107
VALDOSTA STATE UNIVERSITY 2008 Master of Education Higher education Leadership Portfolio
1 VALDOSTA STATE UNIVERSITY
2008
Master of Education
Higher education Leadership
Portfolio
Table of Contents
Philosophy of Education ............................................................................. page 3
Goals in Graduate Program ........................................................................ page 7
Goal Attainment and Achievement ........................................................... page 9
Continued Growth toward Achieving Goals ......................................... page 11
Learning Experiences and Work Samples .............................................. page 12
Evaluation of Program ............................................................................... page 17
3 I. Personal Core Beliefs about the Leadership role
I believe leaders emerge out of experiences where you have an option to step up or stand
back. Leaders step forward to accept the challenge when others stand back. Leaders seek out
opportunities to improve their communities and those around them. Leaders see potential where
others see nothing. Leaders coach people to achieve beyond what they believe they are capable
of achieving. Leader must have a servant’s heart and lead others by the integrity that they show.
Leaders must be able to reach across divisions to build relationship with all area of the
organization to produce the best outcome for students. The article, Learning Reconsidered 2,
discussed perceived division between Students Affairs and Academic Affairs at many colleges.
Academic Affairs focusing on curricula activities and student affairs focusing on co-curricula
activities with different missions, goals, and objectives. Organizational changes have occurred
recently with various stakeholders calling for cooperation between the two divisions. Legislators,
parents, and accrediting bodies have required increased accountability for student learning and
outcomes from both divisions. My responsibility as a higher education leader is to ensure an
environment where student learning is conducive and all other aspects of the institution support
this endeavor. My leadership role as an administrator is to support this mission by investing in
qualified, caring faculty members and providing student services and programs that support
student development. (NASPA, 2006)
Personal Core Beliefs about Teaching and Learning
Research conducted by Kuh, Kinzie, Schuh, and Whit (2005) found that students should
be challenged to attain high achievement and lack of student preparedness could be overcome by
effective learning environments and outcomes. All students can learn and achieve if given the
proper support. I believe educators should be clear about their expectations of their students and
4 willing to help their students achieve their goals. Educators should help students move through
the various stages of development, recognize where student are in that development and adapt
their teaching method to best facilitate learning. I believe educators should prepare students to
interact with their society and encourage all students to be good citizens who make a difference
in their communities. I believe the most effective learning comes when the student turns the
theoretical concept into practical application.
Personal Professional Vision and Values
My professional vision is to be in a leadership role where I can help change the lives of
others around me. I believe generations can be affected by changing the life of one person. If you
can help one person to see the value of education and how that education can make a difference
in their life then you not only change that person but society as a whole. My leadership character
should reflect integrity, loyalty, and trustworthiness. In an effort to use best practices in higher
education I will use the Council for the Advancement of Standards in Higher Education (CAS)
as my guide. CAS is a consortium of over 35 professional associations and their goal is to
promote standards for various aspects of the higher education endeavor that foster student
learning and development, quality assurance, and professional integrity. As a higher education
professional, I will use the CAS standards as a guide to ensure that I implementing the highest
standards of academic excellence.
Narrative Summary of Leadership Philosophy
My responsibility as a higher education leader is to ensure an environment where student
learning is conducive and all other aspects of the institution support this endeavor. The college
mission should clearly support this vision. As a leader, I will support this mission by investing in
qualified, caring faculty members and providing student services and programs that support
5 student development. I believe in the importance of creating an environment where ethical and
moral behavior is ingrained in every aspect of the college whether the area is teaching, learning
or leading.
6
References
Kuh, G. D., Kinzie, J., Schuh, J., Whitt, E., (2005). Student success in college. San Francisco,
CA: Jossey-Bass
Council for the Advancement of Standards in Higher Education. (2008). CAS general standards.
Retrieved December 8, 2008 from www.cas.edu
NASPA - Student Affairs Administrators in Higher Education. (2006). Learning reconsidered 2:
a practical guide to implementing a campus-wide focus on the student experience.
Washington, DC: NASPA - Student Affairs Administrators in Higher Education.
7 II. Goals
My main goal and objective when I made the decision to pursue graduate school was to
further my career opportunities by gaining an advanced degree. I believe lives can be changed
through education. If you educate one person it changes the lives of all those around them. The
change that occurs has a positive effect on the community and society as a whole. My goal in life
has been to help others. I believe that we each hold the power to change to other people’s lives.
My greatest achievement comes through helping others achieve what they thought was
impossible, to help them see their possibilities.
A) Personality Development
My personality development goal is to increase my self-confidence, gain a broader
understanding of ethical behaviors and practice in the field, create a vision for myself as a higher
education leader through the development of my educational philosophy. I would like to develop
my strongest personality traits and understand how they would be beneficial in my career. I tend
to think outside the box and see connections or trends that others do not see. I love a challenge or
difficulty and quickly create a strategy or plan to deal with the issue. I can be outspoken,
independent, and assertive. These are all great qualities that make me unique. My goal in this
program is to gain a better understanding of how to use these personality attributes to make me
an asset to an employer.
B) Career Training
My overall career training goal is to increase my knowledge, skills, and abilities and to
gain an understanding of new technologies in the high education field. My objective is to gain
hands-on, practical skills in the areas of teamwork and collaboration, assessment, and research
8 that can help both in my current position as an academic dean and in future endeavors. Skills and
experience are what set you apart in today’s workforce. My expectation is that I will gain
practical, hands-on skills and experience in the program that are relevant to today’s higher
education environment and will make an asset to an employer.
C) Intellectual Accomplishment
My goals in the area of intellectual accomplishment are to gain stronger higher-order,
complex, and critical thinking skills. I am currently a higher education administrator in the
technical college system. My expectation is that the leadership program will challenge my
currently held perceptions of the high education environment and help me gain a new
understanding of higher education, increase my ability to think critically and make more
objective decisions based newly gained knowledge.
D) Professional Aspirations
My professional aspirations are to gain the skills, knowledge, and abilities to make me a
successful candidate for the highest level of administration in both academic affairs and student
affairs. I am currently an academic dean at a technical college and would like to advance to a
vice-presidents position in either department, academic or student affairs. I am also interested in
the areas of institutional advancement and research.
9 III. Goal Attainment and Achievement
A) Personality Development
One area that has greatly improved since completing graduate school is my self-
confidence. I am the first in my family to graduate from college and the first to gain an advanced
degree. The more knowledge gained, the more self-confidence gained, that in turn has created a
desire in me to accomplish and learn even more. My goal in life has been to help others. I believe
that we each hold the power to change to other people’s lives. My achievement comes through
helping other achieve what they thought was impossible, to help them see their possibilities. The
knowledge gained in this program helped me to understand the challenges others face in trying to
obtain a college education. It gave me an understanding of how all of the stakeholders in the
education process can work together to help college be accessible to all.
B) Career Training
My background is in higher education but in the area of teaching. I loved teaching
because I felt I made a difference in someone’s life. I believe lives can be changed through
education. If you educate one person it changes the lives of all those around them. My skills,
knowledge, and abilities are what enable me to help others. I am now in administration but I
teach online classes because I still enjoy seeing others gain new skills and accomplish the goals
they have set for themselves. I am lifelong learner and I gain as much knowledge from my
students as they gain from my teaching. I expanded my skill level by using the new technologies
introduced during the program. In the program, we were introduced to a new technology each
semester. The new technologies included using google.docs, iPods, voice recorders, Utube, video
streaming, and college experience simulators like Virtual University. We also used PowerPoint,
10 Excel, and Word to compose our assignments and presentations. Experiencing the positive and
negative attributes of each new technology helped me understand which technology would help
my students. The experience also gave me insight into various ways students communicate with
each other in today’s college environment.
C) Intellectual Accomplishment
My goals in the area of intellectual accomplishment were to gain stronger higher-order,
complex, and critical thinking skills. The leadership program challenged my thinking about how
higher education decisions are made, how stakeholders are involved, and best practices for
student affairs. The book we studied, Student Success in College: Creating Conditions That
Matter, challenged my thinking on how colleges address student faculty interaction, remedial
studies, first generation college students, and other areas. Each semester we were introduced to
different concepts, such a social justice allies, which were areas I had never experienced but after
studying saw as very useful. The knowledge gained in this program helped to refine my critical
thinking skills and develop the ability to look at issue more objectively.
D) Professional Aspirations
After completing my studies in the Education Leadership program, I have decided to
continue my studies in Valdosta State University’s doctoral program. I am currently Dean for
Academic Affairs at Moultrie Technical College. I have also recently taken on responsibilities in
Institutional Effectiveness as the lead Dean for the College’s COC/SACS accreditation effort.
The concepts and skills gained in this program have helped me tremendously in both my current
positions and in my future positions.
IV. Continued Growth toward Achieving Goals
11 My professional aspirations have changed since completing the education leadership
program. I have accomplished the goal I set of gaining an advanced degree which was a great
accomplishment for me. My professional vision has been in a leadership role where I can help
change the lives of others around me. My vision is fueled by my belief that generations can be
affected by changing the education level of one person. If you can help one person to see the
value of education and how that education can make a difference in their life then you not only
change that person but society as a whole.
I begin my career as a student affairs secretary at a small community college. It was there
that I saw what a difference education could make in a person’s life. I also saw student’s struggle
with the pressures of being first generation college students, non-traditional students, and
students who needed remedial education. The community college where I worked saw the value
of encouraging its employees to further their education. I attended classes on my lunch hour and
eventually completed an associate’s degree. I was in the same position as all of those students I
listed above but I had professors and others encourage me along the way. The encouragement of
those people sparked my desire to help others accomplish the same so I applied to VSU to
complete my bachelor’s degree. I thought the way to make a difference was at the political level
so I completed my degree in Political Science.
