Comprehensive Assessment and

Comprehensive

Assessment and

(

)

OFFICE OF

INSTITUTIONAL

EFFECTIVENESS

November 2018

FORT VALLEY

STATE

UNIVERSITY

Table of Contents

FVSU Mission……………………………………………………………………………………………………….3

Planning at FVSU………………………………………………………………………………………………….3

1 Institutional Effectiveness at FVSU ........................................................................ 4

2 Strategic Planning ................................................................................................... 5

Annual Planning Retreat…................................................................................... 5

Strategic Analysis …………………………………………………………………… 5

3 Operational Planning .............................................................................................. 7

4 Budgeting ................................................................................................................ 8

5 Assessment Process ............................................................................................ 11

General Education Program ............................................................................... ..10

General Education Assessment ................................................................................. 10

General Education learning outcomes……………………………………………… 11

Assessment Plans

Associates Program………………………………………………………………………….44

Baccalaureate Program Assessment Plans………………..……………………………46

Masters Program Assessment Plans……………………………………………………..59

Administrative Unit Assessment Plans…………………………………………………..61

Educational Support Unit Assessment Plans……………………………………………72

Community Service Assessment Plans ………………………………………………….75

Research Activity Assessment……………………………………………………………..78

Appendix B: PPI Rating Sheet ........................................................................................

Appendix C: Strategic Plan……………………………………………………………………

Appendix D: Handbook for the office of Institutional Effectiveness…………………...

Institutional Mission

The mission of The Fort Valley State University 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 110 years of experience and tradition. Additionally, the

university recognizes with great pride and desires to further its responsibilities as Georgia’s only

1890 Land Grant institution by offering programming excellence in agriculture, agribusiness, family

and consumer sciences, extension, and military science, and leadership, as well as to further its

traditions of excellence in programs in the liberal arts and humanities, social sciences, and natural

and physical sciences.

The university’s primary commitments extend, as well, to:

 community outreach through the concept of the communiversity, an approach that

highlights the interdependence of community and university;

 expanding service beyond the campus, as well as within, so that the institution addresses

in a meaningful manner the broad diversity—human and technical—of needs in our home

region and state as well as nationally and internationally;

 sparking within our students an enduring interest in learning and providing the tools and

skills necessary to maintain that interest through life;

 preparing students through a mentoring approach for the opportunity to serve their fellow

man while enjoying the opportunity provided by hard work and achievement to live the

quality of life inherent in the American dream;

 encouraging and supporting creative expression, innovation, honesty, and integrity as

endeavors of lasting and intrinsic merit;

 providing a productive environment for cutting-edge academic and practical research in,

among other fields, agriculture, aquaculture, veterinary medicine, biotechnology, energy,

environment, social and behavioral sciences, and the humanities; and

 Otherwise acting to enlighten, enrich, and inspire by example those whom we serve.

Vision

The vision of the Fort Valley State University community centers upon its commitment to illuminate

the rich heritage, influence, and educational opportunities inherent in the historically black college

and university experience in a manner that applies and adapts that experience successfully for a

diverse twenty-first century.

Introduction

Lanning is a complex task for any institution. Notwithstanding

its complexity, institutional planning must be pursued and

accomplished if relevance and effectiveness are to be sustained in a

fast-paced, technologically-oriented society. The institutional

leadership has, of necessity, to be openly committed to a

comprehensive planning effort, if indeed the planning results are to

achieve desired changes in performance. The quality of and priority

attention given to funding, the allocation of human resources and the

availability of support services are exemplary indicators that

institutional constituents and stakeholders employ to ascertain the

degree of commitment of the institutional leadership to the planning

ideal.

The Fort Valley State University leadership acknowledges the

important role that stakeholders have in the planning process. Thus,

this institution openly avows and commits essential resources to

broad-based planning, deeming it integral to the attainment of the

institution’s mission. To this end, the University not only embraces

planning as an ideal, but conducts a systematic five-year (strategic

planning ) review of its mission, goals, outcomes and action steps.

Institution-wide, research-based planning and evaluation processes

are conducted annually (operational planning) to ensure that

continuous quality improvements are made in the teaching,

scholarship and service components of the mission’s intent.

This planning guide outlines the processes, resources and

frameworks used by The Fort Valley State University community to

ensure continuous quality improvement in the attainment of its

mission.

1 Institutional Effectiveness at FVSU

Institutional Effectiveness at Fort Valley State University is broadly

interpreted as a sustained commitment to continuous improvement of

institutional quality. Honoring this commitment, the University

conducts routine evaluations and assessments of all programs,

activities and personnel pursuant to the intent of the institutional

mission as outlined in the strategic plan. Administrators, faculty, staff,

students and stakeholders are actively engaged in the development

and implementation of a systematic, broad-based program of

assessment and evaluation.

Academic degree programs, educational support and administrative

units support the mission through the development of annual program

assessments. Each assessment is anchored by “relevant” outcomes

“Institutional

Effectiveness at Fort

Valley State University

is defined as a

sustained commitment

to the concept of

continuous quality

improvement.”

PLANNING AT FVSU

that are evaluated by a well thought-out planning and evaluation

process. Data collected from these courses of action are used to

improve programs and services.

2 Strategic Planning

Fort Valley State University conducts a five-year planning cycle to

chart the progress being made in implementing the Strategic Plan that

is designed to advance the institution’s mission. The strategic

planning process begins with the Board of Regents of the University

System of Georgia. It approves the System-wide strategic plan that is

advanced by the Chancellor. In turn, the Chancellor shares the

University System of Georgia’s (USG) strategic plan and funding

priorities with the presidents of member colleges and universities

within the USG.

As a member institution of the USG, Fort Valley State University is

then charged with the responsibility of aligning its strategic goals with

those of the USG. At the campus level, the President of Fort Valley

State University leads the strategic planning effort by securing

campus approval of the revised or upgraded strategic plan. First,

campus goals are aligned with those of the USG Strategic Plan. Next,

these goals are prioritized, discussed and debated at every level of

the institution. Once consensus is attained on the final strategic goals

and priorities, members of the President’s Administrative Council,

identify and align with the strategic goals, unit-specific goals that are

then shared with their reporting units. In turn, each division or sub-unit

develops strategic goals and objectives that are aligned with the Vice

President’s goals. The Vice President of the unit is responsible for

reviewing and monitoring the attainment of these goals on an annual

basis. The institutional strategic goals and objectives en tandem with

the unit-specific strategic goals and objectives constitute the Fort

Valley State University Strategic Plan.

Annual Planning Retreat

On an annual basis, Fort Valley State University administrators attend

an annual planning retreat. This Administrative Council Retreat is the

planning event used by Fort Valley State University to review the

progress being made on strategic goals and priorities. All

administrative units of the University attend the retreat. In the spring

of each year, prior to the retreat, each unit supervisor completes and

submits an Annual Report of its activities. These reports are compiled

and reviewed by the divisional vice presidents prior to the Annual

Administrative Council Retreat.

“Strategic goals of the

University are

determined by the

University President.

Each goal is aligned to

support strategic

initiatives identified by

the Georgia Board of

Regents.”

Accordingly, the annual planning retreat affords divisional vice-

presidents the opportunity to meet with their department chairs and

program directors to discuss their accomplishments and challenges in

implementing their unit plans. Included in this process is a review of

annual unit assessment results; specialized studies (i.e. annual

reports for Admissions/Enrollment Management, Institutional Finance,

General Education, Athletics, Institutional Effectiveness, and

Academic Achievement); student exit exams, results from the Georgia

Regent’s Exam; student placement data and alumni/donor giving

reports.

During the final phase of the Administrative Council Retreat, divisional

vice presidents review the departmental/unit assessments and other

planning data to identify the institutional priorities that they will pursue

during the upcoming academic year. The annual planning retreat

takes place somewhere between late May and early July. The

revisions or new directions that arise from this review process are

shared with campus leaders during the annual Fall/Faculty Staff

Institute or, as appropriate, with students during the Fall Student

Orientation Program.

Strategic Analyses

The administrative oversight and review of progress towards

achievement of the overall strategic initiatives is the responsibility of

The Office of Institutional Effectiveness. This office oversees a

tripartite system of evaluation starting in July of each year. At this

time an internal analysis of progress to date is conducted. The

second cycle of analysis occurs at the conclusion of the annual

planning retreat. Administrative Council members are required to use

the Planning Performance & Impact (PPI) model

to rate progress

being made towards attainment of the strategic goals.

The PPI model that is being pioneered at Fort Valley State University

uses a rating system to evaluate institutional and unit preparedness to

undertake proposed strategic initiatives. The institutional and unit

success in reaching strategic initiatives is measures in addition to the

impact the University and individual units have made on selected

priority initiatives.

The third phase of this strategic analysis process consists of a review

and report of an external evaluator. This evaluator assesses the

overall effectiveness of the systems, processes, successes and

responses made to challenges inherent in the implementation of the

See Appendix B for PPI rating sheet.

“At the start of each

academic year, all units

and departments

develop objectives.”

strategic plan. This external evaluation is usually conducted in mid

August.

The final phase of the process takes place in late August, when the

University’s President evaluates the external consultant’s report. The

President also reviews the Annual Review of Strategic Progress, PPI

rating sheets, unit assessment sheets and student performance data.

From these evaluations, problematic areas and responsible units were

identified. Each unit linked to a problematic area, in regards to

strategic attainment, is required to develop a program enhancement

plan. These plans are submitted to the Administrative Council for

review and to ensure that they: (a) support institutional priorities; (b)

utilized effective improvement strategies; and (c) addresses concerns

identified in the strategic review process. Approved plans are

submitted to the University President for a final review. Upon

successful completion of this review the revisions are incorporated

into the University budget.

3 Operational Planning

Operational Planning is conducted on an annual basis to ensure

progress and/or corrective action steps is/are being made towards the

accomplishment of the five-year strategic plan. The Operational Plan

outlines the implementation process for the systematic “closing of the

loop” required for continuous quality improvement. Starting with the

Administrative Council and proceeding through sub-units, short-and-

long-ranged objectives relevant to the strategic plan are identified. At

the start of each academic year, all units and departments identify the

priorities to be pursued for the year and allocate personnel

accordingly. The Faculty/personnel assignment forms are reviewed by

respective vice presidents to ascertain linkages with the University’s

mission. Operational planning ensures the interaction and

collaboration of all the internal and external stakeholders to advance

the strategic plan and, hence, achieve the University’s mission.

State

Institutional

Priorities

Institution

State

Institution

Implementation/

Funding

State

Assessment/

Accountability

Institution

State

Institutional

Priorities

Institution

State

Institution

Implementation/

Funding

State

Assessment/

Accountability

Institution

4 Budgeting

The USG starts the budgeting process by identifying funding

according to the USG priorities. In April of each year, all units submit

budget requirements to their respective divisional vice presidents.

Each vice president integrates budget requirements with priorities

identified during the annual planning retreat (Institutional priorities are

driven by unit assessment and other evaluation actions). At the close

of this process divisional budget requests are submitted to the Office

of Fiscal Affairs. Upon receipt of these data the requests are

reviewed and meetings established with divisional vice presidents to

make necessary adjustments to each budget. At this point budget

requests are submitted to the Georgia Board of Regents for review

and adjustment. Upon completing this process, the Board of Regents

approves the final budget of the university for the year. This drives

the annual action plan.

FVSU PLANNING/BUDGETING CALENDAR

Activity Date

Planning Activity

Budget Activity/Process

Assessment Activity

Responsibility

July

Annual Planning Retreat. Incorporates the

results of unit evaluations, assessment data into

planning data.

President, Senior Administrators

July

Building Square Footage Report

Budget Office

July

New Retires Fund Report

Budget Office

July

Utility Rate Increase Report

Budget Office

July

Health Insurance Report

Budget Office

July

Annual Athletic Program

Report/Analysis

Office of Institutional Effectiveness, Department

of Athletics

July

Alumni Survey/Analyzed

Office of Institutional Effectiveness, Office of

FVSU PLANNING MODEL

Alumni Affairs

July

Evaluation of Institutional Progress

(Strategic Progress)

Office of Institutional Effectiveness, Peer

Consultant, Vice Presidents, President.

July

Evaluation of Institutional Progress

(Strategic Progress)

Office of Institutional Effectiveness, Peer

Consultant, Vice Presidents, President.

August

Develop unit plans for next academic cycle.

Office of Institutional Research,

Academic unit leaders, Educational Support Unit

Leaders, and Administrative Unit leaders.

August

Establish General Education goals and objectives

Faculty Department Chairs, Administrative Unit

Leaders and Educational Support Unit Leaders

September

Strategic Planning/Institutional Effectiveness

Committee holds first meeting of the new cycle.

Review unit plans to ensure each

outcome/objective is measurable and is tied to

institutional priorities.

Assoc. Vice President for Academic Affairs,

Strategic Planning Committee

September

Beginning College Survey of Student

Engagement (BCSSE) administered to

first-time freshmen

Office of Institutional Effectiveness

September

Academic Degree Programs submit student

learning outcomes to the Office of Institutional

Effectiveness

Faculty Department Chairs, College Deans

September

Academic Support & Administrative Units

submit programmatic goals to the Office of

Institutional Effectiveness

Educational Support Unit and Administrative

Unit Leaders

September

Preparation of state and federal

government reports.

Office of Institutional Effectiveness, Registrar’s

Office.

September

Submit Fiscal year revenue projections

for tuition to the Georgia Board of

Regents

Office of Institutional Effectiveness

October

Fiscal Year Mandatory and Elective Fee

Requests

Office of Institutional Effectiveness

October

Georgia Regent’s Exam Administered to

New Freshmen & Transfer Students

Office of Testing

November

Annual Fact book published

Office of Institutional Effectiveness

November

Semi-Annual Faculty Survey

Administered/Analyzed

Office of Institutional Effectiveness, College Deans

November

Student Evaluation of instruction survey

results evaluated

Office of Institutional Effectiveness

November

Shadow budget plan – Funding

Requests and Priorities

President, Vice President for Business and

Finance and Budget Office

Revenue Projections for Tuition

Budget Office

December

Mandatory and Elective Fee report

Vice President for Business and Finance and

Budget Office

December

Submit Fiscal year revenue

projections for tuition to the

Vice President for Business

Georgia Board of Regents

December

Fiscal Year Mandatory and

Elective Fee Requests

Vice President for Business

December

Senior Exit Survey/Analyzed

Office of Institutional Effectiveness

January

Budget Hearing at Georgia Board

of Regents

President, Executive Vice President, Vice

President for Business and Finance, and Budget

Director.

January

Survey of Academic Advising/Analyzed

Office of Institutional Effectiveness, Office of

Testing, Academic Success Center

January

Planning for the administration of the CAAP and

ACAT MFE exams

College Deans, Office of Testing, Office of

Institutional Effectiveness, Office of Business and

Finance.

February

Georgia Regents Exam Administered

Office of Testing

March

Student Satisfaction Survey/Analyzed

Office of Institutional Effectiveness

March

Graduate Student Survey/Analyzed

Office of Institutional Effectiveness

March

Administration of the Collegiate

Assessment of Academic Proficiency

(CAAP)

Office of Institutional Effectiveness, Office of

Testing

March

Program Major Field Exams

administered

Academic Degree programs

March

Graduate Student Survey/ Analyzed

Office of Institutional Effectiveness

April

Distribution of CAAP, MFE results

Office of Institutional Research

April

Distribute Campus-wide budget

hearing directives

Vice President for Business and Finance and

Budget Office

April

Academic Department Heads and Units Heads discuss and prepare requests for FY budget requests*

Vice Presidents, Academic Deans, Department

Heads and Directors

April

Administrative Unit heads discuss and prepare FY Budget requests*

Vice Presidents, Academic Deans, Department

Heads and Directors

April

Annual Library Use Survey/Analyzed

Office of Institutional Effectiveness, Director of

Library Services.

April

Compile budget requests and priorities

for next FY

Executive Vice President, Vice President for

Business and Finance and Budget Officer

May

Annual Georgia Regent’s Student

Performance Report and Retention Study

Office of Institutional Effectiveness, Director of

Testing

May

Faculty workload study

Office of Institutional Effectiveness

May

Academic Program Assessment due

Office of Institutional Effectiveness, Academic

Program Department Chairs.

