Coastal Carolina University College Portrait
Coastal Carolina University108 James P Blanton Circle Conway, SC 29526-6054
(800) 277-7000
Coastal Carolina University
Coastal Carolina University is a dynamic public comprehensive liberal arts institution with more than 9,000 students from 47 states and 48 countries. With a desirable location near the South Carolina coast, it is no surprise that it is the fastest growing university in the state.
Coastal Carolina University is located in Conway, S.C., just minutes from the resort area of Myrtle Beach, S.C., one of the fastest growing metropolitan areas in the nation. As in the community, the resultant growth and diversity is a distinctive characteristic of the University, and has been a spur to academic progressiveness and engagement, and the development of esteemed programs in Marine Science, Resort Tourism Management, and Professional Golf Management, one of only 20 such programs endorsed by the PGA of America. For the past two years, the University has been named one of "America's Best Colleges” by Forbes Magazine. U.S. News and World Report recognizes CCU as one of the top regional universities in the South, and the University is designated one of “America’s 100 Best College Buys.” For the second year in a row, G.I. Jobs Magazine named CCU a “Military-Friendly School."
Living in the Chanticleers (Chants) Community
Coastal Carolina University is a place where integrity and excellence are central to the student experience. As part of that experience, students find a thoughtful and welcoming community where student ideas and aspirations are nurtured. With a world-class faculty and dedicated staff, Coastal offers a premier student experience to encourage success in the classroom and in the world.
The University campus comprises 47 main buildings on 631 acres including The General James Hackler Course at Coastal Carolina University, a public 18-hole golf facility located adjacent to the campus and staffed by University students. Waties Island, 1,105 acres of pristine barrier island on the Atlantic coast, provides a natural laboratory for extensive study in marine science and wetlands biology. A new Student Convocation and Recreation Center will open in spring 2012.
The University maintains residence halls to accommodate approximately 3,600 students in three general locations: main campus, and University Place I and II. Generally, freshmen and sophomores are required to live in campus housing.
Students are active on campus through more than 116 student clubs and organizations, hundreds of cultural events, a flourishing intramural program, and 21 sports clubs. Students also enjoy plentiful internship, community service, and recreational opportunities in Conway and the nearby Myrtle Beach area.
The University offers a nationally competitive NCAA Division I athletic program with 17 men’s and women’s teams, including football. Women’s lacrosse is slated to begin in Fall 2012. Named for the quick-thinking rooster from Chaucer’s Canterbury Tales, the Chanticleers have made 79 NCAA championship appearances and have won more than 130 conference championships since 1989.
Come visit us and see why Coastal Carolina University offers premier education in a perfect location.
The Big Picture: How many students were on campus in Fall 2010?
More Information
| Total Students | 8,706 | |
|---|---|---|
Undergraduate Snapshot
| Total Undergraduate Students | 8,203 | |
|---|---|---|
| Gender | ||
| Women | 4,387 | 53% |
| Men | 3,816 | 47% |
| Race/Ethnicity | ||
| American Indian / Alaskan Native | 28 | <1% |
| Asian | 64 | 1% |
| African American / Black | 1,452 | 18% |
| Hispanic | 257 | 3% |
| Native Hawaiian or Other Pacific Islander | 11 | <1% |
| White | 6,124 | 75% |
| Two or More Races | 147 | 2% |
| International | 97 | 1% |
| Race/Ethnicity Not Reported | 23 | <1% |
| Where do CCU undergraduates call home? | |
|---|---|
| South Carolina | 51% |
| Other US States & Territories | 48% |
| Other Countries | 1% |
| Residency Unknown | <1% |
| How old are CCU undergraduates? | |
| Average Age | 21 |
| Percent of Undergraduates Age 25 or Older | 9% |
New Student Applications (Fall 2010)
New Freshmen High School Background and Test Scores
Test(s) Required for Admission: SAT or ACT recommended
| Test Scores of Enrolled New Freshmen | ACT | SAT |
|---|---|---|
| Composite | 18 - 21 | |
| Math | 460 - 560 | |
| Critical Reading | 450 - 530 |
50% of admitted students have test scores within the ranges listed, 25% have scores above, and 25% have scores below.
| High School Background of Enrolled New Freshmen | ||
|---|---|---|
| Percent in top of graduating class Data Not Available | ||
| Average High School GPA (4-point scale) | 3.34 | |
| Percent who submitted High School GPA | 99% | |
Sticker Price: How much does it cost on average?
