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Valdosta State University 2023

Mission:

As a comprehensive institution of the University System of Georgia, Valdosta State University is a welcoming, aware, and vibrant community founded on and dedicated to serving our communities’ rich and diverse heritages. Through excellence in teaching, basic and applied research, and service, VSU provides rigorous programs and opportunities that enrich our students, our university, and our region. The VSU mission consists of three interrelated parts: Student Mission, University Mission, and Regional Mission. VSU awards associate, bachelor's, master's, educational specialist, and doctoral degrees. [See full VSU Mission Statement.]

Geographic Service Area:

As a comprehensive university, VSU is charged with meeting the general and professional educational needs of its South Georgia service area, which stretches from the Atlantic Coast to Alabama, encompassing forty-one counties and 31 percent of the land area of the state.

Composition of the Student Population

In Fall 2021, VSU served 11,573 students (headcount) with FTE of 9,854 of which:  

  • 75.8% undergraduate students; 24.2% graduate students  
  • 69.0% female  
  • 64.6% enrolled full-time  
  • 48.3% white, 36.5% black, 1.5% Asian  
  • 1,711 enrolled as beginning first-year

Success Inventory

QEP/Experiential Learning (Valdosta State University-2023)

Strategy/Project Name: 
QEP/Experiential Learning
Momentum Area: 
Pathways
Mindset
Category: 
Co-curricular Pathways
High Impact Practices
Mindset
Pathways
Student engagement
Tracking Student Success
Strategy/Project Description: 

VSU’s Quality Enhancement Plan (Experiential Learning); 2 year completion SP 23

Activity Status: 
Scaling
Evaluation/Assessment plan: 

Evaluation Plan and measures: pre/post-test, student written reflection, participation numbers

KPIs: 1) total course and program activities endorsed, 2) total student participants, and 3) attainment of QEP student learning outcomes one, two, and three

Baseline measure (for each KPI): 1) The year two (2022-2023) goal for the number of experiential learning endorsed program or course activities offered was 40. 2) The year two goal for total student participants was 175 students served. The five-year goal was 1,000 students served. 3) The goal was 70% achieve level 3 or higher on EL rubric for SLO attainment

Current/most recent data (for each KPI) [NEW for 2023]: 1) 60 total activities have been offered. 2) As of the 2022-2023 year end, 1,440 total students have been served in EL endorsed course or program activities, exceeding both the two- and five-year goals. 3) 87.1% achieved level 3 or higher on EL rubric for SLO attainment

Goal or targets (for each KPI): For 2023-24 the goals are: 1) 65 course or program El activities endorsed, 2) 1550 participants, and 3) 89% reach level 3 and above on EL rubric for SLO attainment

Time period/duration: 5 years (fall 2021-spring 2026)

Progress and Adjustments: 

The 2022-2023 year ended with 1,440 students served as participants in QEP-endorsed EL course activities or programs. Over the first two years of the QEP, 62 total faculty have offered experiential learning endorsed course activities, across 85 courses representing all academic colleges. Adjustments will be made to streamline the assessment process for faculty teaching EL-endorsed courses to increase experiential learning course opportunities for students at VSU, with a goal of ensuring experiential learning offerings across all disciplines and academic programs.

Plan for the Year Ahead: 

Entering the third year of the QEP, we are working on scalability of the experiential learning course- and program-activity endorsement process and embedding experiential learning within VSU’s curricular and co-curricular offerings. First, in terms of scalability, we are working to create congruity between the QEP university-wide experiential learning course endorsement process, and college-level experiential learning designations for specific courses that exist in several academic colleges. We are piloting a new assessment system beginning with the College of Humanities and Social Sciences, in which faculty instructing courses designated as experiential learning will have their students complete close-ended pre- and post-test assessments of learning and open-ended reflections (responses to three prompts) on their personal and academic growth, consistent with the QEP assessments. We will begin with a target goal of 15 courses included in the pilot in the 2023-2024 year. Second, in terms of institutional embeddedness, we have initiated a new role for faculty ambassadors in the 2023-2024 academic year. During the first two years of the QEP, faculty ambassadors presented workshops on experiential learning tailored for specific academic colleges that were recorded and included on the QEP Trailblazer website for the full VSU community. The Center for Excellence in Learning and Teaching (CELT) staff and the faculty ambassadors, in consultation with the QEP Interim Coordinator, are now developing an Experiential Learning Certificate for faculty specifically tailored to the Experiential Learning Course- and Program-Activity Endorsement process at VSU. The certificate will draw from USG virtual-training on high-impact practices, the recorded ambassador workshops from years one and two of the QEP, and virtual training that the year three ambassadors will create. Third, also in terms of embedding experiential learning at VSU, President Carvajal has tasked A. Blake Pearce, Executive Director of Special Projects and Chief Development Officer for the College of the Arts, with forming the Mary Virginia Terry Center for Experiential Learning, which will assist with integrating all VSU experiential learning initiatives and increasing visibility of experiential learning.