May

Educational Support and Administrative

Unit Program Assessment due

Office of Institutional Effectiveness,

Administrative and Educational Support Unit

Program coordinators

May

General Education Program Assessment

due

General Education Program Coordinators, Office

of Institutional Effectiveness,

May

Complete Salary recommendations using

budget review system

Vice Presidents, Academic Deans, Department

heads, Unit heads and Directors.

May

Finalize budget requests and salary

recommendations

President, Vice President for Business and

Finance and Budget Office

May

Budget preparation

Budget Office

May

Final decisions, reviews and adjustments

to budget allocations.

Vice Presidents, Deans, and Budget Office

May

Deadline for submitting budget to the

Board of Regents

Budget Office

June

Review and approval by Board of Regents

Budget Office

June

Evaluation of Institutional Progress

(Strategic Progress)

Office of Institutional Effectiveness, Peer

Consultant, Vice Presidents, President.

June

Strategic Objectives and annual plans

complete their cycle.

All Administrative, Instructional and Support

Units.

5 Assessment Process

Institutional effectiveness at Fort Valley State University is encouched

in a systematic, structured, and documented analysis of performance

data against the strategic objectives. The assessment process

involves gathering data and comparing actual performance with

planned performances. Interpretation of the relevance of outcomes is

then made pursuant to the accomplishment of the institution’s

mission. The assessment process is comprehensive including not

only an assessment of the strategic goals/objectives attainment, but

how effectively the human, physical and fiscal resources have been

employed to these ends. Assessment results are then utilized as

input into the next planning cycle.

Assessment Activities/Calendar

• September

• October

FVSU Listens Survey of

Student Engagement given

to first-time freshmen.

Enrollment Report

Retention Report

Graduation Report

Student Evaluation of

Faculty-Mini Mester

Financial Aid Survey

Ipeds Report- IC Headers/12

Month Enrollment/

Student Evaluation of

Faculty- Full Classes

Program and Standard

Major field exams

administered to graduating

seniors

Student Academic

proficiency Assessment

General Education Survey

Collegiate Assessment of

Academic Proficiency

administered to student

who have completed core

curriculum.

CAAP Exam

NSF- Herd Survey

Student Profile

Petersons- GSS

Faculty Satisfaction

FVSU Mission

(Strategic Planning)

Formation of

Programmatic Goals and

Expected Educational

Learning Outcomes

Evaluation

(Assessment)

Use of Results

Adjustments in Programs

and Operations

(Implementation)

(Dissemination)

FVSU ASSESSMENT MODEL

• October

• November

• December

• January

• February

• March

• April

• April 30

• May 15

Questionnaire (FSQ)

Annual Institutional Fact

Book

Common Data Set

Sophomore Diagnostic

Examination January

Mid year Faculty /Staff

Institute

Course Productivity Report

Grade Analysis

Survey of Academic Advising

Petersons Survey

Ipeds Report

Student Evaluation of

Faculty-

Mini –Mester

Student Evaluation of

Faculty-

Full Classes

Graduate Student Survey

Program and Standard

Major field exams

administered to graduating

seniors

Student Academic

Proficiency Assessment

General Education Survey

Collegiate Assessment of

Academic Proficiency

administered to student

who have completed core

curriculum.

CAAP Exam

National Survey of Student

Engagement administered

to continuing students.

Ipeds Report – Financial

Aid/

Admissions/ Library/ Human

Resources

Student Satisfaction Survey

Us News

Annual Library Use Survey-

Annual Georgia Regent’s

Student Performance

Report & Retention Study

Academic Degree Program

• June

• June 1

• June

• July

• July/August

• August

Assessments due

Grade Analysis

Course Productivity Report

Annual General Education

Review & Report

Academic Support Unit

Assessment

Administrators’ Evaluations

Faculty Retreat

Faculty Workload Study

Annual Planning Retreat

Strategic Plan Assessment

Phase II

Alumni Survey – Alumni

Affairs- Simmons

Collect In December & May

Faculty /Staff Institute

Strategic Plan Assessment

Phase III

Academic Degree Programs

submit student learning

outcomes to the Office of

Institutional Effectiveness.

Academic Support &

Administrative Units submit

programmatic goals to the

Office of Institutional

Effectiveness.

Academic Program Review

Workshop

Assessment Plans Workshop

General Education Program

The General Education Curriculum provides the broad knowledge base, academic skills and

professional disposition needed for students to succeed in a world that is increasingly global, and

complex. Students enroll in a range of courses that enable them to demonstrate effectiveness in

five domains – communication, critical thinking, problem solving, cultural diversity and responsible

citizenship. By attaining these general education outcomes, students learn to perform as

valuable, contributing members of a community of learners. The shared learning experiences

accrued in the general education core curriculum also prepare students for advanced study in the

academic discipline of their choice as well as for a lifetime of personal growth as thoughtful,

productive members of society.

General Education Program Assessment at FVSU:

Prior to the Spring, 2009, Fort Valley State University used a systematic process of evaluation

that involved course- embedded assessments and externally administered examinations.

However, the results of this process were not systematic. As a result the University streamlined

the process in the Fall of 2008.

Course embedded assessment are being phased into a broader system of assessment. The

Collegiate Assessment of Academic Proficiency is being viewed as a global assessment of the

general education outcomes.

This nationally normed assessment, from American College

Testing, evaluates student proficiencies in critical thinking, science reasoning, mathematics,

writing and reading. Hence it allows the University to consolidate as well as strengthen the

assessment process.

General Education Learning Outcomes

 Communication:

o Graduates will write clearly and speak effectively, read analytically and

comprehend critically.

Assessment Measures

2017-2018 (Prior to Spring 2013)

2017-

Course embedded assessment

General Education Skills Survey

Sophomore/Junior Diagnostic Exams

Collegiate Assessment of Academic

Proficiency (CAAP)

 Critical thinking battery

 Writing

 Mathematics

 Reading

 Science Reasoning

 Critical Thinking:

o Graduates will display quantitative competency, be capable of differentiating

facts from opinions, think logically and critically, and show imagination and

creativity in their scholarly endeavors and work efforts.

Assessment Measures

2017-2018 (Prior to Spring 2013)

2017

Course embedded assessment

Sophomore/Junior Diagnostic Exams

General Education Skills Survey

Collegiate Assessment of Academic

See Appendix A for a detailed description of the embedded assessment process.

Proficiency (CAAP)

 Critical thinking battery

 Writing

 Mathematics

 Reading

 Science Reasoning

General Education Learning Outcomes

 Problem Solving

o Graduates will interpret and communicate quantitative data, solve routine and

non-routine problems, recognize logical inconsistencies, and engage in applied

research in diverse disciplines.

Assessment Measures

2017-2018 (Prior to Spring 2009)

2007-

Course embedded assessment

Ga. Regent’s Exam

Sophomore/Junior Diagnostic Exams

General Education Skills Survey

Collegiate Assessment of Academic

Proficiency (CAAP)

 Critical thinking battery

 Writing

 Mathematics

 Reading

 Science Reasoning

General Education Research Paper

 Cultural Diversity and Values

o Graduates shall critically evaluate their own culture and that of others;

understand the changing world of men and women.

Assessment Measures

2017-2018 (Prior to Spring 2009)

2017-

Course embedded assessment

General Education Skills Survey

Sophomore/Junior Diagnostic Exams

General Education Learning Outcomes

 Technology

o Graduates shall understand the individual’s role in and responsibilities to society,

understand and use organizational structure and processes, examine the forces

shaping and altering society, and be globally aware and knowledgeable of ethical

issues.

Assessment Measures

2017-2018 (Prior to Spring 2009)

2017-

Course embedded assessment

General Education Skills Survey

Sophomore/Junior Diagnostic Exams

Computer Skills Rubric

Academic Unit Assessment Plans

The major cornerstone of the University’s assessment efforts are unit assessments. Each

academic degree program as well as academic support and administrative units of the University

complete annual assessments. Assessments are structured to support unit strategic plans which

in turn support the strategic initiatives and the Institutional Purpose.

BACCALAURATE PROGRAMS

Academic Planning/Assessments

Fort Valley State University

Accounting

1: Accounting

Student Learning Outcome

1. Students will demonstrate the ability to analyze data.

Assessment Criteria

1. At least 70% of students will indicate on the Student

Academic Program Assessment that they have the ability to

analyze data.

2: Accounting

Student Learning Outcome

2. Students will demonstrate the ability to apply accounting

procedures within the business community.

Assessment Criteria

2. At least 80% of students will agree/strongly agree on the

Senior Exit Survey that they have the ability to apply accounting

procedures within the business community.

3: Accounting

Student Learning Outcome

3. Students will demonstrate the ability to apply accounting

concepts and methods.

Assessment Criteria

3. At least 85% of students will score in the 50 percentile on the

Accounting ETS Major Field Test.

Agricultural Economics

1: Agricultural Economics

Student Learning Outcome

1. Students will demonstrate an understanding of economic

theory such as supply and demand.

Assessment Criteria

1a. At least 90% of Agricultural Economics students will obtain a

score at or above 85% on the AGEC 2801 final exam.

1b. At least 90% of graduating students will obtain a score at or

above the 50th percentile on the ACAT exam. 100% of

graduating seniors will be required to take ACAT Exam.

2: Agricultural Economics

Student Learning Outcome

2. Students must demonstrate the ability to conduct empirical

research in economics (organize, estimate, analyze, and draw

conclusions from data).

Assessment Criteria

2. At least 95% of senior students will write senior research

papers.

3: Agricultural Economics

Student Learning Outcome

3. Students must demonstrate the ability to communicate

research findings effectively.

Assessment Criteria

3. At least 80% of students completing the senior project will

obtain a final rating of acceptable or better on the oral

presentation rubric and state on the Agriculture Economics

Program survey they believe they improved their ability to

communicate research findings effectively.

Agricultural Education

1: Agricultural Education

Student Learning Outcome

1. Agricultural Education Teacher Education candidates will

demonstrate agriculture content knowledge.

Assessment Criteria

1. At least 80% of students will earn a score of 70 or higher on

the ACAT Exam as prerequisite for taking the GACE agriculture

subject area assessment. (Test numbers 040 and objectives

0001-0004).

2: Agricultural Education

Student Learning Outcome

2. Students will demonstrate content knowledge related to the

foundations of agricultural education.

Assessment Criteria

2. At least 80% of students will earn a score of 220 or higher on

the GACE Agriculture Subject Area Assessment. (Test numbers

040 and objectives 0001-0004).

3: Agricultural Education

Student Learning Outcome

3. Students will demonstrate content knowledge related to

agricultural business management.

Assessment Criteria

3. At least 80% of students will earn a score of 220 or higher on

the GACE agriculture subject area assessment. (Test numbers

040 and objectives 0005-0006).

Agricultural Engineering Technology

1: Agricultural Engineering Technology

Student Learning Outcome

1. Students will demonstrate knowledge of AENT program

Content.

Assessment Criteria

1. 50% of students taking the ACAT will score in the 50

percentile.

2: Agricultural Engineering Technology

Student Learning Outcome

2. 80% of the students taking the Agricultural Engineering

Technology Comprehensive Exam will score a “C” or better to

demonstrate content knowledge.

Assessment Criteria

2. 80% of the students taking the Agricultural Engineering

Technology Comprehensive Exam will score a “C” or or better to

demonstrate content knowledge.

3: Agricultural Engineering Technology

Student Learning Outcome

3. Students will demonstrate content knowledge related to

agricultural mechanics.

Assessment Criteria

3. 80% of the students taking the ACAT Exam will score in the

percentile.

Animal Science (BS)

1: Animal Science (BS)

Student Learning Outcome

1a. Students will demonstrate an understanding of the science in

animal agriculture.

Assessment Criteria

1a. At least 80% of Animal Science majors completing the

course will obtain a score at or above 50

percentile on the

ANSC 2803 (General Animal Science) condensed exam.

1b. All students are required to take the exit examination and

score 70% or better. All students will take the ACAT test.

2: Animal Science (BS)

Student Learning Outcome

2. Students will a2. Students will exhibit understanding of the processes used in

Animal products agriculture.

2. Students ire

Assessment Criteria

2a. At least 70% of Animal Science majors completing the

course will obtain a score above 50

percentile in ANSC 4822 -

Senior Research evaluation.

2b. At least 65% of graduating seniors will indicate on the

Animal Science exit survey that they have an understanding of

animal physiology/nutrition.

3: Animal Science (BS)

Student Learning Outcome

3. Students will demonstrate ability to critically review

publications for their senior research project.

Assessment Criteria

3a. At least 80% of students completing the senior oral

presentation will exhibit: a) good poise, b) proper grammar, c)

correct pronunciation, and d) sound verbal construction.

3b. A 70

percentile passing performance in the ANSC 4841

comprehensive results is expected. The presentation will be

evaluated by a team of three faculty members including an

outside expert.

Biology

1: Biology

Student Learning Outcome

1. Students graduating as Biology majors will be able to relate

organ systems to their functions.

Assessment Criteria

1. 80% of graduating seniors will make 60% or better on the

Senior Biology Exit examination.

2: Biology

Student Learning Outcome

2. Graduating seniors will master contents in core biology areas

of Vertebrate physiology.

Assessment Criteria

2. 85% of graduating seniors will score in the 50

percentile or

better ion the Vertebrate Physiology Area of the Biology ACAT

exam.

3: Biology

Student Learning Outcome

3. Students graduating in Biology will be able to demonstrate

knowledge of content in General Biology.

Assessment Criteria

3.50% of graduating seniors will score in 30% percentile in all

areas of BIOLOGY ACAT exam.

Biotechnology (MS)

1: Biotechnology (MS)

Student Learning Outcome

1. Students will exhibit knowledge of genetic manipulation.

Assessment Criteria

1. At least 80% of graduating students from Biotechnology

degree programs will demonstrate research competency as well

as occupational aptitude for the genetic improvement of their

choice.50% of graduating seniors will score in 30% percentile in

all areas of BIOLOGY ACAT exam.

2: Biotechnology (MS)

Student Learning Outcome

2. Students will demonstrate the ability for in vitro culture of

tissues and cells.

Assessment Criteria

2a. At least 80% of graduate students that will complete

Masters in Biotechnology graduate program will obtain a good to

very good score on biotechnology skills rubric (1=poor, 2=fair,

3=good, 4=very good) to become competitive.

3: Biotechnology (MS)

Student Learning Outcome

3. Students will demonstrate original research theme.

Assessment Criteria

3a. At least 90% of students completing the Biotechnology

graduate program will obtain satisfactory (S) scores on their

Thesis Research accomplishments in the biotechnology area of

their choice.

Chemistry

1: Chemistry

Student Learning Outcome

1. Students graduating from chemistry will demonstrate the

ability to draw logical scientific conclusions from data.

Assessment Criteria

1. At least 80% of students taking the Student Academic

Program Assessment will agree/strongly agree that they have a

good overall understanding of the fundamentals of chemistry.

2: Chemistry

Student Learning Outcome

2. Graduates will exhibit understanding of the fundamentals of

inorganic chemistry.

Assessment Criteria

2a. At least 50% of students taking the Chemistry ETS Major

Field Exam will score in the 50

percentile for inorganic

chemistry.

2b. At least 80% of students will agree/strongly agree that they

have a good overall understanding of the fundamentals of

inorganic chemistry as evidenced by the Student Academic

Program Assessment.

3: Chemistry

Student Learning Outcome

3. Students completing the chemistry program will demonstrate

proficiency in using computers.

Assessment Criteria

3. All students completing the program will complete a senior

project and present it at a national conference. This project will

require students to use PowerPoint & include graphs and charts

completed on the computer.

Computer Information Systems

1: Computer Information Systems

Student Learning Outcome

1. Students will develop proficiency in creating logically sound

algorithms.

Assessment Criteria

1a. At least 70% of students will earn a score of 70% or better

in the sophomore-junior diagnostic test conducted in CSCI1302

courses.

The grading is based on

a. Knowledge of general problem solution,

b. Accuracy of algorithm (solution),

c. Formulation (implementation) of solution in the context of the

course topics, and general programming with Java.

1b. At least 80% of students will score in the 35 percentie on

the Computer Science ETS Major Field Assessment.