After completing my bachelor’s degree a position came open at the local technical
college in my community as an instructor in the Business department. As an instructor, I was
able to pass on the same encouragement and patience that my professors had given me. The
experience also created a desire in me to have the ability to affect students on an even greater
scale. I went back to college to pursue my master’s degree in education leadership. My objective
was to gain as much knowledge as possible about what truly helped students and how to improve
12 the higher education system. I am now one of the academic dean’s for that same technical
college and leading the SACS/COC accreditation process for the college. The work I have been
doing in institutional effectiveness and the encouragement of my president and professor has
started me on a path to complete my doctorate. I believe that my experience as an instructor,
administrator, and my in-depth experience in institutional effectiveness coupled with the research
experience I gain through the doctoral program will make a valuable asset for an employer. I am
a life-long learner and will encourage others to be the same. My future plans for continued
growth includes gaining as much knowledge as possible to expand my possibilities and to help
other expand theirs.
V. Learning Experiences and Samples of Work
A. Facilitation of Vision of Learning
During my internship, I worked with the institutional effectiveness department at
Moultrie Technical College (MTC). The internship allowed me the opportunity to attend the
SACS/COC Summer Institute on Quality Enhancement and Accreditation in Orlando, Florida
during the week of July 27-July 30, 2008. I was also assigned the task of revising the advisor’s
handbook and the advisement process. I worked a team that consisted of academic affairs,
faculty liaisons, institutional effectiveness, and student affairs personnel. The collaborative effort
produced a new advisement process that worked for all departments involved.
I presented the new process and advisement handbook to the college’s faculty and staff in
two separate workshops. The revision of the advisement handbook included working with
MTC’s Policy and Revision committee, faculty members and the registrar. I had an opportunity
to participate in leading a meeting, planning an agenda, and making revisions. Each member of
the committee gave their input on should be included in the advisement handbook. I had an
13 opportunity to share with the group our recent studies on CAS standards and why they were
important to consider as we worked through the revision. The revision of the handbook helped
me link the theoretical knowledge gained in class to a practical application. This experience
enabled me to envision how policy impacts students and faculty.
(Refer to Appendix A)
B. Advocating an Institutional Culture and Instructional Program
This program has prepared me with skills needed to advocate, nature, and sustain an
institutional culture and instructional program conducive to student learning and staff
professional growth. Through the concepts and theories learned in the student development
theory course, I feel confident that I am adequately prepared to address student learning and staff
development needs. During the student development course, we reviewed student development
theory through readings, movies, speakers, and in-depth discussions. Through various methods
we explored how students evolved through the conflict and experiences the encounter.
(Refer to Appendix B)
C. Management of Effective Learning Environment
The assessment project taught me how to conduct a focus group, interview techniques
and protocol, as well how to interpret and report the data gathered. The readings helped me
understand the theory behind assessment. Through the assessment and methods course, I learned
to appreciate the value of assessment and the importance of being able to articulate the findings
to all stakeholders. In a society that increasingly values accountability, it is important to be able
to articulate to stakeholders evidence of student learning or program effectiveness.
As a higher education administrator, it my responsibilities to understand development
stages students undergo and the process in which those stages occur as well as provide a safe and
14 conducive environment for students to learn. In the student development and social justice
course, we explored various theorists through readings and speakers from various offices who
are current administrators. The speakers and readings gave me a greater understanding of my
role as a social justice ally and how to help students who needed my help.
(Refer to Appendix C)
D. Collaboration with Constituencies
The ability to work collaboratively with the leaders and members of the community you
work and live in is a vital skill as a higher education administrator. In the position I now serve as
academic dean requires me to be on community boards as well as teams within my organization.
During my internship, I worked for the Vice President for Student Affairs. I worked on the
various projects including the GOAL project. The biggest project I was assigned was the GOAL
project. Georgia Occupational Award of Leadership (GOAL) program focuses on excellence in
technical education. During GOAL Week, outstanding students attending Georgia’s technical
colleges and divisions are recognized for academic excellence and personal achievement. At the
local level, a panel of judges selects three students from all of the instructor nominees. The three
students then go on to face a panel of community judges who chose one student to represent
Moultrie Technical College (MTC) on the state level. From this group of students, from all
Technical Colleges in the state, a panel of judges selects one student, the state GOAL Winner, to
serve as the statewide Student of the Year and ambassador of technical education in Georgia.
I currently work in Academic Affairs and it was a great experience for to see how
valuable the experience of student achievement outside of the classroom was for student
development. I was able to connect to the campus community through various committees set up
15 to handle the GOAL process as well as the communities the college serves through the judging
process.
(Refer to Appendix D)
E. Integrity and Ethics
The highest calling for a higher education professional is to act with integrity, fairness,
and in an ethical manner in all areas of their life. The ethical behavior of a college administrator,
good or bad, reflects on the image of the college they serve and the students they shepherd.
Research and assessments are areas where ethical behavior and integrity are essential. During the
program, all of my coursework reinforced the importance of ethical practices in research,
interviewing, and confidentiality in all areas. It also emphasized the importance of a high
educational professional to act with high ethics and integrity.
(Refer to Appendix E)
F. Understanding the Larger Context of Higher Education
During the program, one of our assignments was a simulation assignment that involved
Virtual University. In this program decisions or changes you, as a dean or president, makes in the
program has a direct effect on all other aspects of the college and a Board governs all aspects of
the college. My scenario was on better teaching. The Board had received a report from the
accreditation team stating that Sellers State University would be cited for poor teaching. The
team attributes our failure to inattention to education rather than a lack of resources. They cited
discontinued courses, student demoralization, and insufficient time and attention devoted to
students, as well as poor teaching in the classroom. Some of our departments received a passing
grade but needed improvement. The Board requested our plan to put in our classrooms a faculty
that loves to teach.
16 The decisions that we made in the simulation were very similar to the decisions I have to
make as dean on daily basis and the consequences of those decisions were similar. Virtual
University made the information we had been studying in class come to life. It made you about
think the decisions you make and how those decisions affect the whole picture. It is easy to get
upset about decision made by Deans, Vice-Presidents, or Presidents. We tend to focus on our
area or division and think about the college as a whole. This project forced me to focus on all
areas of the college and brought to reality that decisions made that affect one area of the college
have ripple effects on all areas of the college. (Refer to Appendix F)
G. Solving Educational Problems
The world today has an expectation of evidence-based outcomes for all areas of higher
education and the burden of proof is on the college. Meeting those expectations is imperative to a
society that increasingly values accountability. The assessment project we worked on this
semester taught me a great deal about how to conduct a focus group as well how to interpret and
report that data gathered. Working with the interview techniques and protocol helped in
accessing what information I need to use when assessing programs at my current job. The
readings helped me understand the theory behind the assessments. I also learned how to properly
write and format an executive summary, which will also be helpful in presenting and reporting
data.
(Refer to Appendix G)
17
VI. Evaluation of Program
The Leadership program gave a greater understanding of how important higher education
is to the health of society as a whole. We live in a global, competitive, knowledge-based
economy that values an educated and highly skilled workforce. Society will be faced with
supplying workers for this new environment. The babyboom generation, who was the most
educated and skilled generation of workers in American history, will soon began to retire. It will
be difficult to replace the work ethics held by this generation. Higher education will be faced
with many issues with the newer generation of worker. Many students are unprepared for the
college environment and colleges will need to have programs in place to help students overcome
the developmental deficiencies. Colleges will continue to battle with the line between
accessibility and attainability. Not all students graduating from high school will see the value of
a college education nor will they be prepared for the college environment but they will not be
successful in our society with an education.
I have gained a tremendous amount of hands on skills and knowledge in this program. In
the area of research and assessment, I have gained skills in conducting focus groups, interview
protocol and techniques, as well as how to interpret and report the data to stakeholders. I have
learned the how to create an environment conducive to student learning and how to be a social
ally. I have an understanding of what best practices are for colleges and the importance of being
a leader with ethical behavior and integrity.
This program has many strengths. The hands-on skills and experience gained in this
program have included learning to work on projects with others collaboratively, interview
18 techniques and protocol, how to conduct assessments, and program reviews. Another area I feel
the program has real strengths is the use of new technologies like podcasting and screen casting.
The group projects are a great way to put the theoretical knowledge into practical application. I
also think the guest speakers, who were experts in their field, were a great way to understand
difficult areas of theoretical knowledge because they could make theory apply to real life. Using
the movies and guest speakers during the student development course was a great way to make
the material come to life. The professors I had in this program were imaginative and used various
teaching methods to teach material until students learned the outcome they were expected to
learn.
As for weaknesses in the program, there were not many. One of the strengths of the
program was the use of new technologies but this was also one of the weaknesses. As with all
new technology sometimes, the technology did not work as it should and some of the technology
had a longer learning curve than expected. The only other weakness I saw in the program was the
workload sometimes. I know this not the case with all students in the program but I work a very
demanding job and some of the expectations for course workloads and collaboration with others
were not easy for me to accomplish. As I stated before, this program met all of my expectations
and then some. The greatest strength of this program is the professors who make theoretical
knowledge applicable and understandable.
