About
Contact & Visit
Campus Visits Contact
Director
Statesboro, GA 30460
Experience College Life
Recreation Activity Center
Center for Wildlife Education
Georgia Southern Museum
Paulson Stadium
Performing Arts Center, Lamar Q. Ball Raptor Center, Georgia Southern Planetarium, Gallery 303, the Georgia Southern Botanic Gardens, Eagle Cinema, College of Engineering and Information Technology, and centennial place
Statesboro Mall
Savannah
Hilton Head
Tybee Island
Statesboro has small town charm. The city has a renovated downtown area with historically restored buildings. This area hosts many unique shops and is undertaking a large scale project for the enhancement of community arts. For more general shopping needs, Statesboro has a mall complete with a Carmike theatre. Statesboro is also only an hour away from beautiful Savannah, GA and is within easy driving distance of many other coastal vacation spots.
Campus Tours
8:00a.m. - 5:00p.m
912-478-5391
Dates: Year-round
Times: 10:30 a.m. and 2:30 p.m. weekdays
Average Length: 2 hours
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Academics
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Majors
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BIOLOGICAL AND BIOMEDICAL SCIENCES.
Biology/Biological Sciences, General.
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BUSINESS, MANAGEMENT, MARKETING, AND RELATED SUPPORT SERVICES.
Accounting.
Business Administration and Management, General.
Business/Managerial Economics.
Finance, General.
Information Resources Management.
International Business/Trade/Commerce.
Logistics, Materials, and Supply Chain Management.
Management Information Systems, General.
Marketing/Marketing Management, General.
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COMMUNICATION, JOURNALISM, AND RELATED PROGRAMS.
Digital Communication and Media/Multimedia.
Journalism.
Public Relations/Image Management.
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COMMUNICATIONS TECHNOLOGIES/TECHNICIANS AND SUPPORT SERVICES.
Graphic and Printing Equipment Operator, General Production.
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COMPUTER AND INFORMATION SCIENCES AND SUPPORT SERVICES.
Computer and Information Sciences, General.
Computer Science.
Information Science/Studies.
Information Technology.
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EDUCATION.
Administration of Special Education.
Adult and Continuing Education and Teaching.
Counselor Education/School Counseling and Guidance Services.
Curriculum and Instruction.
Early Childhood Education and Teaching.
Education, General.
Educational Leadership and Administration, General.
Educational/Instructional Technology.
Elementary Education and Teaching.
Higher Education/Higher Education Administration.
Junior High/Intermediate/Middle School Education and Teaching.
Music Teacher Education.
Physical Education Teaching and Coaching.
Reading Teacher Education.
Secondary Education and Teaching.
Social Science Teacher Education.
Spanish Language Teacher Education.
Special Education and Teaching, General.
Teacher Education and Professional Development, Specific Levels and Methods, Other.
Teacher Education, Multiple Levels.
Teaching English as a Second or Foreign Language/ESL Language Instructor.
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ENGINEERING TECHNOLOGIES AND ENGINEERING-RELATED FIELDS.
Construction Engineering Technology/Technician.
Engineering Technologies and Engineering-Related Fields, Other.
Occupational Safety and Health Technology/Technician.
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ENGINEERING.
Civil Engineering, General.
Electrical and Electronics Engineering
Manufacturing Engineering.
Mechanical Engineering.
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ENGLISH LANGUAGE AND LITERATURE/LETTERS.
English Language and Literature, General.
Rhetoric and Composition.
Writing, General.
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FAMILY AND CONSUMER SCIENCES/HUMAN SCIENCES.
Apparel and Textiles, General.
Foods, Nutrition, and Wellness Studies, General.
Human Development and Family Studies, General.
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FOREIGN LANGUAGES, LITERATURES, AND LINGUISTICS.
Foreign Languages, Literatures, and Linguistics, Other.
Spanish Language and Literature.