2: Computer Information Systems

Student Learning Outcome

2. Students will demonstrate the ability to implement the five

phases of business software development life cycle (SDLC)

system.

Assessment Criteria

2. At least 70% of CIS students will earn a score of 70% or

better in a SDLC project embedded in course CSIS 4001 and

CSIS 4002.

3: Computer Information Systems

Student Learning Outcome

3. Students will display the ability to design and implement a

Local Area Network (LAN) for a small business environment

using TCP/IP protocol.

Assessment Criteria

3. At least 70% of all CIS students will score 70% or higher in a

computer networking project embedded in CSCI 3150 course.

4: Computer Information Systems

Student Learning Outcome

4. Setup and configure computers for Windows® operating

system based computers.

Assessment Criteria

At least 70% of all CIS students will score 70% or higher in

practical demonstration of computer configuration and

installation embedded in CSIS 3100 course.

Computer Science

1: Computer Science

Student Learning Outcome

Develop proficiency in creating algorithms.

Assessment Criteria

1a. At least 70% of students will earn a score of 70% or better

in the sophomore-junior diagnostic test conducted in CSCI1302

courses.

The grading is based on

a. Knowledge of general problem solution,

b. Accuracy of algorithm (solution),

c. Formulation (implementation) of solution in the context of the

course topics, and general programming with Java.

1b. At least 80% of students will score in the 35th percentile on

the Computer Science ETS Major Field Assessment.

2: Computer Science

Student Learning Outcome

Ability to implement a Local Area Network (LAN) for a small

business environment using TCP/IP protocol.

Assessment Criteria

At least 70% of all CS students will score 70% or higher in a

computer networking project embedded in CSCI 3150 course.

3: Computer Science

Student Learning Outcome

Students will display the ability to carry-out Boolean Algebra,

and the basic organizing principles.

Assessment Criteria

At least 70% of all CS students will score 70% or higher in

designing and implementing an algorithm using a low level

programming language such as Assembly, embedded in CSCI

3351 course.

4: Computer Science

Student Learning Outcome

Students will demonstrate a thorough understanding of CPU.

(This includes scheduling methods and main memory

management.)

Assessment Criteria

At least 70% of students will earn a score of 70% or better in

the CPU scheduling and memory management problems

embedded in CSCI4340 course.

Criminal Justice

1: Criminal Justice

Student Learning Outcome

1. At least 70% of students taking the ACAT Criminal Justice

exam will score at or above the 50th percentile on the sections

that examine youthful offenders and the system’s handling of

them.

Assessment Criteria

1. At least 70% of students taking the ACAT Criminal Justice

exam will score at or above the 50th percentile on the sections

that examine youthful offenders and the system’s handling of

them.

2: Criminal Justice

Student Learning Outcome

2. Graduating seniors will demonstrate a broad knowledge and

understanding of the area of Law Enforcement.

Assessment Criteria

2. Students will demonstrate the ability to do statistical and

criminal justice literature based research and prepare an

effective presentation based on that research.

3: Criminal Justice

Student Learning Outcome

3. Graduating seniors will demonstrate a broad knowledge and

understanding of the area of Law Enforcement.

Assessment Criteria

3. Students will demonstrate the ability to do statistical and

criminal justice literature based research and prepare an

effective presentation based on that research.

Early Childhood Education

1: Early Childhood Education

Student Learning Outcome

1. The Proficient Educator will demonstrate competence in

content knowledge.

Assessment Criteria

1. At least 80% of the completers of the program will pass the

GACE content area assessment before graduation.

2: Early Childhood Education

Student Learning Outcome

2. Students will demonstrate proficiency using technology to

enhance content.

Assessment Criteria

2. In 2014-2015, at least 80% of the completers will receive a

score of “Acceptable” or better on the Professional Portfolio

Rubric, which assesses candidates’ ability to understand and use

technology in the classroom in order to enhance learning.

3: Early Childhood Education

Student Learning Outcome

3. The Proficient Educator will demonstrate effective pedagogical

skills.

Assessment Criteria

3a In 2014-2015, at least 80% of the completers will receive 80% or better

on a course embedded assessments that assesses the following::

 having a repertoire of instructional strategies and

supplementary materials;

 providing clear directions and explanations to students;

 c. providing appropriate feedback to students.

3b At least 50% of completers will participate in completing the

edTPA pilot instrument.

Electronic Engineering Technology

1: Electronic Engineering Technology

Student Learning Outcome

1. Students will demonstrate their knowledge of analog

electronics circuits and systems.

Assessment Criteria

1 At least 60% of students will earn a score of 50% or higher in

Parts A & B of the Sophomore Diagnostic Exam (SDE).

Parts A & B cover the fundamentals of DC and AC circuits and

basic electronics.

(The SDE is a comprehensive closed note closed book exam,

which includes topics in DC (Part A), AC (Part B), electronics

(Part C) and principles of digital systems (Part D).)

2: Electronic Engineering Technology

Student Learning Outcome

2. Students will demonstrate an understanding of digital circuits

and systems.

Assessment Criteria

(i) At least 60% of students will earn a score of 50% or higher in Part D of the

Sophomore Diagnostic Exam (SDE)

ii) At least 50% of the graduating students will earn a score of

50% or higher in Part II (knowledge in digital systems) of the

Senior Exit Exam (SEE)

3: Electronic Engineering Technology

Student Learning Outcome

3. Students will demonstrate satisfactory performance in

preparing lab reports using word-processor.

Assessment Criteria

3. At least 60% of students will demonstrate satisfactory

performance in preparing lab reports using word-processor, by

achieving an average score of 75% or higher in ELET 3601 Lab.

Food and Nutrition

1: Food and Nutrition

Student Learning Outcome

1. FDNU students will demonstrate knowledge of the profession.

(This includes its core concepts, history and future directions.)

Assessment Criteria

1. 80% of students taking the FDNU exit exam will obtain a

score at or above 80%.

2: Food and Nutrition

Student Learning Outcome

2. Demonstrate knowledge of discipline core content concepts.

Assessment Criteria

2a. 80% of students taking the Sophomore Diagnostic test will

obtain a score at or above 70%.

2b. 70% of students completing the diagnostic paper will explain

the interdisciplinary nature of FCS as related to their major and

score 85% or better on the diagnostic paper.

3: Food and Nutrition

Student Learning Outcome

3. FDNU students will exhibit knowledge of good nutrition.

Assessment Criteria

3. At least 80% of test takers will obtain a score of 70 or above on

the nutrition, food selection and dietetics section of the exit exam.

4: Food and Nutrition

Student Learning Outcome

4. FDNU will Demonstrate competence in writing.

Assessment Criteria

4. At least 70% of students taking the CAAP Writing Battery will

obtain a score at or above the range of the 25

percentile.

General Business

1: General Business

Student Learning Outcome

1a. Students will demonstrate an understanding of the land and

capital principle of Business.

Assessment Criteria

1. At least 50% of students will score at the 65 percentile or

better on Business ETS Major Field Assessment.

2: General Business

Student Learning Outcome

2a. Students will demonstrate the ability to identify the cost and

benefits of a Global economy.

Assessment Criteria

2. At least 80% of students will state on the SAPA that their

knowledge of General Business was improved by the program.

3: General Business

Student Learning Outcome

3a. Demonstrate the ability to use statistical software to prepare

research papers.

Assessment Criteria

3a. At least 80% of the students will attain a score at or above

70 on the senior research project. The

project requires students to use SPSS to perform: (a) Crosstab;

(b) T-test and regression

Health and Physical Education

1: Health and Physical Education

Student Learning Outcome

1. Students will demonstrate competence in content knowledge.

Assessment Criteria

1. At least 45% of candidates will pass the required GACE

content exam.

2: Health and Physical Education

Student Learning Outcome

2. Students will demonstrate an understanding of how to apply

historical methods in completing research.

Assessment Criteria

2a. 75% of students will attain a final rating of “P” on their

senior research papers. This paper requires students to use (a)

historical research, (b) deductive analysis, and (c) quantitative

reasoning. Each item is weighted so that students cannot pass

the assessment without showing proficiency in use and skill in

conducting research. (Rating are P—proficient and F—failing.)

3: Health and Physical Education

Student Learning Outcome

3. The Proficient Educator evidences a caring disposition.

Assessment Criteria

At least 50% of HPE candidates will score 80% or higher in a

promoting and maintaining a caring, safe, positive, and active

learning environment demonstrating appropriate interaction and

commanding respect; providing responses that are fair,

consistent, and appropriate. This will be evidenced on the

Annual Report.

History

1: History

Student Learning Outcome

1. Students will demonstrate a broad understanding of U.S.

History from 1890 to 1940.

Assessment Criteria

1a. 50% of students will score at the 50

percentile or better on

the ACAT on U.S. History 1820 to 1890.

1b. At least 70% of students will indicate on the Student

Academic Program Assessment that they have a broad

understanding of their major.

2: History

Student Learning Outcome

2. Students will demonstrate an understanding of how to apply

historical methods in completing research.

Assessment Criteria

2a. 75% of students will attain a final rating of “P” on their

senior research papers. This paper requires students to use (a)

historical research, (b) deductive analysis, and (c) quantitative

reasoning. Each item is weighted so that students cannot pass

the assessment without showing proficiency in use and skill in

conducting research. (Rating are P—proficient and F—failing.)

3: History

Student Learning Outcome

3. Students will exhibit an understanding of Post-Reconstruction

African American History.

Assessment Criteria

3a. 70% of students will score at the 65 percentile or better on the ACAT

Black History segment.

Assessment Criteria

3a. 70% of students will score at the 65 percentile or better on

the ACAT Black History segment.

Infant and Child Development (BS)

1: Infant and Child Development (BS)

Student Learning Outcome

1. ICDV students will demonstrate knowledge of the profession.

Assessment Criteria

1. 80% of students taking the ICDV exit exam will obtain a score

at or above 80%.

2: Infant and Child Development (BS)

Student Learning Outcome

2. Develop professional skills to evaluate the behaviors of young

children.

Assessment Criteria

2a. 75% of students will utilize theories of play & principles of

development in the selection of activities, materials and

equipment for young children on the ICDV exit exam.

2b. 75% will analyze various curricula based on their knowledge

of culture, best teaching practices and procedures on the ICDV

exit exam.

3: Infant and Child Development (BS)

Student Learning Outcome

3. ICDV students will demonstrate knowledge of discipline

core/content concepts.

Assessment Criteria

3a. 80% of students taking the Sophomore Diagnostic test will

obtain a score at or above 70%.

3b. 70% of students completing the diagnostic paper will explain

the interdisciplinary nature of FCS as related to their major.

85% of these students will score at or above 90% on the

diagnostic paper rubric.

Liberal Studies

1: Liberal Studies

Student Learning Outcome

1. Students will demonstrate the ability to understand

information generally and in their fields of choice.

Assessment Criteria

1. At least 70% of graduates will attain a final score at or above

national norms on (CAAP) critical thinking.

2: Liberal Studies

Student Learning Outcome

2. Students will demonstrate an understanding of the

relationships among several disciplines.

Assessment Criteria

2. 100% of Students will prepare final critical analysis

presentation or paper using technologies and receives a score of

2.5 or better on a rubric as judged by interdisciplinary panel of

faculty, or is presented at an academic conference.

3: Liberal Studies

Student Learning Outcome

3. Students will demonstrate collaboration skills and an

understanding of diverse perspectives.

Assessment Criteria

3. At least 70% of graduates will attain a final score at or above

national norms on (CAAP) critical thinking.

Management

1: Management

Student Learning Outcome

1. Students will demonstrate the ability to apply procedures in

Management.

Assessment Criteria

1. At least 80% of students will agree/strongly agree on the

Senior Exit Survey that they have the ability to apply

management procedures within the business community.

2: Management

Student Learning Outcome

2. Students will demonstrate the ability to apply accounting

concepts and methods to interpret financial statements.

Assessment Criteria

2. At least 80% of students will agree or strongly agree on the

SAPA that their knowledge of Management was improved by the

program.

3: Management

Student Learning Outcome

3. Students will demonstrate the ability to use statistical

software to prepare research papers.

Assessment Criteria

3. At least 80% of the students will attain a score at or above 70

on the senior research project. The project requires students to

use SPSS to perform: (a) Crosstab; (b) T-test and regression.

Marketing

1: Marketing

Student Learning Outcome

1a. Students will demonstrate an understanding of the principles

of Marketing.

Assessment Criteria

1. At least 80% of students will achieve a passing score with

70% or higher on the Departmental Exit Exam.

2: Marketing

Student Learning Outcome

2a. Students will demonstrate the ability to identify the cost and

benefits of a Global economy.

Assessment Criteria

2a. At least 80% of student taking the SAPA will agree or

strongly agree that they increased their knowledge of the

program. (This exam includes detailed information about costs

and benefits at a Global economy).

3: Marketing

Student Learning Outcome

3a. Students will demonstrate the ability to use statistical

software to prepare research papers.

Assessment Criteria

3a. At least 80% of the students will attain a score at or above

70 on the senior research project. The project requires students

to use SPSS to perform: (a) Crosstab; (b) T-test and regression.

Mass Communication

1: Mass Communication

Student Learning Outcome

1. Students will demonstrate an understanding of professional

writing requirements.

Assessment Criteria

1a. Students will obtain a score 0f (75) or above on the Writing

Skills Rubric approved for the SACS QEP Enhancing Critical

Thinking Skills.

1b. At least 70% of students will obtain a final score of 75 (C) or

better on the writing segment of the Senior Exit exam.

2: Mass Communication

Student Learning Outcome

2. Students will demonstrate the ability to apply standards of

critical thinking to their academic and journalistic writing.

Assessment Criteria

2. At least 70% of students enrolled in MCMM 2113 and MCMM

4283 will prepare a satisfactory research paper which

demonstrates critical thinking with the final grade of “C” or

better. (The Critical Thinking Skills Rubric approved for the SACS

QEP Enhancing Critical Thinking Skills will be used.)

3: Mass Communication

Student Learning Outcome

3. Students will demonstrate an awareness of the principles of

ethics that permeates the field of Mass Communications.

Assessment Criteria

3a. At least 70% of students will earn a score of (75) or better

on the major content exam in MCMM 3123 Media Law and

Ethics.

3b. At least 70% of students will earn a passing score (20 or

more points out of a possible 30 points) on the ethics

components of the Senior Exit Exam.

Mathematics

1: Mathematics

Student Learning Outcome

Students will apply the concept of function to solve application

problems.

Assessment Criteria

1a. All majors will score 145 or above on the Major Field Test in

Mathematics.

1b. At least 80% of the majors will score 70% or higher on the

application items (Part I) of the sophomore-junior diagnostic

assessment. This exam will cover the concepts of limit,

continuity, differentiation, and integration.

2: Mathematics

Student Learning Outcome

Students will demonstrate the ability to construct mathematical

proofs.

Assessment Criteria

2a. At least 70% of the majors completing subsection on the proof

items (Part II) of the sophomore-junior diagnostic test will

demonstrate proficiency (by earning an average score of 70% or

higher) in constructing proofs (directly, indirectly, and by induction)

for mathematical assertions.

2b. At least 70% of all majors taking Advanced Calculus (MATH

4343) will demonstrate proficiency (by earning score 70% or

higher) in constructing proofs of mathematical assertions

involving limit, continuity, differentiation, and integration.

3: Mathematics

Student Learning Outcome

Students will demonstrate knowledge of program gained from

researching a special problem or topic.

Assessment Criteria

3a. At least 80% of students taking Mathematics Seminar (MATH

4391) will attain at least 80% proficiency level on the in-depth

knowledge demonstrated in a written presentation or solved

problem on the basis of his/her research.

4: Mathematics

Student Learning Outcome

Students will demonstrate the use of decision-making required

in the work place.

Assessment Criteria

4a. At least 80% of students taking the Student Academic

Program Assessment will agree or strongly agree that they have

enhanced their ability to make decisions.

Middle Grades Education

1: Middle Grades Education

Student Learning Outcome

1. The Proficient Educator will demonstrate competence in

content knowledge of Middle Grades Education

Assessment Criteria

1. At least 80% of the completers of the program will pass the

GACE content area assessment before graduation.

2: Middle Grades Education

Student Learning Outcome

2. The Proficient Educator will demonstrate effective pedagogical

skills.