19 Appendix A
Admissions
Program Selection
Career Services
Program Instructor
Complete the Application
Student Assigned an
Advisor
Testing
Financial Aid
Admissions
20
Program Advisor
New/Returning
Student
New Student Registration
Current Students
Advisement & Pre-registration
Week
21
Meet with Advisor
Confirm Program Selection
Program Schedule
Registration Pin
22
23
24
25
26 Appendix B
Running head: SEASONS REVIEW
Seasons of a Women‟s Life Review
Brandi Giddens
Valdosta State University
27 Seasons of a Woman’s Life
By Daniel Levinson
Format and Summary
The Seasons of a Woman’s Life is a sequel to The Seasons of a Man’s Life written by Daniel
Levinson in 1978. In The Seasons of Man’s Life, Levinson looked at patterns of development in
men throughout adulthood. He examined universal stages of manhood. The term ―mid-life crisis‖
was termed from this book. In this book, The Seasons of a Woman’s Life, Levinson studies
women in their midlives to see women also share a common developmental pattern with men. He
also compared the men’s study to the women’s study to see if men and women have any
developmental stages in common. In general, he found that women go through the same type of
cycles that men do. However, the life stages of women tend are tied closer to the family life
cycle (Levinson, 1996, pp. 5-6).
Theory and Key Points
Levinson examined women from three walks of life, homemakers, academics, and business
executives. His study was based on in-depth interviews of 45 women divided into cohorts of 15.
The interviews were conducted by 12 staff members including Levinson and his wife. The
interviews were conducted over a three-month span lasting 15 to 20 hours per woman. Levinson
used a method called ―biographical reconstruction‖ which was used to condense order and
manage the huge volumes of typed interview scripts. The book is filled with excerpts from the
interview scripts. Levinson then used these biographies to reconstruct the experiences the women
shared.
Levinson found that the life course evolved through a standard sequence of developmental
periods, which he termed the "life cycle." He argued that every life course followed a sequence
28 of four partially overlapping "Eras" each approximately 20 years long and each with its own
distinctive character and set of developmental demands (Levinson, 1996). Levinson grouped the
eras according to age, with preadulthood encompassing the years from 0-22, early adulthood
from 17-45, middle adulthood from 40-65, and late adulthood from 60 years on Levinson, 1996,
p. 18). The life structure or underlying pattern of a life at any given time evolved through a
standard sequence of periods within each era, or periods, which were age-linked and
alternatively structure building and transitional in character (Levinson, 1996, p 18). These
periods did not reflect changes in any one aspect of life such as personality or career
development but they revealed an underlying unity in developmental concerns within the life
structure during those years. Transitional periods normally last 4 or 5 years and include (a)
termination of the current life structure; (b) individuation—becoming more autonomous, self-
generating and self-responsible, and capable of more mutual relationships; and (c) initiation—
exploring new possibilities and making new choices. Transitional periods serve as conduits
between two states of greater stability and are inevitable. According to Levinson, we spend
almost half our lives in developmental transitions (Levinson, 1996, p. 25).
One key step in developmental transition, according to Levinson, was the developmental task of
forming a Dream, a transitional experience that often took shape in the Early Adult Transition
(17-23), the Dream was a vision that provided purpose and meaning for an individual's life.
Potentially, it provided a psychological basis for making major life choices in early adulthood,
for assessing one's progress at midlife, and for fashioning one's legacy in old age. A life without
the Dream could be "at best a compromise and at worst a defeat" (Levinson, 1996, p. 238). To
pursue a Dream or occupation, one had to form significant relationships with other adults who
would facilitate his or her quest. Mentors are critical in this process. They serve as guides,
29 exemplars, and counselors. The mentor’s primary function is to support and facilitate the
realization of the Dream.
Strengths and Weakness
One could argue that the forty-five women in the group were not from diverse cohort and
therefore could not be generalized to all women. The women were predominately white,
heterosexual, and from the northeastern United States. Each woman’s biography portrayed as
conflicted and uncertain of her path in life. It seemed as though none of the women in the book
were satisfied with the path they had chosen. After reading all of the women’s stories, you are
left feeling the book’s data is outdated. Women still struggle with raising a family and balancing
a career but few women are still conflicted over a career and being a homemaker. The book was
hard to follow because of the way it was organized. Sometimes the reader was left trying to
remember what story went with which woman and when her story happened. Having the stories
in chronological order might have made the organization of the stories more clear.
Conclusion
The stories in the book stay with you in the back of your mind constantly reminding of the
stories the women recounted. The experience each woman shared about the stages of their lives
compared to watching students finding their paths, progressing from stage to the next stage.
30 References
Levinson, D. J., & Levinson, J. D. (1996) The seasons of a woman‟s life. New York: Ballantine.
31 Appendix C
Academic Performance in Traditional and Online Classes
Valdosta State University
32
Academic Performance in Traditional Classroom and Online Classes
Student enrollment in online classes is increasing each year as more and more people try to fit
education into their already overscheduled lives. Online classes seem to be the answer but are
these students performing academically as well as their counterparts in a traditional classroom
setting. Does academic performance vary from a traditional class and an online class?
The purpose of this research is to examine whether or not academic performance varies from a
traditional classroom environment and online learning environment. This evidence based
research project was conducted using a mixed methods design in which descriptive statistics and
interview data are analyzed. A random sampling of the statistical data which consisted of the
final scores of 60 male and female students enrolled in Mrs. Gray Math 101 class was analyzed.
Mrs. Gray teaches Math 101 online and in a traditional classroom setting. Teaching methods are
the same for these classes, as well as the assessment materials, course objectives, standards and
learning outcomes. A t-test was used to analyze the data and three interviews were conducted
This data collected from the interviews was used to identify major categories for further analysis.
The interviewees consisted of one teacher, who teaches in both learning environments, a director
of online instruction, and a student, who has taken both online and traditional classes.
This study is limited by the scope of the study. Academic performance and quality instruction in
the traditional classroom setting compared to the online class environment is a complex topic of
study. This study was conducted on a small community college and it findings could not be
generalized to include all traditional and online learning environments. The findings do however
give insight into whether or not there are significant differences in academic performance
between the two learning environments.
33
November 19, 2007
Jim Glass
Vice President for Academic Affairs
Moultrie Technical College
800 Veterans Parkway
Moultrie, GA 31768
Dear Mr. Glass,
I am conducting an evidence based research project for my graduate studies at Valdosta State
University. In order to gather the data needed for my research, I am requesting your permission
to use scores collected from the registrar and from Ms. Tamera Gray.
The purpose of this research is to examine whether or not academic performance varies from a
traditional classroom environment and online learning environment. This evidence based
research project will be conducted using a mixed methods design in which descriptive statistics
and interview data are analyzed. My research would require that I collect a random sampling of
the final scores students enrolled in Mrs. Gray Math 101 class for FY 2007. Mrs. Gray was asked
to participate because she teaches Math 101 online and in a traditional classroom setting. I will
also be interviewing Mrs. Gray, Mr. Holston, and a student who has participated in traditional as
well as online classes.
34
Please be assured that identifiers will not be used in this study and any information obtained for
this project will remain anonymous. As soon as all of the data has been collected and analyzed I
will report any findings to you, Mr. Holston, and Ms. Gray.
Sincerely,
Higher Education Graduate Student
I agree to allow, Brandi Giddens, to obtain, analyze, and interpret test scores gathered from
Moultrie Technical College for Valdosta State Universities Research Methods Class.
______________________________________
Jim Glass, Vice President for Academic Affairs
35 Calculate and Report Statistics
Table 1. Comparison of Math 101 Final Scores by Teaching Method
Method
n
Mean
SD
t
df
p
95% Confidence Interval
Traditional
30
79.00
13.58
–
–
–
–
Online
30
76.00
15.98
–
–
–
–
Total
60
78.00
15.00
0.783
58
0.4365
-4.66 to 10.66
36 Statistical Report
Among Moultrie Technical College Students taking Math 101 (N=60), there was no statistically
significant difference between traditional students (M=79, SD=13.58) and online students
(M=76, SD=15.98), t (58) = 0.783 p ≥ .05, CI.95 -4.66 to 10.66. Therefore, I fail to reject the null
hypothesis that there is no difference in Math 101 scores between traditional students and online
students.
A random sampling of Math 101 final scores were collected from both online and traditional
classes after performing a t test on the data the statistical data shows that there is no statistically
significant difference in the academic performance of traditional students and online students.
0
10
20
30
40
50
60
70
80
90
100
Sco
res
Figure 1. Math 101 Final Grades
Traditional
Online
37
Questionnaire
Research Question:
Does academic performance vary from a traditional class and an online class?
Directions. Please choose one answer for each question that best relates to you.
Describe how teaching methods vary from the traditional classroom environment and the online
environment?
How accurately does the final grade in class reflect a student’s overall academic performance?
Does that vary from a traditional class to an online class? If so, why?
38 What are some factors that may contribute to varying academic performance between traditional
and online students?
Is the quality of online instruction comparable to traditional classroom instruction? Please
explain your answer.
What factors affect how well a student performs in an online class versus a traditional class?
39 Themes and Codes
See Appendix for transcribed interviews
Major Categories Associated Terms
Instructor Involvement
Communication, student instructor interaction,
discussion boards, office hours, email, phone,
instant access to instructor
Student Capabilities
Time management, computer skills, ability to
self pace, self motivate
Expectations
Student, instructor, accrediting agencies,
accessibility, convenient classes
Quality
Accreditation, same instructional resources
used in classroom,
40
Summarize and Report Results
November 28, 2007
Mr. Jim Glass
Vice President for Academic Affairs
Moultrie Technical College
800 Veterans Parkway
Moultrie, GA 31768
Dear Mr. Glass,
The purpose of my research was to examine whether or not academic performance varies from a
traditional classroom environment and online learning environment. Using a mixed methods
design descriptive statistics and interview data were analyzed. I collected a random sampling of
Math 101 final scores from both online and traditional classes and performed a t test on the data.