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HEALTH PROFESSIONS AND RELATED PROGRAMS.
Athletic Training/Trainer.
Dietetics/Dietitian.
Family Practice Nurse/Nursing.
Health/Health Care Administration/Management.
Public Health Education and Promotion.
Public Health, General.
Registered Nursing/Registered Nurse.
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HISTORY.
History, General.
Public/Applied History.
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HOMELAND SECURITY, LAW ENFORCEMENT, FIREFIGHTING AND RELATED PROTECTIVE SERVICES.
Criminal Justice/Safety Studies.
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LIBERAL ARTS AND SCIENCES, GENERAL STUDIES AND HUMANITIES.
General Studies.
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MATHEMATICS AND STATISTICS.
Mathematics, General.
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PARKS, RECREATION, LEISURE, AND FITNESS STUDIES.
Kinesiology and Exercise Science.
Parks, Recreation and Leisure Studies.
Sport and Fitness Administration/Management.
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PHILOSOPHY AND RELIGIOUS STUDIES.
Philosophy.
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PHYSICAL SCIENCES.
Chemistry, General.
Geology/Earth Science, General.
Physical Sciences.
Physics, General.
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PSYCHOLOGY.
Clinical Psychology.
Psychology, General.
School Psychology.
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PUBLIC ADMINISTRATION AND SOCIAL SERVICE PROFESSIONS.
Public Administration.
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SOCIAL SCIENCES.
Anthropology.
Applied Economics.
Economics, General.
Geography.
International Relations and Affairs.
Sociology.
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VISUAL AND PERFORMING ARTS.
Art/Art Studies, General.
Drama and Dramatics/Theatre Arts, General.
Fine/Studio Arts, General.
Graphic Design.
Interior Design.
Music Performance, General.
Music, General.
Degrees
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Post-Master's certificate
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Available Aid
Hope Scholarships, Federal Work Study, TEACH Grant, and Zell Miller
Need-Based College/University Scholarship or Grant Aid from Institutional Funds
Need-Based Federal Pell
Need-Based Other
Need-Based Private Scholarships
Need-Based SEOG
Need-Based State Scholarships
Direct Subsidized Stafford Loans
Direct Unsubsidized Stafford Loans
Student Body
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Disabled Student
International Student
Theme Housing
Special Needs Admissions
Documentation Required for LD
Learning disabilities is a general term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical skills. These disorders are intrinsic to the individual, presumed to be due to central nervous system dysfunction, and may occur across the life span. Problems in self-regulatory behaviors, social perception, and social interaction may exist with learning disabilities but do not, by themselves, constitute a learning disability. Although learning disabilities may occur concomitantly with other disabilities (e.g., sensory impairment, intellectual disability, serious emotional disturbance), or with extrinsic influences (such as cultural differences, insufficient or inappropriate instruction), they are not the result of those conditions or influences. (From the National Joint Committee on Learning Disabilities, Learning Disabilities: Issues on Definition) Specific documentation guidelines for Learning Disabilities include the following: • General documentation guidelines listed in Appendix D. • Documentation should reflect data collected within the past three years at the time of request for services or after the age of 18 so long as the documentation continues to represent current functioning. • Clear and specific identification of a learning disability must be stated. For example, the terms “Learning styles” or “Learning differences” are not synonymous with a learning disability. • Documentation of a developmental and educational history consistent with a learning disability. • Documentation of learning disabilities should include standardized measures of academic achievement, cognitive/linguistic processing, and/or intellectual functioning that have normative data representing the general population. All standardized measures must be represented by standard scores and percentile ranks based on published age-based norms. • Documentation of one or more cognitive/linguistic processing deficits that is associated in a meaningful way with the identified area(s) of academic limitation. Cognitive/linguistic processes commonly associated with academic achievement (selection dependent upon case) include the following: • Fluency/Automaticity • Executive functioning • Memory/Learning • Oral Language • Phonological Processing • Orthographic Processing • Visual-Motor • Visual-Perceptual/Visual-Spatial • Documentation suggesting that the academic limitations are unexpected is necessary. As a result, evidence that substantially limited areas of achievement