Assessment Criteria

2. At least 50% of the students will participate in completing the

edTPA pilot.

3: Middle Grades Education

Student Learning Outcome

3. The proficient Educator demonstrates competency in the use

of technology.

Assessment Criteria

3. At least 70% of the students completing the program will

agree/strongly agree on their increased ability to use technology

on the Student Academic Program Assessment survey.

Plant Science

1: Plant Science

Student Learning Outcome

1. Graduating seniors will demonstrate a broad knowledge and

understanding of the area of plant science.

Assessment Criteria

1. At least 70% of students will indicate on the Student

Academic Program Assessment that they have a broad

understanding of the major.

2: Plant Science

Student Learning Outcome

2. Increase technology.

Assessment Criteria

2. At least 70% of students will indicate on the Graduating

Senior Survey that they have acquired the skills necessary to

use technology effectively.

3: Plant Science

Student Learning Outcome

3. The proficient educator will demonstrate content knowledge

related to agriculture.

Assessment Criteria

3. At least 80% of students will score at the 50

percentile or

better on the ACAT Agriculture Exam.

Political Science

1: Political Science

Student Learning Outcome

1. At least 75% of students will agree or strongly agree on

the Student Academic Program Assessment that their

coursework gave them a broad understanding of their major.

Assessment Criteria

1. At least 75% of students will agree or strongly agree on the Student

Academic Program Assessment that their coursework gave them a

broad understanding of their major.

2: Political Science

Student Learning Outcome

2. Students will improve their understanding of Political Science

Research.

Assessment Criteria

2. At least 50% of seniors will score at or above the 25

percentile on the Political Science ACAT senior exam.

3: Political Science

Student Learning Outcome

3. Students will show an understanding of American

Government.

Assessment Criteria

3. At least 50% of students will score at or above the 25th

percentile on the American Government section of the Political

Science ACAT Exam.

Psychology

1: Psychology

Student Learning Outcome

1. Students will demonstrate a clear understanding of the

Experimental Design concepts of psychological research.

Assessment Criteria

1. At least 80% of students will score at the 25

percentile or

better on the Experimental Design Section of the Psychology

ACAT Exam.

2: Psychology

Student Learning Outcome

2. Students will demonstrate the ability to apply procedures in

Psychology.

Assessment Criteria

2. At least 80% of students will agree/strongly agree on the

Senior Exit Survey that they have the ability to apply

Psychology.

3: Psychology

Student Learning Outcome

3. Students will increase efficiency in technology.

Assessment Criteria

3. At least 70% of students will indicate on the Student

Academic Program Assessment that they have acquired the

skills necessary to use technology effectively.

Social Work

1: Social Work

Student Learning Outcome

1. Students will demonstrate content knowledge of Social Work.

Assessment Criteria

1. At least 80% of students will demonstrate content knowledge

by scoring at the 50th percentile or better the Social Work ACAT

Exam.

2: Social Work

Student Learning Outcome

2. Students will exhibit an understanding of Social Work.

Assessment Criteria

2. At least 70% of students will exhibit an understanding of

Social Work by scoring at the 50

percentile on the Social Work

ACAT Exam.

3: Social Work

Student Learning Outcome

3. Student will demonstrate the use of technology.

Assessment Criteria

3. At least 70% of the completers of the program will

agree/strongly agree on their increased ability to use technology

on the Student Academic Program Assessment survey.

Veterinary Technology (BS)

1: Veterinary Technology (BS)

Student Learning Outcome

1. Students will demonstrate an understanding of medical

terminology in veterinary technology.

Assessment Criteria

1. At least 70% of the students will demonstrate an

understanding of medical terminology by passing the VETY 1812

course.

2: Veterinary Technology (BS)

Student Learning Outcome

2. Students will demonstrate an understanding of core content in

veterinary technology.

Assessment Criteria

2. At least 70% of students will have a final score of 80 or better on the

Veterinary Technology written departmental examination.

3: Veterinary Technology (BS)

Student Learning Outcome

3. Student will demonstrate a proficiency and knowledge base in

performing the basic essential skills. (These tasks are required

of a veterinary technician as set forth by the American

Veterinary Medical Association (the accrediting agency for this

program).

Assessment Criteria

1. At least 90% of students will pass the Veterinary Technology

Practical Essential Skill Proficiency Test.

1. At least 90% of students will pass the Veterinary Technology

Exit Exam with a score of 70% or better.

Online Programs

Psychology

1: Psychology

Student Learning Outcome

1. Students will demonstrate a clear understanding of the

Experimental Design concepts of psychological research.

Assessment Criteria

1. At least 85% of students will score at the 25

percentile or

better on the Experimental Design Section of the Psychology

ACAT Exam.

2: Psychology

Student Learning Outcome

2. Students will demonstrate the ability to apply procedures in

Psychology.

Assessment Criteria

2. At least 80% of students will agree/strongly agree on the

Senior Exit Survey that they have the ability to apply accounting

procedures within the business community.

3: Psychology

Student Learning Outcome

3. Students will increase efficiency in technology.

Assessment Criteria

3. At least 70% of students will indicate on the Student

Academic Program Assessment that they have acquired the

skills necessary to use technology effectively.

Criminal Justice

1: Criminal Justice

Student Learning Outcome

1. Students will demonstrate an understanding of the criminal

justice system’s handling of youthful offenders

Assessment Criteria

1. At least 70% of students taking the ACAT Criminal Justice

exam will score at or above the

50th percentile on the sections that examine youthful offenders

and the system’s handling of them.

2: Criminal Justice

Student Learning Outcome

2. Graduating seniors will demonstrate a broad knowledge and

understanding of the area of Law Enforcement.

Assessment Criteria

2. 85% of students will demonstrate the ability to do statistical

and criminal justice literature based research and prepare an

effective presentation based on that research.

3: Criminal Justice

Student Learning Outcome

3. Students will demonstrate the ability to do criminal justice

literature based research.

Assessment Criteria

3. At least 70% of students will indicate on the Student

Academic Program Assessment that they have a broad

understanding of the major.

Political Science

1: Political Science

Student Learning Outcome

1. Students will demonstrate an understanding of Geo-Politics.

Assessment Criteria

1. At least 75% of students will agree or strongly agree on the Student

Academic Program Assessment that their coursework gave them a broad

understanding of their major.

2: Political Science

Student Learning Outcome

2. Students will improve the understanding of .Political Science

Research.

Assessment Criteria

2. At least 50% of seniors will score at or above the 25

percentile% on the Political Science ACAT senior exam

3: Political Science

Student Learning Outcome

3. Seniors taking the ACAT will show an understanding of the

constitutional aspects and basis of American Government.

Assessment Criteria

3. At least 75% of students will agree or strongly agree on the

Student Academic Program Assessment that their junior/senior

courses required them to demonstrate proficiency in oral and

written communication.

Rehabilitation Counseling (MS)

1: Rehabilitation Counseling (MS)

Student Learning Outcome

1. Students will demonstrate the ability to describe the systems

that provide vocational rehabilitation services to people with

disabilities.

Assessment Criteria

1a. students will score 80% or better on the Vocational

Rehabilitation Services component of program Exit Exam.

2: Rehabilitation Counseling (MS)

Student Learning Outcome

2. Students will demonstrate knowledge of practice rehabilitation

counseling.

Assessment Criteria

2a. students will score 80% or better on the Rehabilitation

Foundations component of program Exit Exam.

2b. Students will score at or above the national score at on the

national average on CRCC Rehabilitation Foundations component

of the Standardized Exam Components.

MASTERS PROGRAM

Animal Science (MS)

1: Animal Science (MS)

Student Learning Outcome

1a. Students will demonstrate an understanding of the science in

animal agriculture.

Assessment Criteria

1a. At least 80% of Animal Science majors completing the

course will obtain a score at or above 50

percentile on the

ANSC 2803 (General Animal Science) condensed exam.

1b. All students are required to take the exit examination and

score 70% or better. All students will take the ACAT test.

2: Animal Science (MS)

Student Learning Outcome

2. Students will a2. Students will exhibit understanding of the processes used in

Animal products agriculture.

2. Students ire

Assessment Criteria

2a. At least 70% of Animal Science majors completing the

course will obtain a score above 50

percentile in ANSC 4822 -

Senior Research evaluation.

2b. At least 65% of graduating seniors will indicate on the

Animal Science exit survey that they have an understanding of

animal physiology/nutrition.

3: Animal Science (MS)

Student Learning Outcome

3. Students will demonstrate ability to critically review

publications for their senior research project.

Assessment Criteria

3a. At least 80% of students completing the senior oral

presentation will exhibit: a) good poise, b) proper grammar, c)

correct pronunciation, and d) sound verbal construction.

3b. A 70

percentile passing performance in the ANSC 4841

comprehensive results is expected. The presentation will be

evaluated by a team of three faculty members including an

outside expert.

Mental Health (MS)

1: Mental Health (MS)

Student Learning Outcome

1. Students will demonstrate the ability to resolve ethical

dilemmas through the ethical decision making process.

Assessment Criteria

1. At least 60% of the students will score at least 65% or

higher” on the NBCC Exit Examination.

2: Mental Health (MS)

Student Learning Outcome

2. Mental Health Graduates will understand the function of the

day to day operations of a mental health agency as part of the

internship training.

Assessment Criteria

2. 90% of the student interns taking the Mental Health

Counseling Internship Survey will agree or strongly agree that

they gained an understanding of the operations of a mental

health agency.

3: Mental Health (MS)

Student Learning Outcome

3. Graduates will exhibit an understanding of mental health

disorders.

Assessment Criteria

3. 85% of all graduating students will pass the written section of

the NBCC examination during the academic year2014-2015.

Public Health (MS)

1: Public Health (MS)

Student Learning Outcome

1. Student will demonstrate an understanding of environmental

health as it relates to the field of public health.

Assessment Criteria

1. 90% of the students will demonstrate their understanding of

environmental health by scoring an 80 or above on the Public

Health Course Term Paper. This paper represents 25 % of their

total grade.

2: Public Health (MS)

Student Learning Outcome

2. Student will demonstrate the ability to apply analytical

knowledge of environmental health sciences as relates to the

field of public health.

Assessment Criteria

90% of the students will demonstrate the ability to apply

analytical knowledge by passing the HLTH 5850 course.

3: Public Health (MS)

Student Learning Outcome

Students will demonstrate the ability to write comprehensively

across the discipline of environmental health as relates to public

health studies.

Assessment Criteria

90% of the students will demonstrate the ability to write

comprehensively by passing the HLTH 5999 course. Assessment

involves the final graduate report which is required for both

HLTH 5850 Field Experience and HLTH 5999 Thesis, one of which

student must commit to as the cornerstone of their graduate

experience prior to graduation. The Field Experience Written

Report or the Thesis are to be a comprehensive body of work

that reflects the entire Field Experience/Thesis experience. It is

graded for content and clarity and is presented to Instructor of

Record at the time of the oral presentation/defense. The grading

scale is based on Pass or Fail and is issued by Instructor of

Record based on the following: HLTH 5850 Field Experience -

combined evaluation by field site supervisor and instructor of

record. HLTH 5999 - Thesis - combined evaluation of thesis

committee.

Rehabilitation Counseling (MS)

1: Rehabilitation Counseling (MS)

Student Learning Outcome

1. Students will demonstrate the ability to describe the systems

that provide vocational rehabilitation services to people with

disabilities.

Assessment Criteria

1a. students will score 80% or better on the Vocational

Rehabilitation Services component of program Exit Exam.

2: Rehabilitation Counseling (MS)

Student Learning Outcome

2. Students will demonstrate knowledge of practice rehabilitation

counseling.

Assessment Criteria

2a. students will score 80% or better on the Rehabilitation

Foundations component of program Exit Exam.

2b. Students will score at or above the national score at on the

national average on CRCC Rehabilitation Foundations component

of the Standardized Exam Components.

3: Rehabilitation Counseling (MS)

Student Learning Outcome

3. Students will demonstrate knowledge of basic counseling and

interviewing skills.

Assessment Criteria

3a. Students will average 80% or better on Counseling

component of the Exit Exam. Items were constructed to reflect a

pool of items from a consortium of rehabilitation professionals

from several university level institutions.

School Counselor Education

1: School Counselor Education

Student Learning Outcome

1. Students will demonstrate mastery of program content.

This will be consistent with the identified competencies of the

American School Counselor Association.

Assessment Criteria

1. 92% of students taking the GACE will demonstrate

mastery of program content by passing the test at the

induction level of 220.

2: School Counselor Education

Student Learning Outcome

2. Students will demonstrate the knowledge skills that are

related to school counselors.

Assessment Criteria

2. At least 90% of the students taking the GACE Research

Assessment will demonstrate knowledge and skills of school

counselors by scoring at the proficiency level.

3: School Counselor Education

Student Learning Outcome

3. Students will demonstrate writing proficiency for school

counselors in the education system.

Assessment Criteria

3. At least 93% of program students will obtain a level of

proficiency or above in the writing section of the School

Counselors Education Exam.

Administrative Units

Advancement

1: Advancement

Intended Outcome

1. Increase the number of active alumni.

Assessment Criteria

1. Increase the number of active alumni chapters by 5% over

the number in 2017-2018. This will be evidenced in the External

Affairs Annual Report.

2. At least 85% of the survey participants will rate the Alumni

Affairs office as satisfied /very satisfied on their level of

satisfaction on the Internal Customer Satisfaction Survey.

2: Advancement

Intended Outcome

2. Increase Alumni giving.

Assessment Criteria

2. Increase giving by 5% over the giving rate for alumni in

2013-2014. This will be evidenced by the OIRPE Giving Report

and rating from US News.

3: Advancement

Intended Outcome

3. Strengthen alumni initiatives and programs that engage

alumni to support the University.

Assessment Criteria

3. Increase alumni initiatives and programs that engage alumni

to support the University. 85% of alumni members will state on

the Alumni Initiatives Questionnaire that Alumni Affairs

strengthened initiatives and programs that engage alumni.

Athletics

1: Athletics

Intended Outcome 1. Improve Graduation rates for student-

athletes.

Assessment Criteria

1. 100% of the student athletes will attend study hall weekly.

This will be evidenced by the Athletics year-end report.

2. At least 80%of the student athletes will rate the Athletics

Office at the satisfied /very satisfied level in regard to

graduation assistance on the student athlete satisfaction

questionnaire.

2: Athletics

Intended Outcome

2. The department will increase revenue for the operation of

athletic programs through fundraising programs.

Assessment Criteria

2. The Athletic department will have 2 major fundraising events

for the 2017-18 year. This will be evidenced on the Year-End

report.

3: Athletics

Intended Outcome

3. The department will improve its customer service.

Assessment Criteria

3a. All staff will attend at least 1 customer service workshop

from HR department. This will be evidenced by the HR year-end

report.

3b. At least70% of the survey participants will rate the Athletics

office as satisfied /very satisfied on their level of satisfaction on

the Internal Customer Satisfaction Survey.

Auxiliary Services

1: Auxiliary Services

Intended Outcome

1. The program will provide quality dining services.

Assessment Criteria

1a. 85% of the students will rate the dining services satisfactory/very

satisfactory on the Dining Services Annual Survey.

1b. At least 70% of the internal FVSU customers will rate the

Auxiliary Services office as satisfied /very satisfied on their level

of satisfaction on the Internal Customer Satisfaction Survey.

2: Auxiliary Services

Intended Outcome

2. The unit will increase Catering services.

Assessment Criteria

2. The unit will create 10 additional catering services at the

FVSU Campus. This will be evidenced by the Dining Services

Annual Survey.

3: Auxiliary Services

Intended Outcome

3. The unit will improve customer service.

Assessment Criteria

3 At least 60% of the respondents will agree/strongly agree that

dining services meet their expectations on the Student

Satisfaction Inventory.

Budget

1: Budget

Intended Outcome

1. The department will enhance the efficiency of the budgeting

process.

Assessment Criteria

1a. The Budget Office will evaluate the budgetary

recommendation made by the Administrative Council at least 12

times during the year. This will be evidenced on the Business and finance

Year End Report.

1b. At least 70% of the survey participants will rate the Budget

Office as satisfied /very satisfied on their level of satisfaction of

the budgeting process on the Internal Customer Satisfaction

Survey.

