The Office of Continuing Education and Service-Learning, the hub of academic service-learning activities and continuing education opportunities, enhances the preparation of our students towards becoming more productive citizens in a democratic society.
Through service-learning, we strengthen learning and engagement opportunities for our students. Grambling State University students are required to complete at least 160 hours of service-learning activities. Eighty (80) hours through “pure” service-learning activities and eighty (80) hours of approved civic engagement activities or community service projects. Faculty members from the various disciplines develop projects that fit the scope and cycle of service-learning. All projects must be approved by the director of service-learning prior to initiation of the activity.
Through continuing education, we deliver courses, workshops, and camps that develop competencies, advance skills and enhance areas of expertise. The staff provides educational resources and training for faculty that supports the development and implementation of service-learning projects and continuing education activities. These initiatives boost the academic quality of the curriculum.
The Continuing Education and Service-Learning staff approves projects, courses, workshops, camps, reviews syllabi, records service-learning data and monitors service-learning engagement and continuing education courses.
Location: Jacob T. Stewart Hall, Office 222
Telephone: (318) 274-2547
Email: servicelearning@gram.edu
The mission of the Office of Distance Learning is to provide students with the delivery of quality instruction through technology which gives students: 1) access to courses at the university from remote locations, 2) access to web-enhanced courses on campus, and 3) support to use and access electronic learning technology.
Additionally, the Office of Distance Learning provides faculty with effective and appropriate support for utilizing distance learning technology. This support includes assistance in designing, developing, implementing, and evaluating effective instructional and learning technologies that will improve learning outcomes in technologically-enhanced traditional and nontraditional learning situations.
Location: Nursing Building, Office 109
Telephone: (318) 274-6321
Email: servicelearning@gram.edu
Dean: Dr. Ellen Smiley
Professor: Dr. Steve Favors
Associate Professor: Dr. Ellen Smiley
The Earl Lester Cole Honors College was established in the fall of 1990 for the purpose of developing scholars for service at GSU. The Honors College, a unit within the College of Arts and Sciences is designed to provide enhanced academic experiences for academically talented students; those who wish to focus and broaden their horizons while earning a degree.
Interested beginning freshman students with an ACT score of 23 or its equivalent on the SAT are eligible for participation in the Honors College. If a beginning freshman student does not have an ACT score of 23 or above, but the student has a high school CGPA of 3.5 or above, he or she may also be given consideration for the Freshman Sequence at the Dean's discretion.
The Honors College offers an enriched curriculum, which consists of honors courses in General Education, select courses in a chosen major and interdisciplinary seminars, research, lecture series, and theses on topics in the majors of participants.
The objectives of the Earl Lester Cole Honors College are to:
First Semester |
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HONS 110 Freshman Seminar |
2 |
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Additional honors courses offered in General Education are taken as required by the respective programs or majors. |
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Interdisciplinary Seminars |
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HONS 112 Career Awareness |
2 |
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HONS 220 Man and Culture |
3 |
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HONS 240 Science and Society |
3 |
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HONS 295 Empowering Leaders |
3 |
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HONS 300 Honors Writing Lab |
3 |
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HONS 310 Cultural Diversity |
3 |
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HONS 320 Current Problems in Humanities/Science |
3 |
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HONS 410 Books: Ideas Past, Present, Emerging |
3 |
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HONS 415 Scholars and Service |
3 |
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HONS 440 Honors Thesis |
3 |
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HONS 450 Independent Study |
3 |
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HONS 460 Honors Lecture Series |
2 |
Note: Students are presented medallions at the Medallion Luncheon prior to graduation. The type of recognition (Bronze, Silver, or Gold Medallion) is dependent on the student’s academic record, and participation in other activities sponsored by the Honors College.
The Dean of the Honors College can waive the minimum seminar requirement if deemed appropriate.
The Grambling Achievement Program (GAP) is designed to assist students with their transition from high school to Grambling State University. The GAP exposes new students to Grambling’s rich history, university policies and procedures. Students learn college survival skills such as goal-setting, time management, learning styles, critical thinking, study skills, test-taking and note-taking skills, decision-making, and financial management. The aim of the program is to maximize the opportunity that each student has for academic success. Students are exposed to all facets of the University and are required to participate in two semesters of the First Year Experience course in addition to out of class experiences designed to promote personal growth.
The Office of Retention aims, through academic and social programs and strategies, to retain all students who enter the University until degree completion. The primary focus, however, is the retention of first-time students. This Office coordinates all formal retention activities and reports to the Office of the Provost and Vice President for Academic Affairs. The Retention Office manages the Early Alert Program which allows faculty to identify, contact and refer students (during the first three weeks of the semester) with class attendance issues and other at-risk characteristics. The Office provides peer tutoring, peer mentoring, midterm grade alerts, student success sessions and campus resource/referral information to students. The Retention Office sponsors Student Retention Awareness Month activities which encourage continuing students to register for upcoming semesters early, customer service workshops/initiatives and implements recruit-back strategies for academically at-risk students. The Student Retention Task Force, a diverse team of faculty and staff, seeks to develop, lead and implement campus-wide retention initiatives to improve student success, retention and graduation rates. The Retention Office works very closely with the University College Program in assisting new students with their adjustment to University life and with a cross-section of faculty and staff in addressing student retention issues.
The University operates two six-week sessions of Summer School. The first session usually begins a week after the Spring Commencement. The normal course load is six credit hours per session; however, students who take science courses are allowed to take eight hours (two courses). Students who desire to take more than two courses per session must have a cumulative grade point average of 3.00 and obtain the approvals of their respective major department head and the corresponding dean.
The courses available in Summer School are primarily at the introductory, undergraduate level. Students should consult their program advisors about taking courses in their respective majors prior to making plans for Summer School. A limited number of graduate courses are generally offered based on the recommendations of department
The University offers a wide variety of focused programs during the summer. These programs address the educational, and research goals of students, faculty, and visitors to the University. Among these programs, the Adams Bridge to College and the High Ability programs are noteworthy.
The High Ability Program is a summer enrichment program for high school students who have completed the junior year and who have exemplified outstanding academic achievement throughout their high school years. Students can earn up to six college credit hours and experience college life prior to their senior year in high school.
To be eligible to participate in the program, rising seniors must have at least a 3.3 grade point average on a 4.0 scale, and an ACT composite score of 20 or greater, or a score of 940 on SAT Verbal (also called Critical Reading) and Math combined. High Ability students are provided on-campus, housing and dining services. Textbooks must be purchased by the students. A participation fee is charged.