The mission of Fort Valley State University (FVSU) is to advance the cause of education with emphasis upon fulfilling commitments that our community members have undertaken collectively. As an institution of the University System of Georgia, Fort Valley State University naturally embraces the principles articulated by the Core Mission Statement for State Universities as approved by the Board of Regents of the University System of Georgia. The university’s primary commitments include, among others, enhancement of teacher training programs grounded upon a liberal arts foundation, as reflective of over 120 years of experience and tradition. As Georgia’s only 1890 Land Grant institution, FVSU offers academic programs in a variety of disciplines which include agriculture, family and consumer sciences, technology, and a new program in supply chain management just to name a few. FVSU has a commitment to continue to further its traditions of excellence in programs in the liberal arts and humanities, social, natural and physical sciences.
Fort Valley State University 2023
Success Inventory
Big Idea Update – Career Services 2021 (Fort Valley State University-2023)
Strategy/Project Name:
Big Idea Update – Career Services 2021
Category:
Strategy/Project Description:
FVSU’s Big Idea integrated career assessment and career development. Specifically, advancing soft skills as it related to job and careers, in tandem with utilizing career assessments for incoming freshmen to make the connection to Momentum Year. Multiple workshops were created for students related to professional dress, career inventories, and internships. Additionally, Career Week was held virtually allowing students to attend multiple sessions for career exposure and experience. Career assessments were introduced in the FVSU 0100 course with connections to the Office of Career and Professional Development. Overall, more than twenty workshops were provided during the academic year. While these activities were seen as effective, their overall effectiveness cannot be fully measured as this was the first year of implementation and enough data has not been collected to fully assess and support their effectiveness. Some of the measurements that will be considered for assessments are:
- Percentage of completions relating to career assessments
- Percentage of attendees at career events
- Measurement of which career events were most attended to assess popularity of fields and organizations.
In the future, career assessments will be provided before and/or during New Student Orientation. This will provide additional information for academic advisors as they discuss course options for students. Returning to the face-to-face environment will increase involvement in activities. Using Presence, data will be collected to determine which sessions are most beneficial. Additionally, demographic information provided (classification, major, etc.) will also be used to determine specific areas to address for future workshops.
Activity Status:
Evaluation/Assessment plan:
Evaluation Plan and measures: Students will have to turn this assignment in for a grade in their Intro to University course. The FVSU freshmen seminar faculty will keep track of students who complete/do not complete this assignment. We will introduce our first-time freshmen to the NACE competencies in the following areas: Career and Self Development, Communication, Critical Thinking, Equity and Inclusion, Leadership, Professionalism, Teamwork, and Technology. These are the industry standards established by NACE.org identifying what current employers are looking for in students graduating from college entering the workforce.
KPIs:
100% of newly enrolled freshmen will be introduced to the career assessment survey.
50% of students enrolled in FVSU 0100 will complete the career assessment.
30% of newly enrolled freshmen will be introduced to the NACE Competencies
Baseline measure (for each KPI): We will collect baseline data in Spring 2024
Current/most recent data (for each KPI): The most recent data we found is that within the past year 1.15% of students have changed their major. In the past two years 1.84% have changed their majors. We need to mine the data more to see if students are solid in their majors upon arrival OR if there are other challenges with students needing assistance with declaring the appropriate major. Most major changes made this past year were students declaring a biology major to the pre-nursing program. In years prior, students changed from Veterinary Technology to Animal Science and Biology to Psychology.
Goal or targets (for each KPI): Students will continue to take the career assessment in their intro to freshmen seminar course to ensure they are in the correct major.
Time period/duration: Spring 2024
Progress and Adjustments:
Our first goal was to administer the career assessment during the new student orientation, however, due to time constraints and technology logistics, we had to pivot. Incorporating the assessment into the freshmen seminar course as a mandatory assignment is a better fit. We will utilize the new platform presence to continue to capture attendance of the students attending the sessions. Students must also complete a research assignment on their career path.
Plan for the Year Ahead:
We will continue to administer the career assessment and keep track of students completing this assignment. We will also keep track of the major change data to see if there are any correlations to the assignment and updates in major changes.
Primary Contact:
Latosha Baldwin, Executive Director of the Student Engagement and Achievement Center
Improvement Practices -Advising for incoming students (Fort Valley State University-2023)
Strategy/Project Name:
Improvement Practices -Advising for incoming students
Momentum Area:
Change Management
Category:
Strategy/Project Description:
Prior Submission: Better Use of Dynamic Forms
Previously, strides were made to improve at the institution to lessen the structural obstacles facing students. The migration to self-registration and the electronic process for academic advising assisted in streamlining the process for students and advisors. Initially, all forms were advisor initiated. Modifications were made to forms to make them student-initiated, creating a shared responsibility between the student and advisor. Updates were also made to the change of major form, and the mid-term drop form for better efficiency.
Earlier Advising and Registration Options for Incoming Freshmen
Most notably, the registration process for incoming freshmen improved tremendously. Incoming freshmen were engaged virtually for the first time in March of 2021. They were allowed to meet with their advisor and register for classes. Almost 400 incoming freshmen were registered prior to the end of May 2021. Almost 500 students were registered prior to the end of July 2021. In collaboration with Enrollment Management and Student Affairs, the same virtual opportunity will be presented to incoming freshmen for Spring 2021.
Activity Status:
Evaluation/Assessment plan:
Evaluation Plan and measures: RSVPs to our Enrollment 101 orientation sessions data. Weekly registration reports for incoming students and attendance at the Enrollment 101’s, Students who attend the Survey to students and staff assessing the dynamic form process.