2: Budget

Intended Outcome

2. The department will enhance the integration of the budgeting

function with University’s Strategic Goals and Initiatives.

Assessment Criteria

2b. At least 80% of the participants will indicate on FIR survey

that they had a better knowledge of the budget development

linkage to the University.

3: Budget

Intended Outcome

3. The department will provide training on budget procedures.

Assessment Criteria

3. The department will provide two training sessions for their

staff on budget procedures. This will be evidenced on the

Business and Finance year-end report and sign in sheets.

Campus Safety

1: Campus Safety

Intended Outcome

1. The department will increase Campus Safety.

Assessment Criteria

1a. FVSU will increase the number of officers by 5% from 2016.

This will be evidenced by the Year-End report.

1b At least 75% of students will agree/strongly agree on their

satisfaction with Campus Safety on the Student Satisfaction

Inventory.

2: Campus Safety

Intended Outcome

2. The department will reduce property damage and vandalism.

Assessment Criteria

2a The number of property damage and vandalism cases

reported on the campus crime survey will decrease by 5% under

the rate reported in 2017-2018. This will be evidenced on the

Campus Police and Safety Annual Report.

2b. At least 70% of the survey participants will rate the Campus

Safety Office as satisfied /very satisfied on their level of

reduction on property damage and vandalism on the Internal

Customer Satisfaction Survey.

3: Campus Safety

Intended Outcome

3. The department will improve fire safety in the resident halls

Assessment Criteria

3a. 100% of the buildings will hold at least one fire safety drill at

each dormitory. This will be evidenced on the Campus Police and

Safety Annual Report.

Career Development

1: Career Development

Intended Outcome

1. The department will increase student career and educational

opportunities.

Assessment Criteria

1a. The department will conduct at least 6 career exploration

workshops/classroom presentations for freshmen.

1b. At least 60% of respondents to the career placement survey

will agree/strongly agree that the career exploration

workshops/classroom presentations improved their career

awareness and educational opportunities.

1c. The department will conduct at least 15 career planning

seminars, workshops, informational and mock interview

sessions, and programs.

1d, As a result of these efforts, at least 70% of student respondents will

agree/strongly agree on the Student Academic Program Assessment that

the career planning seminars enhanced their career interests.

2: Career Development

Intended Outcome

2. The department will increase student knowledge of job

opportunities available within this current job market.

Assessment Criteria

2a. At least 80% of students using the career resource

library/lab will agree/strongly agree on the Alumni Services

Survey that they have knowledge of and understanding of the

job opportunities available in the area of their specific field of

study/major.

3: Career Development

Intended Outcome

3. The department will enhance graduate school attendance of

recent graduates.

Assessment Criteria

3a. Career Development will sponsor at least 2 graduate fairs. As a result

of these fairs. graduate school attendance will increase for recent

graduate (those out of school three years or less) by 5% over 2017-

2018.

Central Stores

1: Procurement and Central Receiving

Intended Outcome

1. Provide training on Procurement and Central stores

procedures to the campus.

Assessment Criteria

1a. The Unit will provide two training sessions to 100% of the

departments. This will be evidenced on the Year-End report.

1b. At least 75% of the survey participants will rate the Central

Receiving Office as satisfied /very satisfied on their level of

satisfaction on the Internal Customer Satisfaction Survey.

2: Procurement and Central Receiving

Intended Outcome

2. Increase customer service within the unit.

Assessment Criteria

2. The unit will provide at least one customer service training to

100% of the staff in all divisions. This will be evidenced by the

departmental sign in forms which will be completed during the

customer service training sessions and the results will be listed

in the Business and Finance annual report.

3: Procurement and Central Receiving

Intended Outcome

3. Increased efficiency in central stores.

Assessment Criteria

3. 100% of the parcels will be checked in and will only be

receipted out by only PO number reconciliation. This will be

evidenced on the Business and Finance Year-End report

College of Agriculture, Home Economics and Allied

Programs

1: College of Agriculture, Home Economics and

Allied Programs

Intended Outcome

1. The College of Agriculture will ensure that the proficient

educator will demonstrate content knowledge related to

education

Assessment Criteria

1. At least 80% of Agricultural Education majors will earn a

score of 220 or higher on the GACE education subject area

assessment.

2: College of Agriculture, Home Economics and

Allied Programs

Intended Outcome

2. The College of Agriculture will increase the enrollment of

students in the college.

Assessment Criteria

2. The College will increase enrollment by 5% over 2013-2014.

3: College of Agriculture, Home Economics and

Allied Programs

Intended Outcome

3. Improve perceived student performance in programs.

Assessment Criteria

3a. At least 80% of students will agree/strongly agree on the

Student Academic Program Survey that they have knowledge of

and understanding of their specific field of study/major.

College of Arts and Sciences

1: College of Arts and Sciences

Intended Outcome

1. The College of Arts and Sciences will improve student

performance in core courses.

Assessment Criteria

1. Hold at least three core improvement workshops for divisional

faculty. This will be evidenced on the College of Arts and

Sciences Annual Report. At least 85% of students will score in

the 50 percentile or better on the CAAP exam.

2: College of Arts and Sciences

Intended Outcome

2. The College of Arts and Sciences will increase student

enrollment.

Assessment Criteria

2. The College of Arts and Sciences will increase the enrollment by 5% over

the previous year of 2017-2018. This will be evidenced on the

College of Arts and Sciences Annual Report.

3: College of Arts and Sciences

Intended Outcome

3. Students will demonstrate their ability to use technology.

Assessment Criteria

3. At least 80% of students taking the Student Academic

Program Assessment Survey will agree/Strongly agree that they

have the ability to use technology.

College of Education

1: College of Education

Intended Outcome

1. The College of Education will improve student enrollment.

Assessment Criteria

1. Increase Enrollment in all College of Education by 5% from

previous year. (2017-2018) This will be evidenced on the

College of Education Annual Report.

2: College of Education

Intended Outcome

2. Improve student performance in core courses.

Assessment Criteria

2. Hold at least 3 core improvement workshops for divisional

faculty. This will be evidenced on the Annual report.

3: College of Education

Intended Outcome

3. The proficient educator will demonstrate content knowledge

related to education.

Assessment Criteria

3. At least 80% of students will earn a score of 220 or higher on

the GACE education subject area assessment. (Test numbers

040 and objectives 0007-0009).

Comptroller

1: Comptroller

Intended Outcome

1. Improve business practices for efficiency and effectiveness.

Assessment Criteria

1a. 100% of staff members will attend at least one Financial

Services Workshops. The result will be reflected on the Business

& Finance Year-End report.

1b. At least 70% of survey participants will rate the Comptroller

Office as satisfied /very satisfied on their level of satisfaction of

efficiency and effectiveness on the Internal Customer

Satisfaction Survey.

2: Comptroller

Intended Outcome

2. Improve customer service.

Assessment Criteria

2. All Student Financial Services employees (100%) will attend

at least one customer service training during this academic year.

This will be reflected on the Year-End report.

3: Comptroller

Intended Outcome

3. Enhance systems for better and timely reporting.

Assessment Criteria

3a. The comptrollers office will add one new program to enhance

the system reporting. 100% Implementation of the new

TouchNet Student Accounts Suite will be met. The results will be

reflected on the financial services Year-End report.

3b. At least 70% of the survey participants will rate the

Comptroller Office satisfied /very satisfied on their level of

satisfaction of the office on the Internal Customer Satisfaction

Survey.

Cooperative Developmental Energy Program

1: Cooperative Developmental Energy Program

Intended Outcome

1. Increase student enrollment.

Assessment Criteria

1a. Hold at least two recruitment fairs and increase recruitment by

5% over 2017-2018. This will be evidenced by the CDEP Year-End

report.

1b. At least 80% of survey participants will agree/strongly agree

that the CDEP program quality was enhanced on the Internal

Customer Satisfaction Survey.

2: Cooperative Developmental Energy Program

Intended Outcome

2. Expand the education and awareness programs in Georgia.

Assessment Criteria

2a. At least 80% of the farmers will utilize the Mobile Information

Technology Center MITC to expand software and database training.

This will be evidenced on the CDEP Year-End report.

2b. At least 80% of the farmers will utilize MITC to provide a 15%

increase in health care computer training for rural Georgians. This will

be evidenced on the CDEP Year-End report.

3: Cooperative Developmental Energy Program

Intended Outcome

3. Expand youth development and entrepreneurship programs.

Assessment Criteria

3a. The 4-H program will have a 10% increase in student

participation. This will be evidenced on the CDEP Year-End

report.

3b. 80% of the participants will state that being in 4-H has

helped them in their understanding of leadership and

entrepreneurship on the 4-H Importance Survey.

Custodial

1: Custodial

Intended Outcome

Improve cleaning services.

Assessment Criteria

1a. 50% of the students responding to the student satisfaction

Inventory, will indicate their classrooms were clean and efficient.

1b. At least 90% of the buildings will receive 1 monthly random

inspection to verify the buildings have been properly cleaned.

This will be evidenced on the Facilities Year-End report.

2: Custodial

Intended Outcome

Increase customer service training.

Assessment Criteria

2a. 100 % of the custodial staff will attend at least 1 customer

service training at FVSU. This will be evidenced on the HR Year-

End report.

2b. At least 70% of faculty and staff members at FVSU will rate

the Custodial Department (facilities) as satisfied /very satisfied

on their level of satisfaction of customer service on the Internal

Customer Satisfaction Survey.

3: Custodial

Intended Outcome

3. Improve the condition of campus buildings.

Assessment Criteria

3a. 70% of the Student Satisfaction Inventory survey

respondents will be satisfied/very satisfied with the condition of

the campus buildings.

3b. 100% of the buildings will receive 1 annual inspection by the

facilities department. This will be evidenced on the Facilities

Year-End report.

Counseling Center

1: Counseling Center

Intended Outcome

1. To improve no-show appointments percentage.

Assessment Criteria

1a. The unit will have at least a 10% decrease in no show

appointments from 2017-18. This will be evidenced on the

Counseling Center Annual report.

2: Counseling Center

Intended Outcome

2. Increase the awareness of VBHS services.

Assessment Criteria

2a. 70% of the students will indicate that they are aware/very

aware of the services provided by the Valley Behavioral Health

Services Counseling Center on the VBHS awareness survey.

2b. At least 70% of the survey participants will rate the

Counseling Services as satisfied /very satisfied on their level of

satisfaction on the Student Satisfaction Survey.

3: Counseling Center

Intended Outcome

3. Increase staff development.

Assessment Criteria

3a. VBHS will increase participation in staff development by

sending each staff member to at least 2 workshops in identified

critical areas in the higher education counseling field. This will be

evidenced by the Counseling Center Annual report.

3b. 75% of the staff will rate the staff development as

satisfied/very satisfied on the Staff development effectiveness

survey.

Development

1: Development

Intended Outcome

Increase donors at FVSU.

Assessment Criteria

1a. The Development office will increase donor base at FVSU by

5% from the previous year (2017-18). This will be evidenced by

the External Affairs Annual Report.

1b. At least 90% of the participants will rate the Development

Office as satisfied/very satisfied in the area of customer service

on the OSP Customer Service Survey.

2: Development

Intended Outcome

Implement a Stewardship Cultivation Plan.

Assessment Criteria

2a. 75% of donors will rate the cultivation of relationships by the

Development Office as successful/highly successful based on the

Customer Service Survey.

2b. The development office will implement one Stewardship

Cultivation Plan in 2017-18. This will be evidenced on the OSP

Annual Report.

3: Development

Intended Outcome

Increase the dollar amount of grants approved via external

funding sources by the Development Office.

Assessment Criteria

3a. The office will have a 5% increase by September 30 of each

year based on proposals submitted to the private sector utilizing

the OSP Proposal Submission Matrix as evidenced by the OSP

Annual Report.

Educational Talent Search

1: Educational Talent Search

Intended Outcome

1. Increase the number of students taking college entrance

exams.

Assessment Criteria

1a. ETS will assist 100% of 12th grade participants will

completing at least one college entrance exam by their final year

of secondary school. This will be evidenced by the ETS Annual

Report.

1b. Have a 10% increase from the previous year in the number of

students being accepted into college. This will be evidenced by

the Annual Report.

1c. 75% of the ETS participants who took a college entrance

exam will state on the College Entrance Exam Preparation Survey

that ETS workshops better prepared them for the exam.

3: Educational Talent Search

Intended Outcome

3. Increase number of students graduating from High school.

Assessment Criteria

3a. At least 80% of high school seniors in the program will

graduate from High school at the completion of the 2017-18

school year. This will be evidenced by the ETS Annual Report.

3b. At least 90% of the participants will state that the

Educational Talent Search program contributed positively to

them graduating from high school on the ETS Success Survey.

Enrollment Management Office

1: Enrollment Management Office

Intended Outcome

1. Increase local enrollment.

Assessment Criteria

1a. The enrollment office will add at least one additional contact

over last year by email for all applicants to increase enrollment.

This will be evidenced on the OIRPE Enrollment report.

1b. At least 75% of the new students will rate the amount of

contacts of the Enrollment office as satisfied/very satisfied on

the Enrollment Management Survey.

2: Enrollment Management Office

Intended Outcome

2. Increase State enrollment.

Assessment Criteria

2a. At least two new recruiters will hired to cover the state and a

10% increase in school visits will be realized over the previous

year. This will be evidenced by the sign in sheets and HR Annual

Report.

2b. At least 70% of internal FVSU faculty and staff will rate the

Enrollment Management Office as satisfied /very satisfied on

their level of satisfaction on the Internal Customer Satisfaction

Survey.

3: Enrollment Management Office

Intended Outcome

3. Increase Institutional diversity.

Assessment Criteria

3a. The unit will have a 10% increase in the numbers of diverse

students and applications received. This will be evidenced by the

Enrollment management Annual Report.

Events Management

1: Events Management

Intended Outcome

1. Improve the fitness center in the HPE Complex.

Assessment Criteria

1a.The unit will add 2 new workout stations in the fitness center

in the HPE Complex. This will be verified on the Events

Management Year-End Report.

1b. 75% of the returning students taking the Student

Satisfaction Survey will agree or strongly agree that the fitness

center is adequate or beyond.

2: Events Management

Intended Outcome

2. Improve the Technology in the HPE Complex.

Assessment Criteria

2a. The IT department will upgrade the computer lab in the HPE

Complex. This will be verified on the Events Management Year-

End report.

2b. 75% of the returning students taking the Student

Satisfaction Survey will agree or strongly agree the quality of

technology in the HPE Complex have improved.

3: Events Management

Intended Outcome

Improve facility usage of HPE complex.

Assessment Criteria

3a. Increase the number of faculty and students using the HPE

complex by 10% from Last year (2017-18). This will be

evidenced on the HPE sign in sheets and annual report.

External Affairs

1: External Affairs

Intended Outcome

1. Pursue partnerships that will provide significant revenue

and/or resources for FVSU priorities.

Assessment Criteria

Quantitative Measure

The department will increase external funding by 12% over last

year from all sources, including grants, contracts, foundations,

corporations, alumni and the community, to support new

initiatives and student scholarships.

Measurement Tool: Division of External Affairs Annual Report 2017—

2018

Qualitative Measure

1.1. Secure a mean rating of “satisfied” by the participants of the 2017

Faculty/ Staff Institute in reference to the overall OEA fundraising results

and the presentation of the results.

Measurement Tool: 2014 Faculty/Staff Institute Survey.

2: External Affairs

Intended Outcome

2. FRIEND-MAKING - Cultivate friendships that lead to an

increase in individual, business/industry and major gifts.

Assessment Criteria

2. Quantitative Measure:

2) Increase alumni contacts by 12% over fiscal year 2017-18.

Measurement Tool: Division of External Affairs Annual Report 2017—

2018.

Qualitative Measure

1.1. Secure a mean rating of “satisfied” by the participants of the 2017

Faculty/ Staff Institute in reference to the overall OEA fundraising results

and the presentation of the results.

Measurement Tool: 2017 Faculty/Staff Institute Survey.

3: External Affairs

Intended Outcome

3. JOB-PLACING - Increase the number of students participating

in career preparation services.

Assessment Criteria

3. Quantitative Measure

The department will increase the number of students participating in

career placement by 12% over the previous year.

