Standards
2.5, 3.3.1, & 3.4.1
The institution engages in ongoing, integrated, and
institution-wide research-based planning and
evaluation processes that (1) incorporate a systematic
review of institutional mission, goals, and outcomes;
(2) result in continuing improvement in institutional
quality; and (3) demonstrate the institution is
effectively accomplishing its mission. (Institutional
Effectiveness)
The institution identifies expected outcomes, assesses the extent to which it
achieves these outcomes, and provides evidence of improvement based on
analysis of the results in each of the following areas: (Institutional Effectiveness)
3.3.1.1 educational programs, to include student learning outcomes
3.3.1.2 administrative support services
3.3.1.3 educational support services
3.3.1.4 research within its educational mission, if appropriate
3.3.1.5 community/public service within its educational mission, if
appropriate
Need to assess administrative as well as academic units and to show ongoing
commitment to institutional improvement and closing the loop:
• Establishment of the University Assessment Committee to assist and
oversee the University’s assessment as a whole
• Inclusion of program and general education outcomes on all syllabi
The institution identifies college-level general education
competencies and the extent to which graduates have
attained them.
(College-level competencies)
Need to assess Gen Ed as a separate program
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Creation of the General Education Council
Developing assessment program for Gen Ed
Connecting all undergraduate courses to the
appropriate General Education outcomes
Comprehensive Standard 3.7.1
The institution employs competent faculty members qualified to
accomplish the mission and goals of the institution. When
determining acceptable qualifications of its faculty, an institution
gives primary consideration to the highest earned degree in the
discipline. The institution also considers competence, effectiveness,
and capacity, including, as appropriate, undergraduate and
graduate degrees, related work experiences in the field,
professional licensure and certifications, honors and awards,
continuous documented excellence in teaching, or other
demonstrated competencies and achievements that contribute to
effective teaching and student learning outcomes. For all cases, the
institution is responsible for justifying and documenting the
qualifications of its faculty. (See Commission guidelines “Faculty
Credentials.”) (Faculty competence)
Comprehensive Standard 2.12
The institution has developed an acceptable Quality
Enhancement Plan (QEP) that (1) includes a broad-based
institutional process identifying key issues emerging from
institutional assessment, (2) focuses on learning outcomes
and/or the environment supporting student learning and
accomplishing the mission of the institution, (3)
demonstrates institutional capability for the initiation,
implementation, and completion of the QEP, (4) includes
broad-based involvement of institutional constituencies in
the development and proposed implementation of the
QEP, and (5) identifies goals and a plan to assess their
achievement. (Quality Enhancement Plan)
Jan Fackler, Finance and
Administration
Sheri Gravett, Academic Affairs
Christine James, Faculty Senate
James LaPlant, Arts and Sciences
Russ Mast, Student Affairs
Joe Newton, Information Technology
Chere Peguesse, Student Success
Center
Emily Rogers, Odum Library
Robin Smith, Staff Affairs
David Starling, International
Programs
Jonathan Stroble, Student
Government
Cheri Tillman, OASIS
Cindy Tori, Business Administration
Maggie Viverette, Equal Opportunity
Programs
Debbie Weaver, Nursing
Jane Zahner, Education
Ex Officio:
Jane Kinney, Accreditation Compliance
Kristina Cragg, SACS Liaison
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International Education “Passport”
“offers VSU Global/International Passport as a 12 credit-hour
option that will include courses with global content from the core
and the majors, a foreign language component, and will require
participation in at least one campus and/or community
international/intercultural activity per semester. . . .”
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Community Common Reader
“The common reading program will help students become aware of
other perspectives by reading selected books and engaging in
campus events and course activities. Service learning opportunities
will increase awareness of and critical engagement with community
issues. Research opportunities will help students develop research
and analysis skills while learning about the environment, the
economy, social institutions, health issues, and other topics
suggested by each year’s theme.”
Office of Undergraduate Research
“The creation of an Office of Undergraduate Research (OUR) at
Valdosta State University. The OUR will be campus-wide,
covering all academic colleges and units, helping to foster
interdisciplinary research teams of faculty and students.”
Academic Sophomore Year Experience
“SYE programs designed with the university mission
and student needs in mind significantly increase
retention and graduation rates. SYE programs have
varying delivery methods, but generally, the
programs target the problem of student motivation as
tied to career choices, college issues, and a larger
purpose and life goals.”
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Gather responses to four proposals from VSU
community to report to SACS Leadership Team
October—selection of QEP topic and formation of
Phase Two Task Force
November 2008-December 2009: Define and develop
QEP topic into 75-pp. prospectus
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Must include specifics on assessment, funding, facilities
Must collect baseline data
Must promote and advertise QEP to the VSU community
Must have QEP “ready to roll” immediately after on-site visit
December 2009—Completed QEP prospectus due to
SACS
April 2010—On-Site visit of SACS evaluators; if QEP
approved, Phase Three will begin immediately