First Year Seminar Experience (Valdosta State University-2023)

Evaluation Plan and measures:

Assessments

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

KPIs:

Baseline measure (for each KPI):

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

Current/most recent data (for each KPI)

• Data and related explanations are provided below.

FYSE 1101 Sections by Term, Design, & Modality

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

FYSE 1101 AAC&U Value Rubrics by Term

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

FYSE 1101 Pretest and Posttest – Student Assessment of Learning Gains

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

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

Goal or targets (for each KPI):

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

Time period/duration:

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