Challenges and Support: 

Challenges

Scalability challenges include 1) the need to provide training in experiential learning for faculty (ways to address this include the Interim Coordinator’s in-progress certification in Experiential Learning from the Experiential Education Academy, part of the national Society for Experiential Education, and by the in-development experiential learning faculty certificate being developed by VSU’s Center for Excellence in Teaching and Learning); 2) faculty resistance to increased workload associated with the assessment of experiential learning within their courses for course-activity experiential learning endorsements and slowing of new faculty applications for endorsed course activities now that early adopters have already completed endorsement of their course(s) (ways to address this include the in-process pilot of a streamlined assessment process for experiential learning endorsed courses), 3) need appointment of a permanent director or coordinator of experiential learning to direct the continued assessment, growth, and visibility of experiential learning at VSU.

Support Needed

We would benefit from better tools to track experiential learning at the institutional level, such as databases and/or dashboards. We would benefit from indirect resources in knowledge collaboration with institutional leaders in experiential learning at other USG institutions. For example, in Fall 2023, the Interim Coordinator met virtually with Dr. Jordan Cofer, Associate Provost for Experiential Learning at Georgia College, and met at the Society for Experiential Education annual conference in Orlando, FL in September 2023 with Andrew Potter, Director of Experiential Learning at UGA, and expanding this network will be beneficial. Development of the Terry Center for Experiential Learning will present additional opportunities to develop longstanding partnerships with local and regional organizations for students to engage in experiential learning with mutually beneficial outcomes in public displays of competence and career readiness. 

Primary Contact: 
Dr. Anne Price, Interim QEP Coordinator
Dr. Michael Savoie, Dean of the University College

First Year Seminar Experience (Valdosta State University-2023)

Strategy/Project Name: 
First Year Seminar Experience
Momentum Area: 
Pathways
Mindset
Category: 
First Year Experience
High Impact Practices
Course Redesign
Learning Communities
Peer and Supplemental Instruction
Open Educational Resources
Strategy/Project Description: 

FYSE courses of instruction. FYSE 1101 - “A seminar course focusing on contemporary and enduring questions that engage students in intellectual inquiry and academic life while encouraging critical thinking skills and metacognitive reflection.” 

Activity Status: 
Refining/Maintaining
Scaling
Evaluation/Assessment plan: 

Evaluation Plan and measures:

Assessments

  • Pretest/posttest (summative assessment)
  • Section assignments/activities (formative assessment)
  • AAC&U value rubrics (summative assessment)
  • Inquiry and Analysis VALUE Rubric (Inquiry Assignment)
  • Integrative Learning VALUE Rubric (Signature Assignment)

KPIs:

Baseline measure (for each KPI):

  • Initial Pilot courses and expanded offerings to a larger group – post Covid.
  • Expansion of the offering of FYSE pilot courses beyond the fall to the spring and summer, and the development of a suitable rotation for the number of course offered each semester.

Current/most recent data (for each KPI)

  • Data and related explanations are provided below.