41 The statistical data shows that there is no statistically significant difference in the academic
performance of traditional students and online students.
A t-test was used to analyze the data and three interviews were conducted. The data collected
from the interviews was used to identify major categories for further analysis. The interviewees
consisted of one teacher, who teaches in both learning environments, a director of online
instruction, and a student, who has taken both online and traditional classes. Data collected from
the interviews confirmed the statistical analysis.
As we watched the growth in online students at Moultrie Technical College increase we are ever
mindful that with growth comes the potential for a quality to decrease. This study shows that at
this point there is a balance of academic performance in the classroom and online. We have
successful completed two accreditation visits in two months each one asking about the
comparison of our online offerings to our traditional classes. Soon we will be under the review of
0
20
40
60
80
100
Sco
res
Figure 1. Math 101 Final Grades
Traditional
Online
42 a SACS committee who will require even more proof that online students are achieving the
comparable student learning outcomes to our traditional classes.
The qualitative data collected from the interviews conducted revealed some areas for
improvement. First, student teacher interaction, students felt as if they were not getting the same
instruction time as students in the classroom. Instructors felt as if they were giving the same
amount of attention to both groups. Second, student capabilities, instructors felt some of the
students taking online classes were not prepared for the basic skills needed to be successful.
Some are for improvement were time management, basic computer, and motivational skills. Last,
student expectations, students and instructors felt students were drawn to the convenience of
online scheduling but lacked the time to complete the classes. These are areas we can address for
improvement of our online classes.
In conclusion, both the qualitative and quantitative data conclude that there is no significant
difference between the academic performances of online students when compared to that of
traditional classroom students. Thank for allowing me to conduct the research and I appreciate
your interest in this study.
Sincerely,
43
Appendix A: Transcription from interview
Interview 1 – Tavares Holston, MTC Director of Online Instruction
Research Question:
Does academic performance vary from a traditional class and an online class?
Interviewer: Describe how teaching methods vary from the traditional classroom environment
and the online environment?
T: Online is where future education is heading. Our role as educators is make sure that we are
providing quality instruction in both environments. Students like the ability to take classes
anytime from anywhere but often students do not consider the time that must be put into an
online class. Some work full time and have other commitments but online classes require time.
Interviewer: How accurately does the final grade in class reflect a student’s overall academic
performance?
T: Very accurate, if you were ask some of our students they would say online classes are harder
and require more work but that is not the case. It just requires that students spend time with their
studies.
Interviewer: Does that vary from a traditional class to an online class? If so, why?
44 T: Very similar to the traditional setting. I think when students first take an online class they
have to readjust their expectations. Some are expecting the class to require less time than
traditional classes but this not the case in some cases they require more.
Interviewer: What are some factors that may contribute to varying academic performance
between traditional and online students?
T: Like I referred to earlier – time is big factor. You must be disciplined and have the time to
dedicate to any class but especially to an online class. Students also tend to wait until the last
minute to complete assignments, allowing other priorities to come before their classes.
Interviewer: Is the quality of online instruction comparable to traditional classroom instruction?
T: Big Yes. We have been through two accreditation visits this year and are preparing for a third.
The accrediting body examined both traditional classes and online classes and found neither to
be lacking.
Interviewer: What factors affect how well a student performs in an online class versus a
traditional class?
T: Time, Time, and time – Online classes are convenient but you have to be to pace yourself.
Interview 2 – Tamera Gray, MTC Math Instructor
Interviewer: Describe how teaching methods vary from the traditional classroom environment
and the online environment?
45 Instructor: I teach both online and in the traditional classroom. The assignments, handouts, and
readings are equivalent to those I use in the classroom. I also spend a great deal of time
communicating with my students through the discussion board. The methods are similar in some
ways but not in others I spend a lot of time making sure I am connecting with my online students
but I never feel as if I have spent as much time getting know their learning styles as I do with my
regular students. Student Instructor interaction is extremely important.
Interviewer: How accurately does the final grade in class reflect a student’s overall academic
performance?
Instructor: I would say very accurately. Grades directly reflect how much time a student has
spent with the subject matter. That is true of the traditional classroom and the online class.
Sometimes online students wait until the last minute to complete assignments which causes them
to quickly go through readings if at all. I guess that same could be said about students in the
traditional setting.
Interviewer: What are some factors that may contribute to varying academic performance
between traditional and online students?
Instructor: Online student must pace themselves throughout the course. Some students lack the
discipline necessary to be successful in the online environment but many take the course for the
convenience factor. Lack of technical skills/computer skills also hinders some online students
especially in the area of Math. Most of the assignments online are completed through Excel
which requires some basic computer knowledge.
Interviewer: Is the quality of online instruction comparable to traditional classroom instruction?
Instructor: Yes, the quality is exactly the same. All instructional materials for the online class are
the same as those in the classroom. I interact with my students and I am always available by
email or phone should they need help. Students are also welcome to by office when needed. The
same learning objectives and outcomes are used in both settings.
Interviewer: What factors affect how well a student performs in an online class versus a
traditional class?
46
Instructor: Computer skills, self discipline, self motivation are all big parts of succeeding in
online classes.
Student 1
Research Question:
Does academic performance vary from a traditional class and an online class?
Directions. Please choose one answer for each question that best relates to you.
1. Describe how teaching methods vary from the traditional classroom environment and the
online environment?
In an online class you do not have a lot of help for your instructor. It seems like they
expect you to read the modules and then complete your assignment.
In regular class the teacher is there to help you if have a question. They also help you stay
on track with turning in your assignments.
2. How accurately does the final grade in class reflect a student’s overall academic
performance? Does that vary from a traditional class to an online class? If so, why?
I think the grading is the same but in a regular class you seem to be more paced and in an
online class you can get behind on your work quick.
3. What are some factors that may contribute to varying academic performance between
traditional and online students?
You can fall behind in an online class easy. In regular class the teachers sees you each
and reminds you of what is due. You also do not have a teacher right there with you
online if you need to ask a question. In a regular class you get an immediate response.
4. Is the quality of online instruction comparable to traditional classroom instruction? Please
explain your answer.
I think it is but I would rather be in class with a teacher. Online sometimes you feel like
you are on your own.
47
5. What factors affect how well a student performs in an online class versus a traditional
class?
You have to be prepared for class and have your assignments ready to turn in
(traditional). You have to be able to pace yourself on line.
48 Appendix D
Internship Reflection
During my internship, I worked for the Vice President for Student Affairs. I worked on
the various projects including the GOAL project. The biggest project I was assigned was the
GOAL project. Georgia Occupational Award of Leadership (GOAL) program focuses on
excellence in technical education. During GOAL Week, outstanding students attending
Georgia’s technical colleges and divisions are recognized for academic excellence and personal
achievement. At the local level, a panel of judges selects three students from all of the instructor
nominees. The three students then go on to face a panel of community judges who chose one
student to represent Moultrie Technical College (MTC) on the state level. From this group of
students, from all Technical Colleges in the state, a panel of judges selects one student, the state
GOAL Winner, to serve as the statewide Student of the Year and ambassador of technical
education in Georgia.
The state level competition involves another round of interviews as each college winner
receives individual consideration from a panel of judges for the state title. The winning GOAL
student serves as an ambassador for technical education in Georgia. He or she will make many
public appearances throughout the year including addresses to the Georgia General Assembly,
the Governor, and the Technical College System of Georgia Leadership Conference to name a
few. GOAL is more than an awards banquet; it is a weeklong who’s who event where Georgia’s
business, government, and industry leaders join our technical colleges to celebrate technical
education’s vital impact on Georgia’s workforce, prosperity, and future. GOAL strives to
stimulate the community’s interest in and knowledge of technical education by recognizing
outstanding student talent as well as strengthening the association between educators and the
49 business community. GOAL emphasizes the importance of technical education in today's world
and rewards students who exemplify excellence in their chosen program of study. The recipient
of the statewide GOAL award is recognized as the Technical College System of Georgia’s
Student of the Year and a new automobile is awarded as the grand prize.
I took all of the nominees from the instructors, made a list of those students, and set up
interviews with the interview screening committee. I meet with two groups of students, one on
the Tifton campus, and one on the Moultrie campus, where I explained the rules of the interviews
and what to expect. I answered any questions the student had about the process. I also served on
the interview committee, made up of the Vice Presidents from MTC. In the interview process,
we each asked students various questions and rated their responses. Once the students completed
the interview process, we sent the top threes to the community judges to interview. I helped plan
the local banquet that honored all of the local GOAL nominees and awarded prizes to the top
three. MTC’s state GOAL nominee was announced at the banquet. I wrote thank you letters to all
of nominees, and the community judges. I made the travel arrangements for MTC’s GOAL
nominee, the President and Vice President for Student affairs for the GOAL week in Atlanta.
In the process, I wrote over fifty thank you letters, not a form letter but individual,
handwritten notes. I learned that students really felt honored by something as simple as a hand
written note. I learned how to organize an event from beginning to end. I had to lay out a plan for
how I would accomplish each task then present that to the project coordinator. Then set up each
of the events according to the approved plan. I learned a great deal about time management,
including how much time and effort it takes to put on an event for such a large number of
50 students. I also had a budget that I stay within which was reviewed by the coordinator each
week. I answered all emails concerning the GOAL competition.