fall significantly below higher-level cognitive and/or linguistic abilities (e.g., broad intellectual functioning, reasoning, vocabulary, crystallized knowledge) must be included. • Objective (quantitative and qualitative) evidence that symptoms are associated with significant functional impairment in the academic setting. In the case of Learning Disabilities, documentation must include evidence of substantial limitation(s) in one or more of the following areas of academic achievement: • Reading (decoding, fluency, and/or comprehension) • Mathematics (calculations, math fluency, and/or applied reasoning) • Written Language (spelling, fluency, and/or written expression) • Academic impairments, processing deficits, and evidence of intact functioning in other domains (e.g., higher-level cognitive functioning), should be evident on multiple measures. • Documentation that alternative explanations for the academic and cognitive/linguistic limitation(s) have been considered and ruled out (e.g., low cognitive ability, other mental or neurological disorders, lack of adequate education, visual or auditory dysfunction, emotional factors such as anxiety or depression, cultural/language differences, poor motivation, symptom exaggeration).Documentation Required for ADHD
AD/HD is a persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequently displayed and more severe than is typically observed in individuals at a comparable level of development. By definition, the disorder is developmental in nature, and therefore, diagnosis requires the manifestation of several symptoms prior to age 12 years. Furthermore, a diagnosis of AD/HD is not sufficient, in and of itself, to determine appropriate accommodations. Therefore, objective data provided in a comprehensive assessment of cognitive processing and academic functioning may be required to establish the nature and severity of the student’s functional limitations. Such data may include, but are not limited to, the following: rating scale information, performance on continuous performance tasks, cognitive processing test results, and/or the results of achievement tests. Specific documentation guidelines for AD/HD include the following: • General documentation guidelines listed in Appendix D. • Documentation should reflect data collected within the past three years at the time of request for services. • A diagnosis consistent with the most recent DSM/ICD. • Evidence of the following diagnostic criteria must be included in the documentation: • Some evidence, beyond simple self-report, of clinically significant inattention and/or hyperactivity-impulsivity symptoms prior to the age of 12 (in accordance with the DSM). Possible data sources for evidence of early symptoms include the following: parent/guardian report, medical reports, school records, and past evaluations. • Evidence of current clinically significant symptoms of either inattention and/or hyperactivity-impulsivity must be documented using appropriate standardized rating scales or norm-referenced measures of cognitive/executive functioning that provide comparisons to similarly aged individuals. However, in some cases, a detailed written statement from a qualified evaluator who has sufficient experience with the student and the student’s symptom history may be sufficient. • Symptom presence must be assessed using student self-report and corroborated by an independent informant who has been able to observe the student’s recent functioning. • Current clinically significant symptoms must be present in at least two settings and interfere with social, academic, or occupational functioning. • Verifiable evidence that symptoms are associated with significant functional impairment in the academic setting. Suggested sources for evidence of academic functional impairment include the results of a comprehensive psycho-educational evaluation, school records, and/or a comprehensive clinical interview that is described in a written statement by the evaluator. Appendix D: General Documentation Guidelines General Documentation Guidelines All institutions are required to have written policies and procedures for review of documentation submitted by students with disabilities. Academic accommodations are provided by the disabilities services office or a designated office at an individual college or university. Decisions for system-level accommodations for cognitive/linguistic disabilities (i.e., learning disabilities, ADHD, autism spectrum disorders, acquired brain injuries, communication disorders, and psychological disorders) are made by the associated Regents’ Center for Learning Disorders. All disability eligibility and accommodation decisions are made on a case-by-case basis. In order to establish disability status and eligibility for disability services, institutions of the University System of Georgia require documentation from a qualified evaluator that: • attests to the presence of a disabling condition as defined by the ADA and • demonstrates substantial limitations impacting performance in the academic environment when compared to most people in the general