiercely competitive business environment. With the generous financial support of charter Board of Visitors members, more than 250 Georgia Gwinnett College business students have participated in Learning for Life seminars, with additional seminars planned for the upcoming academic year.

Kaufman Scholarship helps students finish college The GGC Foundation Board of Trustees launched an initiative to establish the Dr. Daniel J. Kaufman Scholarship to honor the spirit and contributions of founding Georgia Gwinnett College President Daniel Kaufman. An important resource for the GGC community, the Kaufman Scholarship offers students with demonstrated financial need the extra support they need to progress in or complete their current plan of study.

For more information about how you can support GGC, GGC nursing student, Stephanie Atkinson, class of ’16, displays one of the iPad mini tablets donated to the nursing program by Frank Circelli and his wife, Emily Brantley.

Ge orgia Gwinn et t C ollege

contact the Office of Development at 678.407.5588 or development@ggc.edu

The Gallery

For an extended gallery, visit engage.ggc.edu

Dr. Pam Anderson, assistant professor of exercise science, and her students discuss data retrieved during a laboratory session in the exercise science laboratory in the new Allied Health and Sciences building. Above: Students display plant seedlings on the lawn for GGC’s annual Earth Week. This popular observance included a campus market for local farmers, a screening of the film, “Trashed,” an electric vehicle demo, community garden activities, a Q&A with Gwinnett Clean and Beautiful Executive Director Connie Wiggins, conservation games and more. At right: A student enjoys the peace of the Quiet Reading Room in the Library and Learning Center. While most of the library features contemporary architecture and a bright, open environment, the Quiet Reading Room offers students a more traditional library experience. Below: School of Business Board of Visitors member and business owner Henry Hardin gives an informative and entertaining presentation to more than 100 business students. Several members of the board participated in a special lecture series for business students this past academic year.

A student pauses for a photo after having raced another student in a zorb ball during the college’s spring Spirit Day.

Office of Public Affairs 1000 University Center Lane Lawrenceville, Georgia 30043

Georgia Gwinnett College is an accredited access institution offering targeted baccalaureate degrees meeting the economic development needs of the growing and diverse population of Gwinnett County and the northeast Atlanta metropolitan region. Visit www.ggc.edu.

Connect with us

Grizzlies Win

National

Honors

Men’s Tennis Wins 2nd National Championship The Georgia Gwinnett College men’s tennis team spent the entire regular season as the undisputed No. 1 team in the country and ended the season that way, too, bringing home a second consecutive NAIA National Championship. Last year, the Grizzlies won the national NAIA title in only their second year of intercollegiate play

and first year of post-season eligibility, a distinction they shared with the women’s squad. This made GGC only the second institution in history to win both national NAIA tennis championships in one year. To have won both titles in its first eligible season adds to the distinction. A consecutive title for such a new squad is unprecedented.

NAIA National Player of the Year GGC outfielder Ty Abbott, class of ’16, after posting nation-best totals in both hits (106) and runs batted in (93), became the first-ever Grizzly to be named National Player of the Year by the NAIA Baseball Coaches Association. The Milton, Ga., native and business major was the engine of an offense that ranked second in the country in both hits and runs, and integral to a Grizzly line-up that broke the 50-win mark in back-to-back seasons, twice earning a berth into the NAIA national tournament. Shown shortly after winning the national trophy are Head Coach Chase Hodges, players Luke Morland, Lachlan McPhee, Kevin Konfederak, Connor Clements, Tony Licata, Jordan Cox and Matias Hatem, Athletic Trainer Andy Jarosz, Assistant Coach Alex Ruiz, Assistant Coach Bruno Tiberti and Assistant Coach Adam Jackson. Photo by Bill Kallenberg.