I also attended Student Affairs meetings and helped with orientation. During orientation
week, I prepared packets to be handed out to students. I directed students on where to meet with
their advisors and lead students tours of the campus. Overall, my internship in Student Affairs
was a positive one. It was a great experience for me and I learned a lot about students and their
concerns.
51 Appendix E
Running Head: An Internship Manual
Task 10 An Internship Manual
November 16, 2008
Final Version
52 Task #10
The purpose of this project is to revise the intern handbook to also include examples, forms, and
other relevant information. Determine common experiences/sites. Determine structure (intern
class meetings, etc.)
Applicable CAS Standards:
Mission and objectives
Recruitment and Admission
Curriculum Policies
Professional Studies
Supervised Practice
Resource Materials
The CAS standard applied to the internship handbook project is CAS standard Part 5c, which requir
e a minimum of 300 hours of supervised practice and at least two distinct experiences. While
working closely with an experienced higher education professional, students will learn the
importance of collaborative work, partnerships, and effective communication becoming aware of
leadership abilities and the importance of understanding multi-culturism and diversity in a college
setting. Qualified faculty oversees the student’s performance experience through onsite supervisors
who evaluate the student’s performance. Students must successfully complete two internships
consisting of one hundred fifty hours each and lasting one semester.
53
2008
Master of Education
Higher Education Leadership Portfolio
54 Internship Overview
In order to for our students to fully benefit from the program, practical experience is a
requirement for graduation. Students must successfully complete two internships. An internship
should last an entire semester and be 150 hours. While the purpose of an internship is satisfying
an academic requirement as well as a giving the student experience, an internship can provide
much more than realized. As a result of interning, students will:
Apply learned theories to student affairs work
Learn campus culture
Establish a professional network
Develop personal outlook on student affairs
Develop a portfolio
Understand professional responsibilities
While working closely with an experienced professional, student will learn the importance of
collaborative work, partnerships, and effective communication all while becoming aware of
leadership abilities and the importance of understanding the importance of multi-culturist and
diversity in the college atmosphere.
Internships should be secured at least six weeks prior to the semester that the student would like
to intern to ensure that the student, site supervisor, and program director come to a consensus.
During this time the student and site supervisor should define a project, timeline, work schedule
and expectations of each other.
Internships should be secured at least six weeks prior to the semester the student anticipates
interning to ensure the student, site supervisor, and program director come to a consensus.
55 During this time, the student and site supervisor should define a project, timeline, work schedule,
and expectations.
Contents
Overview 4
Contents 5
Choosing and securing an internship 6
Possible Internships 7
Responsibilities 8
Forms 11
My
inter
nshi
p
gave
me
an
inde
pth
over
view
Inter
ning
direc
ted
my
caree
r.
With
My
inter
nshi
p
help
I had
so
muc
h fun
teach
56 Choosing an Internship
Here at Valdosta State University, the Higher Education program prides itself on the flexibility
provided to students. Many student affairs offices on campus usually are excited to work with the
upcoming Higher Education interns. Other offices that are not usually associated with student
affairs will host an intern if an applicable proposal is made. One of the most important goals is
to provide students with internships that meet future career objectives by giving practical
experience and unifying learned theories with experience.
When thinking of possible internships the student should contact the department for availability.
The department may require an interview or meeting with the potential intern to finalize the
intent for the student to intern in the department. At this time the student will learn who the site
supervisor will be and he or she will give an overview of the internship. Including what the
internship will entail and what his or her expectations will be of you throughout the internship.
This will also be when you decide what date your internship will start and end on.
During this time two forms will be completed:
Internship Agreement Form
Internship Expectation Form
An exit interview will be scheduled at the end of your internship to discuss your overall
internship experience.
At the end of the internship the student will be given an evaluative form as well.
Self-Evaluation of Intern Experience
All form should be kept in a personal Internship Folder and given to program director when
internship is completed!
57
Potential Intern Sites
Student Success Office
First Year Experience
Department of Housing
Office of Student Affairs
Office of Greek Life
Office of Auxiliary Services
Athletic Boosters
VSU 1101
Office of Student Conduct
Office of Testing
Webmaster or Web mistress for Higher Education Leadership
VSU Communication Unit
OASIS
Office of Development and Training
Well
my
inter
nshi
58 Responsibilities
Of Student, Site Supervisor, and Program Director
Internship Student
It is the responsibility of the student to carry out the following activities related to securing a
internship:
Review Internship Descriptions and student evaluations of internship sites available from the
student handbook.
Visit potential internship sites and discuss internship possibilities with site supervisors.
Contact the site supervisor for approval of the desired internship.
Develop an Internship Learning Contract, in conjunction with the site supervisor.
Obtain approval of the Internship Learning Contract from the internship coordinator.
Register for an agreed upon number of hours of academic credit for LEAD 7920 or 7921.
59 Complete all other duties as assigned.
During the internship, the student should complete the following activities:
Discuss progress and engage in discussion of topics relevant to the operation and philosophical
perspective of the office and functional area in general.
Carry out established activities and any additional responsibilities which are mutually agreed
upon by the student and site supervisor.
Fulfill agreed upon time commitments.
Conduct oneself in a responsible and professional manner.
Raise concerns with the site supervisor and seminar instructor if the objectives for the internship
are not being met or if the supervision being received is inadequate.
During the final weeks of the internship, students will be asked to evaluate the experience in the
following manner:
Complete a self-evaluation of the internship experience to be discussed with the site supervisor
and turned in to the internship coordinator.
60
Complete a Report on Internship Site Evaluation to be turned in to the internship coordinator.
* Using the portfolio manual as guide, include learning experiences in reflective report.
Role of the Site Supervisor
The professional responsible for the internship is considered the site supervisor. Although
internship students potentially perform a number of tasks and frequently work with different
staff, for purposes of continuity, overall supervision, and final evaluation, it is necessary that one
site supervisor be designated for each student’s entire internship. The site supervisor is
responsible for evaluating the internship student.
Once the internship has begun, the site supervisor is expected to spend a minimum of one hour
with the internship student for each ten hours per week the student spends at the internship site.
Initially sessions may cover such topics as review of the learning contract, orientation to the
workplace, start-up work on outlined activities. As the internship experience progresses, this
time should be spent reviewing the student’s progress in meeting the specifics of the learning
contract, consultation on clients seen and tasks undertaken, discussion of professional concerns
as they affect the workings of the cooperating institution, or other relevant topics. The time is
designed to provide the internship student with performance feedback and for the practicing
professional to share insights and experiences with the student.
The following list provides some suggestions for establishing an effective supervisory
relationship with the internship students:
61
Respect the personal integrity of the internship student.
Accept the internship student both as a student and as a colleague.
Establish and maintain informal, friendly working relations with the internship student.
Encourage the internship student to express opinions and to feel free to come to you to discuss
problems.
Originate and suggest new ideas without dominating the student’s thought and action.
Encourage the student to make decisions, based on defensible standards, rather than asking you
to make decisions.
Observe the student at work and record observations without disturbing the internship student’s
balance and poise.
Maintain your confidence in the student and be optimistic about eventual success, even during
those periods when the student becomes discouraged.
Evaluate the internship student’s early work, providing both encouragement and suggestions for
improvement.
62
Encourage the internship student to develop new ideas and put them into practice.
Encourage the internship student to try different methods of accomplishing assigned tasks.
Develop a system of continuous evaluation, and share your judgment with the internship student
at appropriate times.
Clarify relationships to higher-level administration, to other staff and to students, and give the
student an understanding of the proper channels of communication.
Include the internship student in the professional and life of the office staff.
63 Internship Agreement Form
Student Name: ______________________ Student ID Number: _________________
Email Address: _____________________ Date: _________________
INTERNSHIP INFORMATION
Description of Internship:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________
Beginning Date: __________ End Date: __________ Total Hours to be Completed:_______
INTERNSHIP SUPERVISOR INFORMATION
Name: __________________ Address: __________________________________________
Professional Title: ____________________
64
Email Address: ______________________
INTERNSHIP SITE INFORMATION
Name: __________________ Address: __________________________________________
Phone: __________________
*Students must complete 150 hours to fulfill Internship Course Requirement for Major
Student Signature: __________________________ Date: ______________________
Supervisor Signature: ________________________Date: ______________________
65 Internship Expectations Form
PLEASE READ THE LIST OF EXPECTATIONS AND RESPONSIBILITIES BELOW AND
THEN SIGN AND DATE AT THE BOTTOM OF THE FORM.
Complete and submit all application forms PRIOR to beginning your internship.
Perform intern work responsibilities in a professional manner.
Abide by all policies, rules, regulations and guidelines of the site while participating in your
internship.
Participate/assist/observe in a variety of program areas as appropriate for your internship.
Be prompt, responsible, respectful, and self-motivated during all internship-related activities or
work experiences.
Maintain a mature and professional relationship with clients, staff, and peers.
Exhibit/practice behaviors as a positive role model for the field and in representation of Valdosta
State University.
TO THE SUPERVISOR AT INTERNSHIP SITE: PLEASE READ THE LIST OF
EXPECTATIONS AND RESPONSIBILITIES BELOW AND THEN SIGN AND DATE AT
THE BOTTOM OF THE FORM.
Review student’s resume.
Interview student interested in your site (by phone or on-site). Or have student complete your
formal application process if one is in place. Inform student of the format of your internship
program and discuss/agree upon objectives/goals of the internship.
66 Supervise the intern during hours and provide both positive and constructive feedback as part of
the learning process.
Maintain open communication with the Dept. of Educational Leadership’s Intern Coordinator.
Provide exposure to a variety of settings and opportunities appropriate for the internship.