FYSE 1101 Sections by Term, Design, & Modality

FYSE 1101 Sections by Term, Design, & Modality

Term

Total

Predesigned

Instructor

Online

Honors

SU20

1

0

1

1

0

FA20

8

0

8

4

0

SP21

4

0

4

4

0

SU21

3

1

2

2

0

FA21

11

7

4

2

0

SP22

4

0

4

2

0

SU22

1

0

1

1

0

FA22

10

8

2

1

0

SP23

4

3

1

1

0

SU23

2

1

1

1

0

FA23

20

12

8

2

3

Section offerings fluctuated from 1 to 20 with the highest number of sections being offered in the fall semester. The design of the sections shifted from exclusively instructor designed to primarily predesigned in the fall of 2021. The primary modality in fall and spring has been in person with a balance of in person and online courses being offered during the summer.

FYSE 1101 AAC&U Value Rubrics by Term

Integrated Learning

Year

Term

Course Prefix

Course #

Section

Student #

Connections to Experience

Connections to Discipline

Transfer

Integrated Communication

Reflection & Self-Assessment

Average

Fall

2021

FYSE

1101

7

98

0.98

0.53

0.58

0.64

0.42

0.63

Fall

2022

FYSE

1101

8

113

1.26

1.07

1.28

0.97

1.04

1.13

Spring

2023

FYSE

1101

3

33

0.76

0.48

0.64

0.45

0.27

0.52

Inquiry & Analysis

Year

Term

Course Prefix

Course #

Section

Student #

Topic Selection

Existing Knowledge, Research, and/or Views

Design Process

Analysis

Conclusions

Limitations & Implications

Average

Fall

2021

FYSE

1101

7

98

2.00

1.42

1.96

1.38

1.47

1.36

1.48

Fall

2022

FYSE

1101

8

113

1.26

1.05

1.23

0.92

0.95

0.93

1.06

Spring

2023

FYSE

1101

3

33

1.85

1.42

1.70

1.06

1.36

0.95

1.51

AAC&U Value Rubrics look at evidence of student learning through a standardized rubric. FYSE 1101 courses use both the Inquiry & Analysis and Integrated Learning Value Rubrics to assess student learning in the course. The rubric uses performance levels for 0-4 (1-benchmark, 2-3-milestones, 3-capstone) and across various related performance descriptors. The expectation is that students in FYSE classes will, on average, place in the the 0-1 (benchmark) performance level criteria. The Signature (fall 2021 only) and Inquiry assignments were used to assess student learning through the application of the Value Rubrics. Findings demonstrate that students are performing within the expected performance level criteria. Findings will be used to address target areas to assist students in consistently scoring at or above the higher end of the targeted performance level criteria.

FYSE 1101 Pretest and Posttest – Student Assessment of Learning Gains

Pretest

Year

Student #

Understanding

Skills

Attitudes

Integration of Learning

2020

63

1

2

2

2

2021

149

2

1

2

2

2022

188

2

2

2

2

2023

36

2

2

2

2

 

Posttest

        

Year

Student #

Understanding

Skills

Attitudes

Integration of Learning

2020

24

5

5

2

1

2021

110

4

4

2

1

2022

123

3

4

2

2

2023

28

4

4

2

2

Key: 1: Strongly Agree, 2: Agree, 3: Neither Agree or Disagree, 4: Disagree, 5: Strongly Disagree. 1-2: Positive, 4-5: Negative

Findings suggest that students entered the course with perceptions that they possessed high levels of understanding regarding course concepts, the skills needed to be successful in the course and at the institutions, positive attitudes, and the ability to integrate their learning. The posttest suggests that while their perceptions related to their attitudes and abilities to integrate learning remained high, there was a decline in their perceptions of their understanding. This aligns with the expectation that as students learn more, they adjust their perceptions about their understanding considering the realization that they have more to learn. Findings will be used to assist students in processing and evaluating what they have learned in the course.

Goal or targets (for each KPI):

  • Continue to expand Experiential Learning experiences in both lower and upper division courses in all departments and within the Core IMPACTS courses.
  • As a high impact practice, FYSE 1101 integrated components of experiential learning into the initial course design. 

Time period/duration:

  • Ongoing. Ultimately, the course/s should be a component of the re-visioned General Education Curriculum for the University.
  • Exploring the placement of FYSE courses into the VSU degree pathways and the development of common experiences that connect what students are learning and experiencing in FYSE courses with what they are learning and experiencing in their academic majors and extracurricular activities on and off campus.
Progress and Adjustments: 

Progress:

Continue to identify key stakeholders across major divisions.