Typical Undergraduate Costs for 2009-10 without Financial Aid (Full-Time, In-State Students)
Total Typical Cost of Attendance: $21,338
Out-of-State & Other Costs
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The cost to attend Coastal Carolina University varies based on the individual circumstances of students and may be reduced through grants and scholarships.
How much would I pay?
Financial Aid: How much help is there to pay?
Scholarships & Grants
- 32% of 2009-10 full-time undergraduates received need-based grants or scholarships; the average award for the year was $5,309. Scholarships and grants are financial aid that does not need to be repaid and is sometimes referred to as gift aid.
Annual Need-Based Loans
- 58% of 2009-10 full-time undergraduates received need-based work-study and/or loans (not including parent loans); the average loan for the year was $8,118. Loans need to be repaid. Typically, repayment starts once you are no longer enrolled full-time. Please refer to page 12 of the Funding Education Beyond High School guide on the US Department of Education's Federal Student Aid website for more information about Financial Need.
Percent of 2008-2009 Full-time Beginning Students Receiving Each Type of Financial Aid
NOTE: Students may receive aid from more than one source.
CCU Classes & Instructors
| Classroom Environment | |
|---|---|
| Students per Faculty | 17 to 1 |
| Undergraduate classes with fewer than 30 students | 68% |
| Undergraduate classes with fewer than 50 students | 97% |
| Total Full-Time Instructional Faculty | 346 |
| % of Full-Time Instructional Faculty Who Are Female | 42% |
| % of Full-Time Instructional Faculty Who Are Persons of Color | 12% |
| % of Full-Time Instructional Faculty Who Have the Highest Academic Degree Offered in Their Field of Study | 79% |
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Campus-based Housing
85% of new freshmen live in campus-based housing or residence halls.
40% of all undergraduates live on campus
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Campus Safety
An environment that promotes student learning involves providing a safe and secure campus. The University employs a number of security measures to protect the members of its community, including safety training, alert systems, call boxes, video surveillance, and anonymous tip lines, among others, as part of a comprehensive proactive Public Safety program.
The Police division is a full service police department patrolling campus 24 hours a day.
Campus Crime Statistics
Carnegie Classification of Institutional Characteristics
The Carnegie Classification's were created "to reference the great diversity of colleges and universities in the United States, and ... enable [people] to identify groups of roughly comparable institutions." For information on the Carnegie Classifications system, please visit their website: http://classifications.carnegiefoundation.org/
- Basic Type
- Master's Colleges and Universities (smaller programs)
- Size and Setting
- Medium four-year, primarily residential
- Enrollment Profile
- Very high undergraduate
- Undergraduate Profile
- Full-time four-year, selective, higher transfer-in
- Undergraduate Instructional Program
- Balanced arts & sciences/professions, some graduate coexistence
- Graduate Instructional Program
- Postbaccalaureate with arts & sciences (education dominant)
NOTE: Institutional classifications based on the Carnegie 2005 edition.
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Student Activities and Involvement at CCU
Students who are actively involved in their own learning and development are more likely to be successful in college. Colleges and universities offer students a wide variety of opportunities both inside and outside the classroom to become engaged with new ideas, people, and experiences. Institutions measure the effectiveness of these opportunities in a variety of ways to better understand what types of activities and programs students find the most helpful.
Institutions participating in the VSA program measure student involvement on campus using one of four national surveys. Results from the one survey are reported for a common set of questions selected as part of VSA. Following are the selected results from the National Survey of Student Engagement (NSSE). The questions have been grouped together in categories that are known to contribute to student learning and development. The results reported below are based on the responses of seniors who participated in the survey.
Group Learning Experiences
- 96% percent of seniors worked with classmates on assignments outside of class.