The objectives of the internship are decided upon by the site supervisor and student and
reviewed by the program advisor and intern coordinator to ensure they are in keeping with
the student’s academic and professional goals. The objectives may range from observation
to hands-on experience as appropriate for the setting.
Supervisor signature: ___________________________ Date: _________________________
Intern signature: _______________________________ Date: _________________________
67 Student Intern Evaluative Form
Valdosta State University
Department of Educational Leadership
Self-Evaluation of Internship
Student _______________________ Semester _____________
Site Supervisor ___________________________________________
Location _______________________________________________
Please use the chart below to evaluate your performance. Upon completion of this form, return it
with all other forms and final reflection to Dr. J. Patrick Biddix, Department of Educational
Leadership.
Superior Above
Average
Average Below
Averag
e
Unsatis-
factory
Unable
to
observe
Punctuality
Attendance
Appropriate attire
Cooperation
68 Ability to organize and
perform assignments
Problem analysis
Decisiveness
Ability to use
supervision (seek and
use help, accept
criticism)
Personal motivation
Judgment
Written communication
Oral communication
Stress tolerance
Ability to relate to
others
Overall performance
Comments:
69 Site Supervisor Evaluation
Valdosta State University
Department of Educational Leadership
Evaluation of Student Intern
Student _______________________ Semester _____________
Site Supervisor ___________________________________________
Location _______________________________________________
Please use the chart below in evaluating the performance of the student who is interning with
you. Upon completion of this form, return it through campus mail to Dr. J. Patrick Biddix,
Department of Educational Leadership.
Superior Above
Average
Average Below
Average
Unsatis-
factory
Unable
to
observe
Punctuality
Attendance
Appropriate attire
Cooperation
70 Ability to organize and
perform assignments
Problem analysis
Decisiveness
Ability to use
supervision (seek and
use help, accept
criticism)
Personal motivation
Judgment
Written communication
Oral communication
Stress tolerance
Ability to relate to
others
Overall performance
Comments:
71 Appendix
To ensure an informative internship manual, the top Masters’ programs in Educational
Leadership Higher Education Administration were selected using U.S. News. U.S. News
produced the top ten programs in the United States. The top ten programs of Higher Education
Administration are;
University of Michigan-Ann Arbor
Pennsylvania State University-University Park
University of California-Los Angeles
Michigan State University-East Lansing
University of Southern California (Rossier)-Los Angeles
Indiana University-Bloomington
University of Georgia-Athens
Vanderbilt University (Peabody)-Nashville
University of Pennsylvania-Philadelphia
Harvard University-Cambridge
To gain access to manuals, handbooks, and practicum emails were sent to program directors.
Several institutions did not have information that available for electronic mailing, while other
institutions did not respond. In order to complete Task 10, a search was done to find online
accessible manuals. During this search, manuals from the University of Rochester, Northwestern
University, Pennsylvania State University, University of California-Los Angeles, Indiana
University, and Florida State University were secured. These manuals were used for assistance
on organization, included information, and suggestions on vernacular used in Higher Education
Administration.
72 Appendix F
73
74
75
76
77
78 Overall Project
Our scenario was on better teaching. The Board had received a report from the accreditation
team stating that Sellers State University would be cited for poor teaching. The team attributes
our failure to inattention to education rather than a lack of resources. They cited discontinued
courses, student demoralization, and insufficient time and attention devoted to students, as well
as poor teaching in the classroom. Some of our departments received a passing grade but needed
improvement. The Board requested our plan to put in our classrooms a faculty that loves to
teach.
Relation/Integration of Class Material
First, we took a look at our departments performances, then we choose to focus on the three
departments in our college that were struggling the most. Those three departments were the
Department of Business, Computer Sciences, and Music. We redistributed the class types for
Computer Science, Business, and Music and determined our priorities.
Our first priority was to increase the percent of our budget going to hire teaching talent for out
three poorest performing courses. We also fired our poorest performing instructors. To increase
faculty satisfaction we increased the faculty’s course preparation time but to improve student
satisfaction we also increased the amount of contact they had with students outside of class. We
increased faculty salary to 1.5%, which did not make much improvement in the faculty
satisfaction so we increased the raise to 2%, which did make a difference. We also increased
diversity by raising priority for hiring minority faculty members.
Quality was increased by hiring a more diverse and talented faculty, increasing faculty salary and
rearranging faculty priorities to be more student-focused. Access was increased by making
contact with students a higher priority for faculty, which increased academic satisfaction and
79 student morale. Hiring minority faculty was made a priority, which increased access for potential
employees and created access through environment. Efficiency increased efficiency by firing our
poorest performing faculty members and replacing them with a more diverse and talented
faculty.
Factors Enhancing the Learning Experience
Virtual University made the information we have been studying in class come to life. It made
you about think the decisions you make and how those decisions affect the whole picture. It is
easy to get upset about decision made by Deans, Vice-Presidents, or Presidents. We tend to focus
on our area or division and think about the college as a whole. This project forced me to focus on
all areas of the college and brought to reality that decisions made that affect one area of the
college have ripple effects on all areas of the college.
Factors Inhibiting the Learning Experience
I would have liked more time to work within the group setting. It seemed like the project was a
little rushed. It also might have helped me to understand the material being taught through the
semester if we had completed a scenario at the beginning of the quarter with little knowledge and
then been able to complete another scenario at the end with more experience and knowledge then
compared the two experiences.
Conclusion
Since I have recently experienced two accreditation visits, I could really identify with this project
and our scenario – better teaching. I am the Dean of Academic Affairs and I tend to focus only
on that area. Many of decisions made in VU are decisions I face on a regular basis. Student
course evaluations results were just put on my desk, in reviewing the various comments about
classes and instructors, I thought about some of lesson we learned through VU. Some of the
80 decisions we made which I thought would be effective for academics were actually devastating
to areas of student affairs.
81 Appendix G
Running head: Sophomore Year
The Sophomore Year Experience
Valdosta State University
Spring 2008
82 Sophomore Year Experience
History/overview of department
Sophomore Year Experience is a program designed to guide sophomores through their
second year of college. This program has yet to be developed at Valdosta State University, but
Freshman Year Experience (FYE) has been a successful program at VSU for several years. The
Oasis Center for Advising and First Year Programs houses this program. The vision of the Oasis
Center is to provide exceptional experiences designed to meet the changing needs of students
(Valdosta State University). Part of their mission is also to develop students as a whole while
also creating activities for the students both in and out of the classroom. FYE has three different
components that are essential for students in their first year of college. This program offers
students the Freshman Seminar, Learning Communities, and tutoring. The freshman seminar is a
course that teaches students time management skills, study skills, and test taking strategies. The
learning community allows a group of approximately 25 students to take several of their core
courses together. This component allows participating freshmen to get to know one another and
creates a supportive environment for the students. This program is important to the university
because it helps freshmen students adjust to living away from home. A perception of the program
is that if students are comfortable with their surroundings, they are more likely to remain at
Valdosta State University.
The OASIS Center staff work closely with and advise all freshmen entering as
―undecided‖, meaning they have not declared a major. The office staff will also help students
with any other problems they may encounter in their first or second year of college including
dropping classes, Regents’ testing, and changing their major. The advisors in this office will also
assist students in deciding their major.
83 Relation to university mission
Freshman Year Experience allows students to have a family away from home. This
program gives freshmen students a chance to have a group of friends on their first day of college.
In return, these students are more likely to adjust to college life better than other freshmen that
are not in this program. Part of the mission of the university is to develop the whole student. This
means academically, personally, and spiritually. FYE students are developing all of these
characteristics through the classes that they will take with one another. Valdosta State University
ultimately wants all freshmen to graduate from their institution. The addition of a Sophomore
Year Experience would be crucial to the university, as it would extend the FYE and continue to
give more guidance as students transition into and throughout their second year of college.
Strategic plan/goals and/or current assessment plan
The goal of the Sophomore Year Experience is to retain students at VSU past their
sophomore year, and focus on student development. There are four specific areas that the
program hopes to strengthen for the holistic educational experience of these second year
students, they are education, socialization, physical, and emotional learning. Much like the FYE
and the Emerging Leader program, the purpose of the Sophomore Year Experience is to aid
students not only in their academics, but to support their leadership development and theory. The
first year helped students transition into college life, the second year will help them grow and
make a solid foundation for a successful collegiate experience. Because this is a new program,
there is no current assessment plan. However, we as researchers are able to use data and
information from the freshman Emerging Leaders program as a source to evaluate certain parts
of this current freshman year program and possibly use that information as a cornerstone for
assessment of the Sophomore Year Experience.
84
Step 1: Define the Problem
An area of concern for Valdosta State University is the retention and success of second
year students. First year students at VSU have the option to enroll in the Freshman Year
Experience (FYE) program. They are ―cut loose‖ and left on their own the second year. In many
cases, students are neither able nor responsible enough to ―survive‖ at the university without the
guidance they received as students in FYE. The university has noticed an increase in student
withdrawals among second year students; some transfer to other colleges while others elect to
attend schools closer to home. It is becoming more difficult for VSU to retain students after their
sophomore year. VSU needs to concentrate on a method to keep students at the school not only
after their freshman year, but also through the completion of their program and eventually to
graduation. One resource the administration is looking into is the development of a Sophomore
Year Experience (SYE), in which the students will remain in a cohort as far as academic classes
are concerned, without the inclusion of the on-campus housing requirement.