Completed a university-wide assessment of desired revisions to the VSU general education design. Prepared related proposals that incorporated recommendations related to the FYSE course into an Institutional Priority course. Submitted proposals through various University committees and obtained approval. Submitted proposal to USG Council on General Education for review. Explored ways in which departments can use the pre-designed FYSE course to incorporate elements of pre-existing discipline related courses. Worked with several instructors to design instructor design courses to be taught in fall 2023. Explored options for future course designers as well as scaling the course, related rotations, and course instructors.

Revision of inquiry assignment (formative assessment) to include additional inquiry components including concept mapping and identification of methods.

Revision of the campus engagement activity to focus on undergraduate research and to pilot the first component of a common experience opportunity that has the potential to be scaled to the entire campus.

Offered a web hybrid version of the FYSE course which incorporates a one day a week synchronous online meeting with the expectation that students will work asynchronously throughout the rest of the week.

Adjustments:

Continued to develop connections with existing institutional initiatives, identifying opportunities for cross disciplinary activity, and the development of a variety of course models and modalities and offering modalities.

Continued efforts to improve communication between divisions that impact student awareness of the availability of FYSE courses and course content and facilitate student enrollment in the FYSE questions as well as their understanding of how the course is relevant to their degree plan.

Focused course design efforts on disciplines that have the ability to sustain consistent course offerings in the programs. Engaged in conversations regarding course designs that while inclusive of discipline related content would be appropriate for students from other disciplines.

Assessed the status of the instructor training design for FYSE courses and explored possible revisions.

Plan for the Year Ahead: 
  • Revision of course training for faculty to specifically focus on new course creation and course redesign of Perspectives courses that are high enrollment courses to include the incorporation of the FYSE course framework.
  • Identify opportunities for multidisciplinary and interdisciplinary course designs that can be taught by instructors within programs and/or departments and is not limited to posing the expertise that might be associated with a specific program.
  • Development of pilot courses that explore additional course offering mediums such as online hybrids.
  • Continued collaboration with First-Year Programs, including the identification of funding, consistent use FYSE courses in First-Year Learning Communities with other courses related to the VSU general education pathway.
  • Redesign of the predesigned FYSE course to clearly emphasize the inquiry process.
Challenges and Support: 

Challenges

  • Scaling of course framework from pilot phase to full implementation to meet the course offering needs within 1-2 academic years.
  • Experimentation with classes of larger enrollments.
  • Faculty responsibilities and teaching loads within some programs.
  • Staff classifications and contract specifications make it challenging to assign staff to teach FYSE courses.
  • Meet the course-related demands placed on campus support areas including CELT and eLearning, library services, Academic Support Center, Student Affairs (Career Opportunities, Counseling Center, etc.)
  • Support services for courses including peer mentors, graduate teaching assistants, etc.
  • Securing long-term funding to sustain the initiative, since FYSE courses are more expensive to operate than the existing Perspectives courses, which are often very large enrollment.
  • The presentation of a consistent and coherent description of what the course is, what it does, and how it aligns with institutional and student goals, in the short and long term.

Support Needed

  • Creating opportunities to discuss course design, curriculum changes, and related issues with the University System of Georgia Council on General education.
  • Development of a system-wide collaborative that provides resources that share best practices, key findings, strategies, etc. from onboarding to graduation and beyond.
  • Continued hosting of virtual and in person sharing of best practices (within and without the USG).
  • The development of funding/grant opportunities to assist institutions engaging in the design, implementation, and/or revision of institution-specific, evidence-based initiatives.
  • Continued sharing of data related to existing initiatives and data needed to explore additional opportunities.
Primary Contact: 
Dr. Shani Wilfred - General Education Coordinator

Student Engagement/ Blazer Ready (Valdosta State University-2023)

Strategy/Project Name: 
Student Engagement/ Blazer Ready
Momentum Area: 
Purpose
Category: 
Campus Organization
Co-curricular Pathways
Leadership
Student engagement
Tracking Student Success
Strategy/Project Description: 