KPIs: 100% of first-time freshmen and transfer students enrolled in the Enrollment 101 courses will be registered for classes.
80% of registered students will attend the orientation.
Baseline measure (for each KPI): 78% of students that registered, attended the sessions.
Current/most recent data (for each KPI):
Goal or targets (for each KPI):
Time period/duration: This process begins in April - July
Plan for the Year Ahead:
This dynamic form process was a great way to track and improve academic advisement for students and assist students with learning the process of critically thinking through how to build a schedule, conduct their own degree audits, and utilize technology to complete the registration process. however, the use of this form is very cumbersome as it has several moving parts.
The registration of all new incoming freshmen was very successful as students were able to have classes prior to them arriving on campus before their Enrollment 101 sessions. These sessions allowed students to be oriented to the institution with a tour, they were able to handle all administrative tasks necessary to matriculate into college. They were able to meet with key offices and ask any questions needed. They received a tour of the campus and many students’ parents were in attendance as well. Below are the number of students who registered versus those who attended. This was the first year of keeping track of data and we had a 78% attendance yield. Moving forward, we will review the sessions that need to take place, such as parent sessions, a session specifically for transfer students, and change of majors.
|
Registered |
Attended |
Yield Rate |
|
|
June |
98 |
73 |
74% |
|
51 |
37 |
73% |
|
|
70 |
58 |
83% |
|
|
96 |
81 |
84% |
|
|
90 |
70 |
78% |
|
|
93 |
77 |
83% |
|
|
July |
99 |
72 |
73% |
|
100 |
89 |
89% |
|
|
43 |
29 |
67% |
|
|
39 |
27 |
69% |
|
|
Virtual |
51 |
36 |
71% |
|
Total |
830 |
649 |
78% |
Plan for the year ahead (What steps will you be taking in 2024)
Our team will review the data points of the survey submitted by students to identify any opportunities for improvements with the Enrollment 101’s.
The team will conduct a value stream mapping project (LEAN) on the dynamic forms to identify all the steps in the dynamic form/registration process and see which components are necessary. A survey will be sent out to students to assess their experiences with the process.
Challenges and Support:
Our team will review the data points of the survey submitted by students to identify any opportunities for improvements with the Enrollment 101’s.
The team will conduct a value stream mapping project (LEAN) on the dynamic forms to identify all the steps in the dynamic form/registration process and see which components are necessary. A survey will be sent out to students to assess their experiences with the process.
Primary Contact:
Latosha Baldwin Executive Director of the Student Engagement and Achievement Center
Improvement Practices -Supplemental Instruction/Paired lab with classes (Fort Valley State University-2023)
Strategy/Project Name:
Improvement Practices -Supplemental Instruction/Paired lab with classes
Momentum Area:
Change Management
Strategy/Project Description:
New Idea: Supplemental Instruction/Tutoring Subject with adjacent lab
Supplemental Instruction (SI) consists of weekly peer facilitated study sessions for students to review course material outside of the classroom. SI also gives students a chance to meet others in the class, compare notes, discuss important concepts, and review the material to enhance class performance. During each of the sessions, the SI Leaders will provide study strategies for note taking, organization, and test preparation. They also will lead discussions over the lecture material and notes to review and better prepare the students for success in the class. Only students who have recently taken the classes and who are recommended by faculty are hired for the SI Leader positions. They also must attend the SI Leader Training prior to the start of the semester and must attend several trainings throughout the semester. To prepare for the sessions, the SI Leaders will be present for all lectures, as well as take notes, read, and complete all assigned material for the class. We are looking to train students to provide supplemental instruction for students in selected courses by adding a paired lab with identified courses.
Activity Status:
Evaluation/Assessment plan:
Evaluation/Assessment plan: In reviewing the data, we looked at the DFW rates from Fall 2022 – Spring 2023. We prioritized looking at classes that had a 30% or higher DFW rate with high student attempts. The following courses had the highest DFW rates overall. The majority of these courses are taken by Freshmen and Sophomores.
College Algebra, Math Modeling, Composition 1, and General Psychology. (Other subjects may be reviewed in this pilot) The research shows that students who attend SI sessions are more likely to have a higher grade in the course than those who do not. The Office of Academic Affairs would like to begin studying the process of providing a paired lab with classes that have high DFW rates.
Evaluation Plan and measures: Review the past three years of data. Review placement score data of students in these courses. Provide pre and post tests for students to identify their competencies and readiness.
KPIs: This will be a pilot initiative; therefore, this will be our baseline year. Data Comparison after the pilot is to review the DFW rates of the selected courses against the past rates, however, this initiative will have to be repeated to truly assess its effectiveness.
Baseline measure (for each KPI): This will be the baseline year
Current/most recent data (for each KPI) [NEW for 2023]:
Goal or targets (for each KPI): Review the data, make decisions on courses to pilot in this initiative, review course design.
Time period/duration: Spring 2024/Fall 2024
Progress and Adjustments:
We are studying and looking to create a pilot plan for this initiative.
Plan for the Year Ahead:
- Review the DFW data for the past three years.
- Identify the courses for paired labs.
- Review course design to include the labs.
- Establish training for SI leaders and Faculty.
- Develop a tracking system to evaluate attendance and early alerts in the paired labs.
- Evaluate the DFW rates in comparison to the past data.
Challenges and Support:
There is a technical component to this initiative that will have to be built out in Banner.
Primary Contact:
Dr. Olufunke Fontenot/Latosha Baldwin