Step 2: Determine the Purpose of the Study
The purpose of this study is to determine if a Sophomore Year Experience program
would help retain students at Valdosta State University. Questions to answer might include how
the program needs to be structured, what the needs of current and rising sophomores would be
for the program, and additional methods to retain students beyond their sophomore year. In
addition, it may be helpful to determine reasons why students leave VSU. Is it due to a lack of
85 support and relationships within the university or possibly for personal reasons not related to the
school itself?
Step 3: Data Sources
The Sophomore Year Experience is a new idea under consideration at VSU, and
retrieving current data on the program is not possible. However, some sources of data collection
may include interviewing or surveying current sophomore students who participated in the
Freshman Year Experience as well as sophomore students who were not in the program.
Feedback from students would be helpful to learn what problems the students faced when
beginning their second year at VSU and changes they would like to see implemented for
upcoming students. There may be other ideas or programs these students feel would help with
retention, be it sophomore specific organizations, honor societies, or mentoring for their specific
classes that could greatly impact the design of the SYE.
Collecting data and information from campus administrators are responsible for the
program would be a great benefit to this assessment project. Gaining insights into how they, as
faculty and staff, visualize this program along with their expected outcomes and results are
critical to the success of this assessment.
Step 4: Methods
Among the various types of methods that could be used to conduct an assessment for the
SYE, our research team has chosen to use Focus Groups as the best form of qualitative data
86 collection to achieve the desired results of our client. The focus group method is not always
suitable for collecting data, for instance Schuh and Upcraft (2001) explain that there is not a very
useful method if the researcher is trying to collect statistical data to be used in comparison with
large data sets. It can also be an unfavorable method if the issue was a negative or harmful event
to the group or individuals in the group and thus could be hard for them to discuss. However,
focus groups would be a very beneficial method of collecting data in this situation. As Morgan
(1998) states, when trying to begin a program but not quite knowing where to start, it is helpful
to interview respondents with questions of how and why to gain helpful information about their
experience.
Interviewing a focus group would best suit the needs of our research, because it gives the
team a chance to learn from the students who went through the FYE, what aspects of the
program they found beneficial and which, if any, they found unnecessary to their development.
We could research different theories or interview instructors of similar programs, but to
understand what works at VSU for students here, it is best to go directly to the source. By asking
the how and why questions, this research could gain a better understanding of student needs and
outcomes.
In order to implement this method, there are certain steps to follow.
1. Create the interview questions
As a group, formulate well structured, open-ended questions
2. Hold a mock interview
If necessary, conduct a mock focus group to work on moderation and recording
techniques, also to verify the questions are understandable and will lead to quality
conversations
3. Recruit Participants
87 With the help of the client, obtain a contact list of possible interviewees
4. Arrange the Interview
Set up a time and place to hold the focus group
If more than one interview is needed for the assessment, arrange for the second
group to meet at a different time and/or place.
5. Conduct the Interview
Step 5: Participants
The participants that we will use during our focus groups will be sophomore students that
are in the program, Existing Leaders.
We started the selection process by taking the following steps:
1. We talked with the program coordinator of the Existing Leaders, Brenda Beasley.
Mrs. Beasley then gave us a list of all the Existing Leaders that were in the FYE
program that are now sophomores at Valdosta State University.
2. After obtaining the list of the sophomore students, we then selected the students
randomly.
3. After selecting the students, we then decided that we would send each of the participants
an email along with a Facebook message asking them to participate in our focus groups.
Facebook seems to be the best/easiest way to contact students, and we thought this
might help the students relate to us.
4. After contacting all of the students, we then set up the focus groups.
We had to coordinate times that worked the best for each of the students as well as
the interviewers in our group.
5. After coordinating times, we will then hold the focus groups.
We selected these students because they all fit the purpose of our study. We would like to
find out if a Sophomore Year Experience program would be valuable (would this program help
88 retain students, would it help their GPA, would it help develop the students, etc.) at Valdosta
State University. All of the students have been in the Freshmen Year Experience program
therefore; they have valuable information as to what would be helpful to have in a program for
sophomores. These students are a great resource to describe what would be beneficial to
sophomores that have just completed their freshman year. These students will also be able to tell
us what was very beneficial to them as freshmen that would also help during their sophomore
year.
Step 6: Data Collection
Our research team has chosen to use focus groups to collect our qualitative data. Our data
collection will consist of one hour to one and half hour interviews consisting of two or three
groups of six to ten students. Interviews will be set up by our Focus Group Liaison and will
consist of students who participated in the Freshman Year Experience program. The students
participating in the focus groups were chosen randomly. An email will be sent to students
through their Face book accounts requesting their participation in the focus group. Once the
students have responded to Focus Group Liaison, the focus groups will be set up. Interviewing
will be conducted during the weeks of March 3 – 9 and March 17 – 23 and will conclude the
week of March 17 – 23.
Our research team will conduct interviews in teams of two or more with one person
moderating and the other taking notes on the students’ responses. Responses will be collected
during the scheduled interviews through the recording of the student responses, which will then
be transcribed, coded, and arranged into data categories for analysis to find common themes. As
89 Kruger (1998b) suggests the participants will be informed of the recording of their responses but
will be assured that their responses will remain anonymous. We will also identify the sponsor of
the research. At the end of each interview session, the two focus group leaders will summarize
the session, clarify the notes, and cite any initial observations.
Step 7: Instrumentation
To obtain the qualitative data from our focus groups, an interview protocol has been
developed by our group consisting of well-structured, open-ended questions that will encourage
the students to share their experiences from their participation in FYE. The interviews will begin
by welcoming the participants to the session followed by our purpose for the sessions. We will
explain that the participants were chosen at random from the list of FYE participants given to our
group by the Oasis Center and thank the group for their participation. Next, the participants will
be informed that the session will be recorded and the Oasis Center will receive a copy of our
report but that their statements will not be directly attributed to any individual. Participants will
be informed that they are free to leave at any time and their participation is strictly voluntary.
Our interview structure will be semi structured consisting of both open-ended questions
and semi-structured questions. In the semi-structured interview, the questions are prepared
before the interview but the interview should be conversational. The goal is to get the
participants to talk freely and openly but still get the in-depth information needed for research.
Our research group is working on the questions that will be used for the focus group sessions.
The following is a sample of the questions we will be using for the sessions: If you were to
identify two important things from FYE what would they be? How did your participation in FYE
90 help to build lasting relationships at VSU? After participating in FYE how do you feel students
could benefit from a Sophomore Experience? How do you feel taking your core classes together
helped you adjust to your freshman year? What do you feel made the greatest impact on your
completion of your freshman year?
Step 8: Researcher Description
Researcher 1 background in assessment is limited to LEAD 7820. He was recently
appointed as the person responsible for the assessment practices in the Office of Student Life.
He has a B.A. in Criminal Justice and is currently working on his Masters in Educational
Leadership. He has taken Research Methods while in graduate school and learned data analysis
in that class; as far as formulas and converting data into diagrams and charts.
Researcher 2 has a B.S. in Early Childhood Education and is currently working on her
Masters in Educational Leadership. Her assessment experience is also limited to LEAD 7820.
While taking research methods, she developed some knowledge of data analysis.
Researcher 3 has a B.S. in Political Science/Public Administration and she is currently
pursuing her Masters in Educational Leadership. She has taken Research Methods and is
currently expanding her knowledge in assessment through LEAD 7820. Her background in
assessment includes some limited exposure in focus groups, student/instructor evaluations,
faculty observations, student learning outcomes, program assessments, and facility evaluations.
She has participated in both SACS/COC as well as peer reviews. She has knowledge in data
analysis and interpretation.
91 Step 9: Data Analysis
The techniques used to analyze the data we gathered began with transcribing the
interviews from our focus group(s). Once all of the student responses were transcribed, a copy
was made for each individual in the research team to begin coding separately. After each of us
had found what we believed to be distinct concepts or categories that were consistently discussed
by the interviewees, we compared our individual codes. Next, we took the concepts that we all
had marked and made a master list of four and a sub-list of eight categories. Once the concepts
and categories had been established, we re-read the transcripts to gather more information that
may have been missed.
After the axial coding of the transcripts, we were able to refine our concepts and
categories. Because there is not a current SYE, we interviewed sophomores who in the previous
academic year had been in the Emerging Leaders program to ask about their experiences and
what they as sophomores would think about an SYE program. The most important factor from
the student perspective on the first year leadership program was the ―connections‖ they made.
The students discussed at great length connections they had obtained through the program and
how it has affected their lives. Here, ―connections‖ is defined by: (a) friends, (b) roommates, and
(c) cohorts. As one student stated, ―I met most of my friends here, like I said before (S4) is my
roommate now because of being an E.L.‖ The students seemed to enjoy the fact that the program
was structured in such a way that they had constant interaction with their fellow classmates. Not
only were they in the same classes together, but they lived in the same residence hall. As
freshman students, they enjoyed the idea of a cohort. ―To be able to have a group that was going
through the same tests and projects and knowing that if you were having trouble, than your
roommate or a friend down the hall could help‖. However, as sophomores, the cohort was not as
92 appealing. As one student stated, ―I think by your sophomore year, you should be ready to grow
up and take classes on your own‖. Another student felt like it was ―holding your hand‖.
The second concept that was mentioned frequently was ―involvement‖, which here is
defined as (a) community service and (b) volunteering. The students all were very critical of the
programs volunteering component. As one student reported, ―We were told that community
service would be a big part of being an E.L. and we only had one project the whole year, so I had
to go to other groups like S.A.V.E. to get involved. I think that if they had a better volunteer
program, it would make the experience better.‖ The students wanted to get involved and ―help
out‖ the community and campus by volunteering but were not given the opportunity through the
program.