The Blazer Ready initiative is an effort to connect many of the essential skills identified by employers for a new college graduate hire.   The initiative is aligned with National Association of Colleges and Employers (NACE) guidelines. The program uses certification incentives and scaffold levels of recognition for students

Certification / Training in the areas of:

  • Volunteer Services
  • Equity and Inclusion
  • Leadership
  • Career Preparation
  • Health and Wellness

Year 1 completion Spring 2023

Activity Status: 
Refining/Maintaining
Evaluation/Assessment plan: 

Evaluation Plan and measures: Participation Numbers and Student Reflection

KPIs:

  1. Number of Blazer Ready activities provided and
  2. Number of students completing a certification area

Baseline measure (for each KPI):

  1. The year one (2022-2023) goal for activities provided was 50. This is 10 events/area designated as a Blazer Ready activity. These activities were assigned the Blazer Ready tag in our student engagement platform, Presence, to identify them as a Blazer Ready activity.
  2. The year one goal for students completing a certification area was 100 students.

Current/most recent data (for each KPI):

  1. At the end of year one (2022-2023), 69 Blazer Ready designated activities were offered with a total of 3941 students attending
  2. There were 242 students who completed at least one of the certification areas.

Goal or targets (for each KPI): For year two (2023-24), the goals are

  1. 80 Blazer Ready designated activities offered and
  2. 300 students completing at least two areas.

Time period/duration: 4 years (Fall 2022-Spring 2026)

Progress and Adjustments: 

Since the soft launch in Spring 2022, we were able to promote the Presence platform and Blazer Ready to a majority of the academic and student support departments on campus. There have been monthly Blazer Ready training sessions for students through scheduled events and requested student organization training. Along with training sessions, there have been promotion events for students marketing the benefits of Blazer Ready. Through the end of the first year (2022-2023), we had 3941 students participate in 69 events. More importantly, we exceeded our certification area completion goal by 142 students. Based on student feedback, we plan to streamline the program by eliminating the tier system and adding more incentives.

Plan for the Year Ahead: 

Moving into our second full year of the Blazer Ready program, we are working to refine the program, explore more opportunities to earn credit outside of attending Blazer Ready activities, provide more meaningful incentives to complete the program, and incorporate Blazer Ready activities in academic coursework. Feedback from students suggests the tier system is too difficult to maneuver through, so we plan you eliminate the tiers and have each year represent a level. This change will allow students to work on multiple levels and areas at once which will allow students to progress through the program at a faster pace. In year two, students will be able to earn credit outside of attending the scheduled Blazer Ready events with such activities as holding a leadership role in organizations,, participating in a volunteer experience or an internship, and leading projects or groups,  These types of activities will be documented in Presence and credited toward a student’s completion of Blazer Ready. This provides other opportunities for students who cannot attend the scheduled events. We also learned early in year one that we need to incentivize Blazer Ready. We are providing t-shirts, cords, stoles, and a medallion for completion of the entire program. Moving forward, we want to work with faculty to add Blazer Ready opportunities in the academic coursework. The platform we currently use allows students to apply for opportunities which would give them credit in the platform. For example, we could use study abroad to meet some of the requirements for completing Blazer Ready. Students would report the opportunity in Presence, and it would be credited toward a student’s completion of Blazer Ready. We also want to incorporate some of the planned Blazer Ready activities into the academic coursework. This happened on a smaller scale in Fall 2022. Several sections of a biology class were required to create and submit a resume which is a requirement for the Career Preparation area of Blazer Ready. We hope to partner with more faculty to add activities their course work.

Challenges and Support: 

The main challenge we face is to maintain buy-in from the students and academic affairs. If students feel like the program doesn’t help with their growth and development, they will stop participating. We hope the incentives will help, but we must continue to make the content attractive and beneficial to students. Also, it may be harder to add programming to academic coursework if we cannot articulate the benefits Blazer Ready can add to the course.

Primary Contact: 
Dr. Vince Mille, Vice President for Student Affairs
Dr. John Wright, Associate Director of Student Life