Measurement Tool: Division of External Affairs Annual Report

Qualitative Measure

1.1. Secure a mean rating of “satisfied” by the participants of the 2017

Faculty/ Staff Institute in reference to the overall OEA fundraising results

and the presentation of the results.

Measurement Tool: 2017 Faculty/Staff Institute Survey.

Facilities

1: Building, Grounds, Custodial, and Physical

Plant

Intended Outcome

1. Improve workflow / customer service.

Assessment Criteria

1a. 100% of the unit will attend at least one Customer Service

Workshop. This will be evidenced by the sign in sheets and HR

Annual Report.

1b. At least 70% of the Faculty and Staff will rate Plant

Operations as satisfied /very satisfied in the area of Customer

Service using the Internal Customer Satisfaction Survey.

2: Building, Grounds, Custodial, and Physical

Plant

Intended Outcome

2. Provide quality service to Fort Valley State University students

& our event planning programs.

Assessment Criteria

2a. 100% of the buildings will receive one annual inspection by

the facilities. This will be evidenced on the Facilities Year-End

Report.

2b. At least 70% of the students will agree /strongly agree that

the condition of the facilities is adequate on the Facilities (Plant

Operations) Inventory.

3: Building, Grounds, Custodial, and Physical

Plant

Intended Outcome

3. Improve preventative maintenance program.

Assessment Criteria

3a. 100% of the faculty will be trained on preventative building

maintenance. This will be evidenced on the Facilities (Plant

Operations) Year-End report.

3b. At least 90% of the buildings will receive one annual random

inspection to verify the buildings have been properly checked for

maintenance issues. This will be evidenced on the Facilities

Year-End report.

Financial Aid

1: Financial Aid

Intended Outcome

1. Increase the training opportunities for students.

Assessment Criteria

1a. The unit will offer 2 trainings for the students on financial aid

each year. This will be evidenced on the Financial Aid Year-End

report.

1b. At least 80% of the students will rate the financial aid

training as beneficial to their success at FVSU on the Financial

Aid Survey.

2: Financial Aid

Intended Outcome

2. Improve Customer Service.

Assessment Criteria

2a. At least 70% of the students completing the FVSU Listens

Survey will state that staff members were receptive to my

requests.

2b. The department will offer training to 100% of its staff on

customer service. This will be evidenced by the HR Customer

Service Training Report.

3: Financial Aid

Intended Outcome

3. The Financial Aid Office will increase efficiency of services

offered.

Assessment Criteria

3a. The unit will offer two technology trainings for 100% of the

staff to increase the efficiency in the office. This will be

evidenced on the Financial Aid Year-End report.

3b. At least 70% of the students will state that on the FVSU

Listens Survey that their financial aid was processed in a timely

manner.

Foundation

1: Foundation

Intended Outcome

1. Increase Donor Giving for FVSU.

Assessment Criteria

1a. Conduct a major fundraising event whereby donors are

recognized during the event and $200,000.00 is raised. This will

be evidenced on the External Affairs Year-End Summary.

1b. Develop at least two major fundraisers each semester

beyond the FVSU Scholarship Luncheon Program. This will be

reported on the External Affairs Year-End Summary.

2: Foundation

Intended Outcome

2. Improve Customer Service.

Assessment Criteria

2a. 100% of the unit will attend at least 1 Customer service

workshop. The sign in sheets and HR Annual Report will

evidence this.

2b. At least 70% of the Alumni, Faculty and Staff will rate the

Foundation Team members as satisfied /very satisfied in the

area of customer service using the Foundation Satisfaction

Survey.

3: Foundation

Intended Outcome

3. Increase the percentage of alumni giving.

Assessment Criteria

3a. Increase funds received from the Text to Give Initiative with

SGA by 10% over last year. This will be evidenced on the

External Affairs Year-End summary.

3b. At least 70% of the students will rate the Foundation Text to

Give Initiative with SGA good/very good in the area of Customer

Service on the Foundation Satisfaction Survey.

Grounds/Custodial

1: :Grounds

Intended Outcome

1. Improve preventative maintenance program.

Assessment Criteria

1a. 100% of the staff will receive at least one training on

preventative maintenance. This will be evidenced on the

Facilities Year-End report.

1b. 75% of students surveyed on the Student Satisfaction

Inventory will indicate that the conditions of campus grounds

are adequate.

2: :Grounds

Intended Outcome

2. Improve workflow / customer service.

Assessment Criteria

2a. The department will offer training to 100% of its staff on

customer service. This will be evidenced by the HR Customer

Service Training Report.

2b. At least 70% of the Faculty and Staff will rate Ground

Services as satisfied /very satisfied on their level of satisfaction

on the Internal Customer Satisfaction Survey.

3: :Grounds

Intended Outcome

3. Improve cleaning services.

Assessment Criteria

3a. At least 90% of the grounds will receive one monthly

random inspection to verify they have been properly maintained.

This will be evidenced on the Facilities Year-End report.

Health Services

1: Health Services

Intended Outcome

1. Improve student wellness.

Assessment Criteria

1a. Health Services will conduct one free STD testing event each

semester. This will be evidenced by the Health Services Year-

End report.

2: Health Services

Intended Outcome

2. Increase Campus Health.

Assessment Criteria

2a. 100% of the FVSU Students will complete the required

immunization forms prior to admission. This will be evidenced by

the admissions Year-End report.

3: Health Services

Intended Outcome

3. Enhance Professional Development.

Assessment Criteria

3a. The Health services staff will attend two staff development

workshops during the school year. This will be evidenced by the

Health Services Year-End report.

Human Resources

1: Human Resources

Intended Outcome

1. Increase the overall completion rate of the performance

evaluation.

Assessment Criteria

1a. The completion rate of the performance evaluation process

will be 95%, which presents an increase of 5% over the previous

year. This will be evidenced by the HR Year-End report.

2: Human Resources

Intended Outcome

2. Increase completion rate on Ethics Policy certification for

employees.

Assessment Criteria

2a. At least 90 % of the faculty and staff will complete the

Georgia Ethics Policy on training and certification. This will be

evidenced by the H R Year-End report

3: Human Resources

Intended Outcome

3. Increase engagement with the Office of Institutional

Research, Planning, and Effectiveness on major university

reporting.

Assessment Criteria

3a. The department will help to complete 2 surveys for the

2017-18 year. 100% of the surveys will be completed on time.

The department will actively participate in IPEDS and NSF

reporting to assist university in on-time completion and

submission of reports.

Informational Technology

1: Informational Technology

Intended Outcome

1. Enhance wireless data access throughout campus.

Assessment Criteria

1a. The unit will install VOIP in 80% of the campus offices during

2017-18. This will be evidenced on the IT Annual report.

2: Informational Technology

Intended Outcome

2. Implement network and workstations refresh program.

Assessment Criteria

2a. IT will update 100% of the student computer labs during

2017-18. This will be evidenced on the IT Annual Report.

3: Informational Technology

Intended Outcome

3. Improve Customer Service.

Assessment Criteria

3a. 100% of the staff will attend at least one customer service

training from HR Department. This will be evidenced on the IT

and HR Annual Report.

3b. At least 70% of the Faculty and Staff will state that they are

satisfied /very satisfied with Information Technology on the

Internal Customer Satisfaction Survey.

Institutional Research, Planning and Effectiveness

1: Institutional Research, Planning and

Effectiveness

Intended Outcome

1a. OIRPE will further integrate the planning and assessment

process at FVSU.

Assessment Criteria

1a. The unit will conduct at least two training sessions on

assessments each year for faculty and staff. The sign in sheet

and the OIRPE Title III Report will evidence this.

1b. OIRPE will collect 100% of assessment plans for all academic

and administrative units. This will be evidenced by the

Compliance Assist Summary Report.

2: Institutional Research, Planning and

Effectiveness

Intended Outcome

2. Improve faculty and administrators understanding of the

Academic Program Review Process.

Assessment Criteria

2a. The unit will conduct at least two training sessions on the

Comprehensive Program Review process during 2014-15. This

will be evidenced by the OIRPE Title II Report.

2b. 90% of the training participants will indicate that they have

a better understanding of the Academic Program Review process

at the completion of the training sessions.

3: Institutional Research, Planning and

Effectiveness

Intended Outcome

3. OIRPE will decrease the amount of time it takes to satisfy

internal data requests.

Assessment Criteria

3a. The unit will provide 20% more reports through the OIRPE

website which will offer data that is readily available. This will be

evidenced by the OIRPE End of the Year-Report.

80% of the data requestors will indicate that the time of delivery

of finished reports was acceptable on the OIRPE Satisfaction

Survey.

4: Institutional Research, Planning and

Effectiveness

Intended Outcome

4. Increase the number of stakeholder surveys completed.

Assessment Criteria

4a. The unit will conduct at least 10 surveys. This will be two

more than last year. This will be evidenced by the summary

report from each survey for 2017-18. Additionally, there will be

a 10% increase in survey return rates.

Judicial Affairs

1: Judicial Affairs

Intended Outcome

1. 1. Improve the overall delivery of administrative justice.

Assessment Criteria

1a. The unit will provide a workshop to 100% of the university

to explain the processes of Judicial affairs. This will be evidenced

by the Judicial Affairs Year-End Report.

2: Judicial Affairs

Intended Outcome

2. Increase student knowledge of the administrative and judicial

processes.

Assessment Criteria

2. The unit will disseminate copies of the student code of

conduct to all (100%) students enrolled during the first week of

class. This will be evidenced by the Judicial Affairs Year-End

report.

3: Judicial Affairs

Intended Outcome

3. Improve communication between all components of

University’s judicial system.

Assessment Criteria

3a. The department will hold at least two group meetings with

representatives from various academic and student activity units

throughout the University. This will be evidenced on the Year-

End report.

Marketing and Communications

1: Marketing and Communications

Intended Outcome

1. Promote awareness of FVSU.

Assessment Criteria

1a. The unit will promote awareness of FVSU by increasing the

amount of information posted on the FVSU website by 5%.

Additionally, a new website will, be developed and will go online.

This will be accomplished through marketing campaigns and

social media engagement. This will be evidenced on the

Marketing and Communications Year-End Report.

1b. 80% of the campus community who participate in the

Marketing and Communications Survey will state that their

awareness of FVSU is adequate.

2: Marketing and Communications

Intended Outcome

2. Enhance relations between FVSU and the local communities

and organizations.

Assessment Criteria

2a. Marketing and communications will create two new

presentations to promote relations with the local communities

and organizations. The unit will track the number of partnerships

formed between FVSU and local organizations. The number will

increase by 5% from the previous year. This will be evidenced

by the Marketing and communications Year-End Report

2b. All new relationships will be evaluated on the Marketing and

Communications Relationship survey where 80% of those

completing the survey will state the relationship is positive.

3: Marketing and Communications

Intended Outcome

3. Increase Support for admission efforts.

Assessment Criteria

3a. The unit will add at least two new admission programs and

track the number of activities performed to support Admissions.

The number will increase by 5% from the previous year. This will

be evidenced by the Year-End report.

Office of Registrar

1: Office of Registrar

Intended Outcome

1. Improve Customer Service.

Assessment Criteria

1a. At least 85% of the staff will attend 1 customer service

training from the HR Department. This will be evidenced by the

Year-End report.

1b. At least 75% of the students completing the FVSU Listens

Survey will state that staff members were receptive to my

needs.

2: Office of Registrar

Intended Outcome

2a. Improvements in technology.

Assessment Criteria

2a. The unit will have 100% of its forms electronically available

for student and faculty convenience. This will be evidenced by

the Registrars Year-End Report.

3: Office of Registrar

Intended Outcome

3a. Improve registration/graduation process.

Assessment Criteria

3a. At least 80% of the faculty will attend at least one workshop

to help improve the registration/graduation process. This will be

evidenced on the Registrar’s Office Year-End Report.

3b. 100% of staff will utilize Degree Works to aid in the

graduation process. This will be evidenced on the Registrars

Year-End Report.

Plant Operations

1: Plant Operations

Intended Outcome

1. Increase customer service training.

Assessment Criteria

1a. 100% of the custodial staff will attend at least one customer

service training at FVSU. This will be evidenced on the Facilities

Year-End report.

1b. At least 70% of the Faculty and Staff will rate Plant

Operations as satisfied /very satisfied on their level of customer

service onthe Iternal Customer Satisfation Survey.

2: Plant Operations

Intended Outcome

2. Improve the condition of campus buildings.

Assessment Criteria

2b. 100% of the buildings will receive 1 annual inspection on the

condition of building by the facilities department. This will be

evidenced on the Facilities Year-End Report.

3: Plant Operations

Post Office

1: Post Office

Intended Outcome

1. Increase departmental training.

Assessment Criteria

1. 100% of the department will receive at least 2two training

sessions each year. This will be evidenced on the facilities Year-

End report.

2: Post Office

Intended Outcome

Increase customer service.

Assessment Criteria

2a. 100% of the staff will attend at least 1 customer service

training from the HR department. This will be evidenced by the

HR customer service report.

2b. At least 70% of the Faculty and Staff will rate the Post Office

as satisfied /very satisfied on their level of service on the

Internal Customer Satisfaction Survey.

3: Post Office

Intended Outcome

3. Perform annual audits.

Assessment Criteria

3 The post office will perform two audits to ensure all mail has

been routed to correct areas. This will be evidenced by Post

Office Year-End report.

Residential Life

1: Residential Life

Intended Outcome

Provide Programming and Community Service opportunities for

students who live in University Housing.

Assessment Criteria

2a. Assessment Criteria 2a. The unit will provide two Community

Service opportunities each semester. This will be evidenced on

the Residential Life annual report.

2b.55% of the students surveyed will notate on the Residential

Life Quality of Life Survey opportunities were available for them

to participate in Residential Life activities.

2: Residential Life

Intended Outcome

Provide housing facilities that are clean and maintenance free for

the students who live in University Housing.

Assessment Criteria

2b. At east 65%of the students will noate on the

Residential ife Quality of Life Survey that they agree/strongly

agree that housing facilities are clean and well maintained.

3: Residential Life

Intended Outcome

Provide housing facilities that are safe.

Assessment Criteria

3a. The unit will provide 2 safety training for all students for

each semester. This will be evidenced on the Residential Life

annual report.

3b. At least 70% of the students will agree/strongly agree on

the Residential Life Quality of Life Survey that housing facilities

are safe.

3c. At least 68% of the Freshmen students will agree/strongly

agree on the FVSU Listens survey that the residence hall I

received was safe and adequate to meet my basic needs.

Sponsored Programs

1: Sponsored Programs

Intended Outcome

1. Secure external funding in the form of grants and contracts in

support of FVSU research and public service programs.

Assessment Criteria

Quantitative

1a. Increase the number of research and public service grants

and contracts secured in 2017 by 3%.

Measurement tool: OSP Funnel, EA Annual Report, Grants

Management System proposals and awards reports.

Qualitative

1a. Promote, encourage and support collaborative opportunities

for FVSU faculty and staff to secure external funding.

Measurement tool: GITC event and participant surveys, emailed

funding announcements and ad hoc OSP presentations.

2: Sponsored Programs

Intended Outcome

Offer FVSU faculty and staff grant writing and award

management professional development workshops or trainings.

Assessment Criteria

Quantitative

1. Host a minimum of 2 grant writing, research administration

and compliance workshops or one-on-on sessions, within the

academic year, designed to strengthen proposal development

and award management skills.

Measurement tool: GITC participant registration and sign-in

sheets, mandatory NSF training participant sign-in sheets, pre

and post award one-on-one sessions and ad-hoc OSP

presentations sign-in sheets.

Qualitative

1. Strengthen proposal narrative and budget development skills

of faculty and staff.

Measurement tools: Award hit ratio and percent increase in the

number of awards.

2. Enhanced relationships with public and private funding agency

representatives.

Measurement tools: Sign-in sheets for funding agency

representatives visiting campus, email communications and

meeting notes.

3: Sponsored Programs

Intended Outcome

Transition proposal and award management, research

administration, data collection and tracking from the current MS

Excel system to the new web-based grants management

software application.

Assessment Criteria

Quantitative

1. Increase by 25% the number of faculty and staff using the

new grants management system for proposal and award

management.

Measurement tool: Grants management system Time & Effort

reports.