population. Documentation is used to determine eligibility for disability services, as well as to inform accommodation decision-making. General documentation guidelines pertain to all disabilities. The following are provided to guide evaluators, students, and family members as they seek to document a disability under the ADA. Appropriate evaluators • Evaluators must be licensed qualified professionals whose training and credentials are consistent with expertise in the disability for which they provide documentation and/or eligibility classification under the IDEA/Section 504. • Evaluators may not be friends or family members of the student. Documentation of a physical and/or mental impairment • A diagnostic statement based on the most current Diagnostic and Statistical Manual of Mental Disorders (DSM) and/or International Classification of Diseases (ICD) should be included, unless the evaluator is unable to do so due to school system regulations. • Evaluators should demonstrate how the assessment results meet diagnostic criteria. • The progression of the condition should be detailed if its impact on the student’s functioning is expected to change over time. • Because diagnostic methodologies vary by disorder, further guidance for meeting this requirement can be found in the specific guidelines. Documentation of a current substantial limitation in a major life activity • The substantial limitation in a major life activity should be described. • Quantitative and qualitative information should be used to demonstrate that the difficulties are substantially limiting when compared to most people in the general population. • Evidence that the difficulties are substantially limiting to the student in the academic environment should be presented. • Because substantial limitations may vary by disorder, further guidance for meeting this requirement can be found in the specific guidelines. • In some cases, documentation of a current substantial limitation in the educational domain may be difficult to produce due to use of effective accommodations and interventions. In such cases, the documentation of the substantial limitation should include a description of the substantially limited abilities and skills, the accommodations and interventions implemented to address those limitations, the degree of the effectiveness of each, and justification for continued need. Accommodation recommendations • Any accommodation recommendations made must be supported by a rationale that explains the necessity based on the student’s measured impairments and current substantial limitations. • Documentation of accommodations approved in the past is encouraged but does not guarantee approval at the postsecondary level. Identifying information of the evaluating professional. • Identifying information includes the names, signatures, titles, identifying credentials (e.g., license numbers), and contact information of evaluating professionals. • Dates of evaluations must be included. Recency In order to determine eligibility for disability services and provide the most appropriate accommodations and services, documentation should provide an adequate representation of the student’s current functional abilities. Conditions served vary by developmental course and functional impact. As a result, guidance regarding recency requirements is provided in the specific documentation guidelines for each disorder. However, professional judgment will be used in determining the acceptability of any documentation provided. Provisional accommodations For students with a documented history of disability whose documentation fails to meet USG guidelines, institutions are encouraged to provide accommodations provisionally for a period of time (usually one semester) that would be reasonably sufficient for the student to gather the necessary information.Special Need Services Offered
Student Activities
Sports
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Cheerleading
Football
Soccer
Tennis
Cheerleading
Cross Country
Diving
Golf
Riflery
Soccer
Softball
Swimming
Tennis
Track Field Outdoor
Volleyball
Student Services
Health
Womens Center
Minority Support Groups
Army ROTC Offered on-campus
Sustainability
Data provided by Association for the Advancement of Sustainability in Higher Education (AASHE), STARS®, as of March, 2023.
Campus Security Report
The Jeanne Clery Act requires colleges and universities to disclose their security policies, keep a public crime log, publish an annual crime report and provide timely warnings to students and campus employees about a crime posing an immediate or ongoing threat to students and campus employees.
Please visit The Princeton Review’s page on campus safety for additional resources: http://www.princetonreview.com/safety
The Princeton Review publishes links directly to each school's Campus Security Reports where available. Applicants can also access all school-specific campus safety information using the Campus Safety and Security Data Analysis Cutting Tool provided by the Office of Postsecondary Education of the U.S. Department of Education: https://ope.ed.gov/campussafety/#/