- 59% of seniors tutored or taught other students
- 26% of seniors spent at least 6 hours per week participating in co-curricular activities such as student organizations and intramural sports
Active Learning Experiences
- 84% of seniors spent at least 6 hours per week preparing for class
- 17% of seniors worked on a research project with a faculty member
- 42% of seniors participated in an internship, practicum, or field experience
- 63% of seniors participated in community service or volunteer work
- 9% of seniors participated in study abroad
- 97% of seniors made at least one class presentation last year
Institutional Commitment to Student Learning and Success
- 95% of seniors believe this institution provides support for student success
- 74% of seniors rated the quality of academic advising at this institution as good or excellent
- 57% of seniors reported that this institution provided help in coping with work, family and other non-academic responsibilities
- 95% of seniors reported working harder than they thought they could to meet an instructor's standards or expectations
Student Interaction with Campus Faculty and Staff
- 55% of seniors believed that the campus staff were helpful, considerate, or flexible
- 82% of seniors believed that faculty are available, helpful, or sympathetic
- 92% of seniors reported that faculty members provided prompt feedback on their academic performance
- 73% of seniors discussed readings or ideas with faculty members outside of class
Experiences with Diverse Groups of People and Ideas
- 64% of seniors reported that they often tried to understand someone else's point of view
- 82% of seniors reported their experience at this institution contributed to their understanding people of other racial and ethnic backgrounds
- 56% of seniors often had serious conversations with students of a different race or ethnicity
Student Satisfaction
- 75% of seniors would attend this institution if they started over again
- 82% of seniors rated their entire educational experience as good or excellent
- 81% of seniors reported that other students were friendly or supportive
Evaluation of Experiences
Survey Administration Process
Survey Information
Majors and Degrees
| Degrees awarded at Coastal Carolina University in 2009-10 | |
|---|---|
| Bachelor's | 1,289 |
| Master's | 92 |
| Total | 1,381 |
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| Areas of Study with the largest number of bachelor's degrees awarded in 2009-10 | |
|---|---|
| BUSINESS, MANAGEMENT, MARKETING, AND RELATED SUPPORT SERVICES | 12% |
| Psychology, General | 9% |
| Marketing/Marketing Management, General | 8% |
| Speech Communication and Rhetoric | 6% |
| Public Health Education and Promotion | 6% |
| Links to degree programs at Coastal Carolina University |
|---|
Bachelor'sMaster's |
Future Plans of 2009-10 Bachelor's Degree Recipients
Survey Administration Process
Student Success & Progress Rate
A 82% four-year success and progress rate means that 82% of students starting in Fall 2004 either graduated or are still enrolled at a higher education institution four years later.
Counts for the Fall 2004 entering class shown in the graph above.
- 1,320 First-Time, Full-Time Students
- 552 Full-Time Transfer Students
Success & Progress Rate Table
Retention of Freshman Class
First-time students in Fall 2009 that returned for their second year: 65%
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Student Learning at Coastal Carolina University
All colleges and universities use multiple approaches to measure student learning. Many of these are specific to particular disciplines, many are coordinated with accrediting agencies, and many are based on outcomes after students have graduated.
Student learning is at the heart of Coastal Carolina University’s mission, goals, and values and refers to the measureable outcomes of what students should know and are able to do as a result of their course work and educational experiences at our institution. Student learning is measured through multiple measures by our academic colleges, the core curriculum and library services. Faculty in academic majors use a variety of assessments such as a the discipline specific Educational Testing Service (ETS) Major Field Tests, portfolios, internship evaluations, student artifacts, research papers, and department created multiple choice tests with common embedded questions. The core curriculum is measured through the ETS Proficiency Profile (ETSPP) test and administered during the capstone courses of all majors. Faculty also have designed various rubrics to measure the student learning outcomes for each of the core goals. Library services measures student learning in three ways: English 101 students are measured after library instruction sessions using a quiz; University 110 students are administered a suite of instructional tutorials with an adjoining quiz; and every other year the nationally designed Standardized Assessment of Information Literacy Skills test is utilized. Annually faculty use the results to verify student learning and to identify patterns of strength and weakness. Programs then share and use the results to revise and change classroom practices and program curriculum for continued improvement of teaching and learning.
Learning Assessment Examples
Pilot Project to Measure Core Learning Outcomes
Colleges and universities participating in the College Portrait measure the typical improvement in students' abilities to think, reason, and write using one of three tests. This is part of a pilot project to better understand and compare what students learn between their freshman and senior years at different colleges and universities.
2007-08 Results from the ETS Proficiency Profile (formerly MAPP)
The ETS Proficiency Profile (formerly MAPP) measures critical thinking, analytic reasoning, and written communication and reports separate scores on critical thinking and written communication.
Test Administration Process
Test Information
Critical Thinking Results for First-time, Full-time Students
The increase in learning on the performance task is at or near what would be expected at an institution testing students of similar academic abilities.
Freshman Score: 108
Senior Score: 111
ETS score range: 100 to 130
Average ACT scores for tested students
Freshman Score: 22
Senior Score: 21
Average SAT scores for tested students
Freshman Score: 1020
Senior Score: 1021
Written Communication Results for First-time, Full-time Students
The increase in learning on the performance task is at or near what would be expected at an institution testing students of similar academic abilities.
Freshman Score: 111
Senior Score: 113
ETS score range: 100 to 130
Average ACT scores for tested students
Freshman Score: 22
Senior Score: 21
Average SAT scores for tested students
Freshman Score: 1020
Senior Score: 1021