Qualitative

1. Host a minimum of 2 grants management training sessions

for faculty and staff.

Measurement tools: GMS training session sign-in sheets and

one-on-one workshop sign-in sheets.

Student Life

1: Student Life

Intended Outcome

1. To increase student satisfaction in student activity

programming.

Assessment Criteria

1a. Maintain a satisfaction rating of 85% or above on the

Student Satisfaction Inventory Survey in the area of Campus

Life. Seeking minimum 3% increase from prior year performance

(83%).

1b.The unit will provide one training on student activity

programming to its entire staff. This will be evidenced by the

Student services Annual Report.

2: Student Life

Intended Outcome

2. Enhance co-curricular programming opportunities and the

impact provided to the greater FVSU community.

Assessment Criteria

2a. At least 90% of the students will meet the target goal of

1,500 hours of community service/involvement FVSU by student

organizations. This will be evidenced by the Student services

Annual Report.

3: Student Life

Intended Outcome

3. Increase the retention rates among first and second year

students.

Assessment Criteria

3a. Campus life will have three student focus groups to

encourage student feedback on different aspects of University

life. This will be evidenced by the Student Life Annual Report.

Title III Program

1: Title III Program

Intended Outcome

Enhance distribution of Title III Funding and Fiscal

Accountability.

Assessment Criteria

1a. The budget reallocation process will be completed for at

least 85% of units that receive Title III funding by Sept. 30th.

This would be evidenced by Title III Annual Performance Report.

1b. Hold at least one budget allocation session each year with

the Title III activity directors. As a result of these efforts, at

least 75% of the Title III activity directors will agree or strongly

agree on the budget allocations workshop evaluation forms that

the workshop enhanced the distribution of the Title III funding.

This would be evidenced by Title III Annual Performance Survey.

2: Title III Program

Intended Outcome

2. Enhance the Title III Program.

Assessment Criteria

2. Conduct external audit of 100% of Title III activities. This

would be evidenced by Title III Annual Performance Report. The

results will be at least 20% less audit findings than the previous

year.

3: Title III Program

Intended Outcome

3. Enhance staff efficiency.

Assessment Criteria

3. At least 80% of all Title III activity directors will agree or

strongly agree that training workshops offered by the Title III

Director enhanced their efficiency as Title III activity directors.

This would be evidenced by Title III Annual Performance Survey.

Upward Bound

1: Upward Bound

Intended Outcome

1. Increase participants GPA.

Assessment Criteria

1. 70% of participants will have a cumulative GPA of 2.5 or

better. This will be evidenced by the Annual Report.

2: Upward Bound

Intended Outcome

2. Increase the proficiency level on Reading/Language Arts and

Math.

Assessment Criteria

2a. 50% of the seniors will reach achieved at the proficient level

on Reading/Language Arts and Math state assessments. This will

be evidenced on the UBP Annual Report.

3: Upward Bound

Intended Outcome

3. Increase enrollment into post secondary institutions.

Assessment Criteria

3. At least 55% of graduates will enroll in a post secondary

institution the fall or spring immediately after graduation. This

will be evidenced on the Annual Report.

Community Service Units_________________________

Cooperative Extension

1: Cooperative Extension

Intended Outcome

1. Increase county programs.

Assessment Criteria

1a. Develop three garden demonstrations and add four new

youth organizations. This will be evidenced on the Cooperative

Extension annual report.

1b. At least 80% of the survey participants will rate the

customer service of the county programs as good/very good on

the Cooperative Extension Customer Service Survey.

2: Cooperative Extension

Intended Outcome

2. Improve program effectiveness by using technology.

Assessment Criteria

2a. Hold at least four community technology training programs

targeting youths and underserved

Farmers. This will be evidenced on the Cooperative Extension

Annual report.

3: Cooperative Extension

Intended Outcome

3. Use technology to increase the nutrition and health education

of rural Georgia citizens.

100

Assessment Criteria

3a. The unit will hold at least three community nutrition and

health training programs during 2017-2018. This will be

evidenced by the Year-End report.

3b. 75% of the participants taking the Cooperative Extension

Customer Service Survey will agree or strongly agree that the

use of technology enhanced the training they received on

nutrition and health education for rural Georgia citizens.

Pettigrew Center

1: Pettigrew Center

Intended Outcome

1. Increase the number of events and/or people using the

Center.

Assessment Criteria

1. Add five new events to be held in the center for 2017-18. This

will be evidenced by our Pettigrew Center Annual Report.

2: Pettigrew Center

Intended Outcome

2. Increase customer service.

Assessment Criteria

2a. 100% of the staff will attend at least 1 customer service

workshop for 2017-18. This will be evidenced by the annual

report.

2b. At least 80% of the survey participants will rate the

customer service of the Pettigrew Center as satisfied /very

satisfied on their level of satisfaction on the Internal Customer

Satisfaction Survey.

101

3: Pettigrew Center

Intended Outcome

3. Improve business practices for efficiency and effectiveness.

Assessment Criteria

3a. 100% of the unit will attend 1 training on improving

business practices for efficiency and effectiveness. This will be

evidenced by the Pettigrew Center Annual Report.

3b. At least 80% of the staff will rate the training sessions on

business practices on the Pettigrew Center survey as good/very

good in improving their understand of business practices

foreffiiency and effectiveness

Educational Support Units___________________

Center for Retention

1: Center for Retention

Intended Outcome

1a. Provide a comprehensive program of advisement.

Assessment Criteria

1a. 100% of the staff will attend at least two training sessions

on program advisement. This will be evidenced by the summary

report from program workshops.

1b. At least 85% of the staff will rate the training sessions for

the Center for retention services survey as good/very good on

enhancing their understand of student advisement.

2: Center for Retention

Intended Outcome

2. Increase customer service.

102

Assessment Criteria

2a.100% of the staff will attend at least one customer service

training from Human Resources Customer training session. This

will be evidenced by the Human Resources Year Report.

2b. At least 80% of the survey participants will rate the

customer service of the Center for retention office as satisfied

/very satisfied on their level of satisfaction on the Internal

Customer Satisfaction Survey.

3: Center for Retention

Intended Outcome

3. Increase the tutorials for all students.

Assessment Criteria

3a. All (100%) of the freshmen students will have at least 3

tutorial sessions in the first year. This will be evidenced by the

Center for Retention Accu-track Year-End Report.

3b. At least 85% of the freshmen students will rate the tutorial

sessions in the Center for retention services survey as good/very

good to enhance their ability to understand their coursework.

Learning Support

1. : Learning Support

Intended Outcome

To provide co-requisite support for core requirements English

and mathematics.

Assessment Criteria

1a. Students requiring remediation in mathematics and English

based on Compass results will enroll in at least one core

requirements (ENGL 1101 and MATH 1101) with Learning

Support courses serving as support. This will be evidenced on

the Learning Support Year-End Report.

103

2. : Learning Support

Intended Outcome

Provide co-requisite mathematics remediation based on

Compass placement examinations.

Assessment Criteria

Learning Support students admitted fall 2017 and scoring

between 30-3. Math Placement Compass examinations will be

enrolled in MATH 1101 and co-requisite MATH 0998 during the

same semester. The LS co-requisite MATH 0998 will serve as the

support course for MATH 1101. Additionally, the failure rate for

learning support courses will decrease from the previous year as

evidenced on the FVSU Failure rate Report produced by OIRPE.

3: Learning Support

Intended Outcome

3. Increase the abilities of the faculty members to work with

first-generation, low-income, and underprepared students.

Assessment Criteria

3a. 100% of the staff will attend at least one underprepared

student workshop/training from the University System of

Georgia. This will be evidenced by the Annual Year-End Report.

3b. At least 80% of the survey participants will rate the ability of

the Learning Support office to relate to underprepared students

as satisfied /very satisfied on the Internal Customer Satisfaction

Survey.

Library

1: Library

Intended Outcome

1. Upgrade existing computer technology.

Assessment Criteria

1. Add at least ten high capacity computers and two duplex

printers. This will be evidenced by the Library Year-End Report.

104

2: Library

Intended Outcome

2. Increase customer service.

Assessment Criteria

2a. All 100% of the staff will attend at least 1 customer service

training from HR Customer training session. This will be

evidenced by the HR Year Report.

2b. At least 70% of the survey participants will rate the Library

as satisfied /very satisfied on their level of satisfaction on the

Internal Customer Satisfaction Survey.

3: Library

Intended Outcome

3. Increase Library use by student and staff.

Assessment Criteria

3. Conduct at least 3 Informational Sessions for faculty and

staff. This will be evidenced on the Library Year-End Report.

Testing

1: Testing

Intended Outcome

1. Increase revenues annually generated by the Testing Services

Center.

Assessment Criteria

1. Testing Services Center will charge a fee for 100% of test

given to the general public. This will be evidenced by the Testing

Annual report.

2: Testing

Intended Outcome

2. Improve assistance with graduate admissions examination

105

preparation.

Assessment Criteria

2a. The unit will add 2 new test prep programs for the Testing

Service Center in 2017-18. This will be evidenced by the Testing

Annual report.

3: Testing

Intended Outcome

3. Increase the number of national standardized examinations

offered by Testing Services Center.

Assessment Criteria

3a. The unit will add 2 additional national standardized

examinations to administer through the Testing Services Center.

This will be evidenced by the Testing Services Center Annual

report.

Tutorial Services

1: Tutorial Services

Intended Outcome

1. Increase participation of students in tutorial services.

Assessment Criteria

1a. At least 65% of Freshmen and Sophomores will be tutored

at least 3 times per requested subject area. This will be

evidenced on the Tutorial Services Annual Report.

2: Tutorial Services

Intended Outcome

1. Provide a program for Tutorial Services.

Assessment Criteria

2. Conduct three tutor training sessions each semester for all

student tutors. This will be evidenced by the Tutorial Services

Year-End report.

2b Atleast 80% of tutors will state on the Tutor Training

106

Survey that they gained useable strategies from the sessions.

3: Tutorial Services

Intended Outcome

3. Increase Customer service.

Assessment Criteria

3a. At least 85% of the tutors will be trained in customer service

and facilitation skills by AVID This will be evidenced by the

Tutoring Year-End Report.

3b. At least 70% of the tutors will state on the Tutor Customer

Service Training Survey they have a better understanding of

customer service.

107

Research Unit Assessment Plans

Research Activities

1: Research Activities

Intended Outcome

1. Increase Student awareness of Research activities.

Assessment Criteria

1. The unit will submit 3 new articles to Marketing and

Communications for publication on Research activities at FVSU.

This will be evidenced on the Annual report.

2: Research Activities

Intended Outcome

2. Increase the number of speakers for the annual research day

at FVSU.

Assessment Criteria

2. Add 3 more speakers to the program for 2017-18. This will be

evidenced on the Annual report.

3: Research Activities

Intended Outcome

3. Increase the technology usage for the program.

Assessment Criteria

3a. At least 80% of the staff will receive 1 technology training

for 2017-18. This will be evidenced on the annual report of

Research Activities.

108

APPENDIX A

PLANNING, PERFORMANCE & IMPACT EVALUATION FORM

PLANNING

 Implementation Plan ___ ___ ___ ___

 Institutional Support ___ ___ ___ ___

 Leadership of Effort ___ ___ ___ ___

 Effective and Integrated Program Components ___ ___ ___ ___

 Engagement with Appropriate User Communities ___ ___ ___ ___

 Supporting documentation for items 1&2 ___ ___ ___ ___

PERFORMANCE

 Engagement with Appropriate User Communities ___ ___ ___ ___

 Success in Achieving Planned Program Outcomes ___ ___ ___ ___

 Supporting documentation used to measure success ___ ___ ___ ___

IMPACT

 Contributions to Student learning ___ ___ ___ ___

 Contributions to Education, Communications or Extension ___ ___ ___ ___

 Impact on Society, the Economy, and the Environment ___ ___ ___ ___

 Success in Achieving Planned Objectives ___ ___ ___ ___

PPI Evaluation Form: ____________________________________________________________

_____________________________________ ____________________________

Reviewer Date

Needs

Improvement

Meets

Benchmark

Exceeds

Benchmark

Highest

Performance

Needs

Improvement

Meets

Benchmark

Exceeds

Benchmark

Highest

Performance

Needs

Improvement

Meets

Benchmark

Exceeds

Benchmark

Highest

Performance

109

APPENDIX A

Fort Valley State University

Mission, Vision and Strategic

Initiatives 2015-2020

A State and Land-Grant University

University System of Georgia

Quality First: Strategic Focus for the New Millennium

110

Institutional Planning Process

The strategic planning process at Fort Valley State University is broad-based and includes input

and feedback from all of the stakeholders of the university. The current strategic plan is an

outgrowth of a two-year process that began with the annual University Retreat in Spring 2006. At

that time, under the leadership of President Larry E. Rivers, three areas of strategic focus were

identified and discussed by all of the university’s administrators, including deans and academic

and administrative department and unit heads, and students. These areas are: (1) Enrollment

(to include Recruitment and Retention); (2) Image and Branding; and (3) Fund-Raising. The

feedback from those discussions was shared with all of the faculty and staff of the university

through continuing discussions at the Fall Faculty and Staff Institute in 2006. Feedback from the

Institute was used to develop unit operational plans focused on enrollment, branding and image,

and fund-raising that directed each unit’s operations over the 2006-2007 academic year.

At the University Retreat in Spring 2007, the three areas of strategic focus were revisited and

each unit further refined its planning process through reporting of progress in the three areas and

formulation of long-range plans in each area. Accreditation related concerns, discussions and

engagement with a consultant during Spring 2007 led to the addition of a fourth strategic

priority/goal related to (4) Institutional Effectiveness. The strategic plan that follows is the

product of an inclusive, university-wide process that has received the input and feedback of all

university stakeholders. The focus, however, is not on the product, but on the process. Strategic

planning is not a static occurrence, but a seamless and ongoing process that is focused on

continuous improvement of the institution.

Mission

The mission of The Fort Valley State University 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 110 years of experience and tradition. Additionally,

the university recognizes with great pride and desires to further its responsibilities as Georgia’s

only 1890 Land Grant institution by offering programming excellence in agriculture, agribusiness,

family and consumer sciences, extension, technology and military science and leadership, as well

as to further its traditions of excellence in programs in the liberal arts and humanities, social

sciences, and natural and physical sciences.

The university’s primary commitments extend, as well, to:

 community outreach through the concept of the communiversity, an approach that

highlights the interdependence of community and university;

 expanding service beyond the campus, as well as within, so that the institution addresses

in a meaningful manner the broad diversity—human and technical—of needs in our home

region and state as well as nationally and internationally;

 sparking within our students an enduring interest in learning and providing the tools and

skills necessary to maintain that interest through life;

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 preparing students through a mentoring approach for the opportunity to serve their fellow

man while enjoying the opportunity provided by hard work and achievement to live the

quality of life inherent in the American dream;

 encouraging and supporting creative expression, innovation, honesty, and integrity as

endeavors of lasting and intrinsic merit;

 providing a productive environment for cutting-edge academic and practical research in,

among other fields, agriculture, aquaculture, animal science, biotechnology, energy,

environment, social and behavioral sciences, and the humanities; and

 otherwise acting to enlighten, enrich, and inspire by example those whom we serve.

Vision

The vision of the Fort Valley State University community centers upon its commitment to

illuminate the rich heritage, influence, and educational opportunities inherent in the historically

black college and university experience in a manner that applies and adapts that experience

successfully for a diverse twenty-first century.

Strategic Initiatives

The centrality of institutional effectiveness is comprehensive, long-range planning

and evaluation at Fort Valley State University is both exemplified and driven by

its strategic plan “The Blueprint for transformation 2020". Originally developed in

2013 and initiated in 2015, the plan was and is tightly linked to budgeting and

establishes the framework for all strategic planning activities at the University.

This document is propelled by five focus areas:

 PRIORITY 1: Land-Grant Mission Enhancement

 PRIORITY 2: Continuous Improvement

 PRIORITY 3: Stakeholder Involvement

 PRIORITY 4: Financial Sustainability

 PRIORITY 5: Institutional Branding Program

The Focus Areas delineated by the University are areas that have been and are

being addressed during the period 2015-2020. These areas are of sufficient

importance that the University has developed short range and long range

strategies designed to influence the realization of these broad focus areas.

Yearly goals and objectives for the operation of the university by the president

and approved by the University Systems of Georgia/Board of Regents reflect the

ongoing strategic planning focus areas. Presidential Goals and Objectives (See

Appendix 1).

The University’s focus areas were developed through a broad-based

comprehensive process that yielded a shared vision for the University. The five

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focus areas reflect the vision of the President and the University’s constituent

groups for strengthening, enhancing and advancing the University for several

decades to come. The focus areas encompass the vision, mission, and core

values and outline the parameters and strategic targets useful for the planning,

evaluation, and institutional effectiveness. The strategic planning process serves

as a framework for guiding operational planning. The goals and objectives for the

academic and non-academic units Unit Outcomes 2018-2019 (See Table 3)

provide the basis for negotiating the performance budgets. They also have a

derivational relationship to the school and division goals that in turn are

developed from the university's strategic plan. (Effectiveness Plans for Academic

Units 2018-2019) (See Table 1)

Systematic Review

The University engages in systematic review of the mission, goals and outcomes

of the planning and evaluation process. The review is both external and internal.

External measures have included assessments conducted by experts in the

respective fields. Among the external assessments conducted have been

academic affairs, business and finance, student affairs, financial aid,

advancement and an institution wide review. These reviews in concert with

institutionally derived data and information have resulted in some realignment of

areas and moving of areas in some of the colleges. Greater emphasis was

placed on advancement by enhancing the function to focus, not only on

fundraising, but marketing and communications as well.

Further, within the academic affairs area, a comprehensive program analyses of

degree offering was conducted. The process utilized benchmark data and a

thorough assessment of enrollments, resources, and marketability of programs.

Committee reviewed the relevant data on each program and made appropriate

recommendations for continuation, expansion, consolidation or discontinuance of

programs. Based on this systematic review and assessment, some degree

programs were discontinued and some new degree programs have been

recommended. These program recommendations proceeded through the

institutional process up to the University Systems of Georgia/Board of Regents.

The Strategic Planning Process

Core Purpose, Vision, & Values

Vision:

Fort Valley State University will become a TOP CHOICE University in the nation.

Core Purpose /Mission:

Transforming students into extraordinary, globally competitive individuals while

fulfilling our land-grant mission.

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Values:

Accountability

We take ownership in our role towards accomplishing FVSU’s vision. All are

personally committed to high achievement and are proactive in rising above

circumstances and demonstrating the responsibility necessary

for achieving desired results. We are driven to earn trust and respect through

continuous improvement and to exceed the expectations of all stakeholders.

Integrity

We are direct, truthful, honest, fair and transparent.

Excellence

We perform our duties to the highest standard and foster a culture of high quality.

We offer a current, attractive

and credible program portfolio that aims for national recognition and is relevant to

contemporary needs.

Engagement

We lead by example through actively supporting and participating in all aspects

of Fort Valley State University. We engage in best practices and creating

innovative strategies in teaching and learning, scholarship, and cultural

enrichment.

Strategic Planning Action Items

PRIORITY 1 Land-Grant Mission Enhancement

STRATEGIC INITIATIVE 1: Grant Collaboration

Action Items

1. Contribute to the strategic goals of the United States Department of Agriculture

(USDA) and the 5-yr Plan of Work

2. Further enhance the land-grant mission for the entire campus

STRATEGIC INITIATIVE 2: Professional Development Support

Action Items

1. Support USDA and extension-related grant writing

2. Encourage faculty to teach edTPA (formerly Teacher Performance

Assessment),

GACE (Georgia Assessments for the Certifications of Educators), and ethics

STRATEGIC INITIATIVE 3: Business and Program Development

Action Items

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1. Develop a major in Finance

2. Serve small farmers, ranchers and other related start-up businesses

3. Develop collaborations between Family and Consumer Sciences (i.e. Infant &

Child Development) and the College of Education

4. Develop a major in Agricultural Leadership

STRATEGIC INITIATIVE 4: Sustainability

Action Item

1. Establish an integrated farming system

STRATEGIC INITIATIVE 5: Outreach and Community Involvement

Action Item

1. Provide outreach services to farmers and non-campus based client’s services

through Cooperative Extension

PRIORITY 2 Continuous Improvement

STRATEGIC INITIATIVE 1: Infrastructure Enhancements

Action Items

1. Review allocation of resources (includes technology, facilities, personnel,

academic programs, athletic programs, etc.)

2. Review and update policies, procedures, and processes at all levels

3. Review and update employee evaluation process and documentation to

ensure alignment with institutional values, policies, and procedures

4. Provide training relevant to job duties at all levels

5. Incentive/Recognition programs (Faculty, Staff, AND Students)

6. Review and update job descriptions

7. Conduct a Salaries Study

8. Model the behaviors we want the students to exhibit (reflecting FVSU values)

STRATEGIC INITIATIVE 2: Improved Customer Service

Action Items

1. Implement campus-wide customer service standards

2. Utilize technology to enhance customer service

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STRATEGIC INITIATIVE 3: Academic Excellence

Action Items

1. Evaluate current programs for relevance, attractiveness, and credibility

2. Pursue national recognition of programs

3. Pursue national accreditation of programs

4. Produce globally-competitive graduates

5. Increase student/faculty research opportunities

6. Develop alternative strategies to attract quality faculty

7. Improve academic advising outcomes

8. Provide appropriate resources needed to support academically unprepared

students

9. Evaluate teaching loads in order to better support faculty research and funding

opportunities

10. Research and implement best practices in teaching and learning, to include

utilization of technology in the classroom

11. Explore alternative/flexible course design in order to serve a broader

population of students

12. Create and implement a student peer tutoring program

PRIORITY 3 Stakeholder Involvement

STRATEGIC INITIATIVE 1: Increase Student Involvement

Action Items

1. Implement student living and learning communities

2. Increase service learning opportunities for students

3. Increase active participation in campus activities (EX: student life activities,

athletics, Greek life, professional/discipline-specific clubs & organizations, etc.)

4. Improve indicators of student wellness – mind, body, spirit

5. Increase participation in Internships, COOPs, Study Abroad, and research

opportunities

6. Research and implement a mentoring program to engage all stakeholders (can

include peer-to-peer)

7. Provide culturally diverse co-curricular experiences for students

STRATEGIC INITIATIVE 2: Increase Faculty Involvement

Action Items

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1. Increase active participation in campus activities

2. Work towards 100% giving by faculty to the Annual Fund

3. Increase faculty participation with students in service learning, Internships,

COOPs, Study Abroad, and research opportunities

4. Research and implement a mentoring program to engage all stakeholders (can

include peer-to-peer)

STRATEGIC INITIATIVE 3: Increase Staff Involvement

Action Items

1. Increase active participation in campus activities

2. Work towards 100% giving by staff to the Annual Fund

3. Provide appropriate levels of staff support to faculty & students in service

learning, Internships, COOPs, Study Abroad, and research opportunities

4. Research and implement a mentoring program to engage all stakeholders (can

include peer-to-peer)

STRATEGIC INITIATIVE 4: Increase Alumni Involvement

Action Items

1. Increase active participation in campus activities

2. Increase giving among alumni

3. Engage with students in a mentoring program

STRATEGIC INITIATIVE 5: Increase Community Involvement

Action Items

1. Encourage community investments that support student life immediately

surrounding the FVSU campus

2. Increase engagement with students via service learning, internships, COOPs,

etc. opportunities

PRIORITY 4 Financial Sustainability

STRATEGIC INITIATIVE 1: Increase Additional Funding

Action Items

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1. Explore corporate sponsorship opportunities

2. Encourage entrepreneurship on behalf of FVSU by Faculty/Staff/Students

3. Develop stronger relationships with key individuals at the University System of

Georgia and State Legislature to advocate on behalf of FVSU

4. Evaluate feasibility of a Capital Campaign

5. Increase number of qualified grant application submissions

6. Set goals for Annual Fund giving by stakeholder group

7. Make it easier for stakeholders to give, especially for small gifts

8. Increase major gifts ($25k +)

9. Implement donor recognition programs

10. Increase scholarship funding (academics, athletics, music, etc.)

PRIORITY 5 Institutional Branding

STRATEGIC INITIATIVE 1: Leverage Institutional History

Action Item

1. Create/update a Marketing Plan to leverage institutional history

(HBCU, Land-Grant, etc.)

STRATEGIC INITIATIVE 2: Leadership Development

Action Items

1. Developing leadership qualities

2. Develop job-specific mentoring programs

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POLICY AND PROCEEDURES MANUAL

OFFICE OF INSTITUTIONAL RESEARCH

APPENDIX C

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Institutional Research at

Fort Valley State University

The Office of Institutional Research, Planning and Effectiveness (OIRPE) is

committed to systematically examining Fort Valley State University’s effectiveness

in meeting its educational and research goals. Activities performed by the

Department embrace data collection, and analytical strategies that support all aspects

of decision-making at Fort Valley State University. The Office also supports

initiatives of strategic importance such as planning, program assessment, policy

formulation, compliance reporting, program accreditation, and Institutional

reaffirmation efforts. These functions, the Office of Institutional Research conducts

to support the University as it continues to prepare graduates for the challenges of the

graduate school and the post-college world.

Planning & Assessment Processes

Institutional effectiveness underscores the need for a systematic, structured, and

documented analysis of institutional performance against institutional mission. The

assessment process involves gathering data and comparing actual performance with

planned performances. This includes an assessment of goals/objectives attainment as well

as effective use of resources. The results of the assessment are then utilized as input into

the next planning cycle.

State

Institutional

Priorities

Institution

State

Institution

Implementation/

Funding

State

Assessment/

Accountability

Institution

State

Institutional

Priorities

Institution

State

Institution

Implementation/

Funding

State

Assessment/

Accountability

Institution

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The Office of Institutional Research Provides services in three

major areas:

 External Reporting. One of the main responsibilities of the Office of Institutional

Research is to prepare and submit official reports needed to ensure the University's

compliance with the Georgia Board of Regents and federal reporting mandates. The

Office also coordinates the University's responses to a host of other external requests

such as college ranking guides, surveys and requests from local governments.

 Planning Support. The Office of Institutional Research coordinates the compilation and

analysis of data used in strategic planning. These data include:

o student characteristics

o admissions

o financial aid

o enrollment

o retention and graduation rates

o courses taught

o credit hour production

o degrees awarded

o teaching workloads

o employee characteristics

o revenue and expenditures

Institutional Effectiveness. The Office of Institutional Research coordinates the

processes needed to support unit-level assessments of academic as well as support

programs. In addition to these duties the Office of Institutional Research:

o Collects and disseminates institutional performance data

FVSU PLANNING MODEL

FVSU Mission

(Strategic Planning)

Formation of

Programmatic Goals and

Expected Educational

Learning Outcomes

Evaluation

(Assessment)

Use of Results

Adjustments in Programs

and Operations

(Implementation)

(Dissemination)

FVSU ASSESSMENT MODEL

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o Provides technical support and assists units in assessing student learning

outcomes and administrative objectives

o Organizes special studies to evaluate the University's progress in achieving

strategic goals

o Plays a major role in the coordination of program as well as institutional

accreditation activities

EVALUATIVE INSTRUMENTS/TOOLS:

 Beginning College Survey of Student Engagement (BCSSE)

 National Survey of Student Engagement (NSSE)

 Annual General Education Report (AGR)

 Annual Library User Survey

 Alumni Survey

 Student Satisfaction Survey (SSS)

 CIRP Freshman Survey

 Faculty Satisfaction Questionnaire (FSQ)

 Annual Georgia Regent’s Student Performance Report & Retention Study

 Senior Exit Survey

 Graduate Student Survey

 Survey of Academic Advising

 Student Evaluation of Instruction

 Student Course Evaluations

 Annual Program Assessments

o Academic Outcomes

 Academic Units (undergraduate)

 Academic Units (Graduate)

 General Education

o Support

o Administrative

DATA DISSEMINATION

 Annual Factbook

 Annual Retention Study

 Annual Admission/Enrollment Management Report

 Annual Athletic Program Report

 Annual General Education Report

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INSTITUTIONAL STUDIES

Admission/Enrollment Management Report

Retention Trends

Athletic Program Student Academic Performance Report Card

Faculty Workload Study

REPORTING

Federal Reports

Annual IPEDS report

Title III Reports

Board of Regent’s Reporting

Private Reports

Common Data Set

U.S. News - America’s Best Colleges

Princeton Review Survey

Barron’s College Guide

Thurgood Marshall Survey

Accreditation

NCAA Graduation Rate Report

SACS Institutional Profile

SACS Financial Profile

NAFEO Survey

OBJECTIVES OF INSTITUTIONAL RESEARCH

1. Assist administrative and support units with the assessment of core services consistent with

institutional effectiveness and accreditation requirements.

2. Enhance decision-making processes with data/ evidence support.

3. Disseminate institutional data to internal and external constituents in a timely manner.

4. Develop and facilitate the guidelines and processes that the University uses in the evaluation

of unit goals in both educational and support units.

5. Improve and refine the University’s management information system.

6. Monitor effectiveness efforts to ensure documentation and cyclical improvement.

INSTITUTIONAL DATA WAREHOUSE

The quest for information is often filled with obstacles. For this reason, the Office of

Institutional Research is building a comprehensive data warehouse. The data warehouse will

include a detailed collection of pertinent information, including research, enrollment, admissions

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and reporting data. The warehouse also will provide a selection of cutting edge tools used for

review and management of academic & educational support programs, personnel, facilities, and

finances.

STAFFING

Associate Vice President for Academic Affairs/Institutional Effectiveness

o Generating and conducting surveys of graduates, employers and alumni;

handling data in terms of extraction, manipulation, analysis and

presentation; and coordination of all mandatory reports of institutional

data, including regional accreditation and self studies.

Research Professional

o Coordinate submission of data for mandated reporting to state and

federal agencies. Assist in data administration functions and the

construction of a comprehensive data warehouse.

Banner Operator

o Monitor issues of data integrity, queries data management system, and

coordinates data entry strategies.

Administrative Assistant

o Assists AVPAA and staff compile data reports, annual factbook, fact

sheet and freshman profile, operate scantron machine, maintain current

and up-to-date data warehouse and manage the office.

MAJOR TASKS/LEADERSHIP (RESPONSIBILITY)

Associate Vice President for Academic Affairs/Institutional Effectiveness

 Annual Factbook

 Annual Retention Study/Retention Trends

 Athletic Program Academic Performance Report Card

 Faculty Workload Study

 Annual General Education Report

 Admission/Enrollment Report

 IPEDS

 SACS Institutional Profile

 SACS Financial Profile

 Annual Program Assessments

 Title III

 Office Leadership

Research Professional

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 Beginning College Survey of Engagement (BSSE)

 National Survey of Student Engagement (NSSE)

 Annual Library User Survey

 Student Satisfaction Survey

 Faculty Satisfaction Questionnaire

 Annual Georgia Regent’s Student Performance Report & Retention

Study

 Senior Exit Survey

 Graduate Student Survey

 Survey of Academic Advising

 Factbook (data collection and preparation)

 NAFEO Survey

 CIRP Freshman Survey

 Common Data Set (U.S. News, Princeton Review, Barron’s and

Thurgood Marshall).

 Data warehouse (development/construction)

Banner Operator

 Factbook (data collection, extraction and data synthesis)

 Annual Retention Study (data collection & synthesis)

 Annual Admission/Enrollment Management Report (data collection &

synthesis)

 Common Data Set (data collection & synthesis)

 Faculty Workload study (data collection & synthesis)

 Annual Athletic Program Report (all)

 IPEDS Report (data collection & synthesis)

 Annual General Education Report (data collection & synthesis)

Administrative Assistant

 Operate Scantron machine

 Manage office

 Data warehouse (maintenance)

 Factbook (Assist VPIR and Research Professional)

 Annual Retention Study (Assist VPIR and Research Professional)

 Annual Athletic Program Report (Assist VPIR and Research

Professional)

 Annual IR Office Evaluation (coordinate)

 BSSE (assist in the administration of survey)

 NSSE (assist in the administration of survey)

 Student Satisfaction Survey (assist in the administration of survey)

 Faculty Satisfaction Questionnaire (assist in the administration of survey)