The third concept was ―leadership‖; here the concept is the definition. The students spoke
to great length about the program and the leadership opportunities they had received and been
taught. They recounted lessons they had learned from individuals in the program. The students
spoke very highly of Dr. Burns, who had been their instructor in the program. As one student
said, ―I think the fact that Dr. Burns took a chance on me and let me in the program probably had
the biggest impact on me. He always says, ―managers do things right, leaders do the right thing‖
that just shows that he’s a great leader and because he let me in, I couldn’t let him down, so I
worked hard to prove to him that I deserved to be there.‖
Finally, the fourth concept was the ―academic benefits‖ of being in the program. Here,
we define benefits as (a) the leadership class, (b) class scheduling, and (c) undecided majors. The
students seemed to all be in agreement that the greatest academic benefit of the program was the
having a pre-assigned class schedule. ―I think the best part was the pre-assigned schedule. It was
93 comforting to know that we had our classes picked out for us and we would see the same people
every day so we could rely on each other for help. I think that’s what initially drew me toward
the program‖. However, as sophomores there appeared to be a different feeling on having a pre-
assigned schedule. One student stated, ―I think it would be helpful to someone who is still
undecided, but when you’re in your major, you want to take those classes, not some other classes
you really aren’t going to need.‖ The students did enjoy the leadership class and the material that
they were being taught. They even seemed to like the idea of just a leadership class being offered
outside of the program. ―If there was just strictly a leadership class, than I would take that, but I
don’t want to be in a structured program for my second year‖. The students that were
interviewed were all sophomores with declared majors. These students did not feel a SYE
program would be necessary for them; however, they could see how it may be beneficial for
students that were still undecided in their majors. As one student said, ―I think there isn’t a need
for people in their majors to be in a program like that (SYE). They would not really have time
anyway, especially if the class will not count for anything. Like I could be taking classes in
education to help me graduate, or taking a class that will postpone me getting a job. A leadership
class would be fine or maybe a class that is strictly to help you pick a major, like maybe
something like an internship in different majors to help you decide‖.
To summarize, the student perspective of a the Emerging Leader/ FYE program is that it
was helpful to cultivate them in the areas of connections with peers and the school, leadership,
and it benefitted them academically. There seemed to be dissatisfaction among the interviewees
as far as involvement opportunities went. There possibly needed to be a greater focus on
volunteering and community service. As far as the development of a SYE program, the students
94 believe that a structured program is unnecessary for their development. The students support a
leadership class, but are opposed to the idea of sophomore cohorts.
Table 1.0
Themes Sub Themes Frequency
Connections
Friends 7
Roommates 4
Cohorts 3
Involvement
Community
Service 5
Volunteerism 4
Leadership
18
Academics
Leadership Class 15
Classes 8
Undecided
majors 5
95
Step 10: Findings and Implications
The findings of this study allowed us to assess the need for a sophomore year program for
students at VSU. During this process, we were able to assess the importance of programs that are
already available to freshman students as well. We had the opportunity to talk with sophomore
students that had been a part of a freshman program. This gave us insight on what exactly
sophomore students feel is important. The suggestions that we found for a potential sophomore
year program could benefit a large amount of students on the VSU campus.
Many of the students feel that the Emerging Leader program that they were a part of was
fantastic, and we were able to see several general themes as to why being part of program is
important their first year and not their sophomore year of college. According to the findings, the
students felt that connections, involvement, leadership, and academic benefits were all a huge
part of their first year in college. These opportunities allowed them to meet people that are
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96 instrumental in the university as well as develop qualities that will help them throughout the rest
of their lives.
The students did not feel that they would have the same feelings in their sophomore year.
Many students felt that their sophomore year was a perfect time for them to move off campus.
They felt that this gave them independence and responsibility. They had to pay their own bills
and have a place of their own. The students would not have this opportunity if they were part of a
program in their sophomore year of college. The students felt comfortable with the extra help
that they received as freshmen, but do not feel that it is necessary their second year.
In the student interviews, we found a strong leadership component was important during
their first year. Students felt that a continuation of the leadership class during their sophomore
year would also be helpful.
The students that we interviewed were all declared in their major. Each student did agree
that having a program for sophomore students that were undecided could benefit the students.
The students mentioned internship opportunities that could be helpful for students who are in
their sophomore year but are undecided. This could give students a chance to have hands on
experience and this could help them decide their major.
Many students that were interviewed also felt that being a part of a cohort was not
important in their sophomore year. The students felt that the second year was a perfect time to
meet new people that are not involved in a cohort. This would also be difficult for students that
had already declared their major. Students that are in their major classes obviously need to take
classes that are probably not part of a cohort, and many of the students are not necessarily in the
same major.
97 Overall, the need for a sophomore year program would not be necessary for students that
have already declared in their major. A program for undecided students that focuses on various
opportunities to explore and learn about different job opportunities would be beneficial. The
students also felt that making it mandatory for sophomores to live on campus with a cohort of
students would not be something that would interest them either.
Step 11: Executive Summary
The Sophomore Year Experience Program Results
The purpose of this study was to determine if a Sophomore Year Experience (SYE)
program would help retain students at Valdosta State University. Our research team chose to use
focus groups to collect qualitative data. The Sophomore Year Experience would be developed to
aid students not only in their academics, but also to support their leadership development and
theory. Students freshman year experience helped them transition into college life, the second
year will help them grow and make a solid foundation for a successful collegiate experience.
Because this is would be a newly developed program, there is no current assessment plan.
However, we as researchers were able to use data and information from the freshman Emerging
Leaders program as a source to evaluate certain parts of this current freshman year program and
possibly use that information as a cornerstone for assessment of the Sophomore Year
Experience. Since there is not a current SYE, we interviewed sophomores who in the previous
academic year had been in the Emerging Leaders program to ask about their past experiences
and what they as sophomores would think about an SYE program.
98 According to the findings, the
students felt that connections, involvement,
leadership, and academic benefits were all a
huge part of their first year in college.
Students felt the most beneficial part of the
Emerging Leaders was leadership
development.
The students did not feel that they would have the same feelings in their sophomore year.
Many students felt that their sophomore year was a perfect time for them to move off campus.
They felt that this gave them independence and responsibility. Students felt comfortable with the
extra help that they received as freshmen, but do not feel that it is necessary their second year.
We also found students felt that a strong leadership component was important during their
freshman year. Students felt that a continuation of the leadership class during their sophomore
year would also be helpful. S2 stated, ―I think the fact that Dr. Burns took a chance on me and let
me in the program probably had the biggest impact on me. He always says, ―managers do things
right, leaders do the right thing‖, and that just shows that he’s a great leader and because he let
me in, I couldn’t let him down, so I worked hard to prove to him that I deserved to be there.‖
After analysis of our findings, we recommend that if a SYE program is implemented that
it expands leadership development program to include a more active community service
component. Although students felt the need for a sophomore year program would not be
necessary unless students had an undeclared major. A program for undecided students should
focus on career exploration. The students also felt that making it mandatory for sophomores to
live on campus with a cohort of students would not beneficial.
0
5
10
15
20R
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ConnectionsInvolvementLeadershipAcademics
F.Y.E. Connections
Frequency
99
References
Kruger, R.A. (1998). Moderating focus groups: Focus group kit 4. Thousand Oaks, CA: Sage.
Morgan, D.L. (1998). Planning focus groups: Focus group kit No. 2. Thousand Oaks, CA: Sage.
Schuh, J. and Upcraft, L. (2001). Assessment practices in student affairs. San Francisco, CA:
Josey-Bass.
Valdosta State University. (2007) Vision, mission, and core values, Retrieved January 27, 2008
from http://www.valdosta.edu/oasis/Mission.shtml
100 Appendix
Appendix (a)
Focus Group Interview Protocol for Assessing a SYE Program
Welcome and thank all of you for participating in our focus group. The purpose of this
interview is to learn about your experience in the Emerging Leader program and to ask your
opinion on the development of a SYE program. The information we gather from you will be
transcribed into a report for the Vice President of Student Affairs. This interview will be
recorded for accuracy but we guarantee that your identities will not be disclosed to anyone and
your privacy is protected. This is a voluntary focus group, so you may leave at any time.
What was your experience with the Emerging Leader Program?
Can you tell us positive/negative experiences you have had freshman year and while
involved with this program?
How did your participation in Emerging Leaders help to build lasting relationships at
VSU?
How do you feel taking your core classes together helped you adjust to your freshman
year? Would this be helpful as a sophomore?
Would this be helpful as a sophomore?
You are closing in on your sophomore year, what would be some helpful advice that
you could give for incoming sophomores?
What do you feel made the greatest impact on your completion of your freshman
year?
You are put in charge of developing a sophomore experience program, what would
students need/what would they want in this program?
101 Appendix (b)
Focus Group Questions/ Protocol
March 20, 2008
1. What was your experience with the Emerging Leader Program?
S1- Was an E.L. last year
S2- Was not and E.L. the first semester, but was invited into the program second
semester.
S3- Was an E.L. last year
S4- Was an E.L. last year
2. Can you tell us positive/negative experiences you have had freshman year and while
involved with this program?
S1- The program was the best thing I have done at VSU. It helped me be who I am today
and has a had a very positive influence on my life. I met my roommate in the program
and made a lot of friends. I don’t really have any negatives.
S2- My point of view is a little different, when I first got down here I heard about the
program, but everyone had to live in Lowndes and I had already decided to live in
Patterson with a friend from home, so I couldn’t really be in the program. I took FYE, but
Dr. Burns actually talked to me about being an E.L. and said that if I was interested I
could sign up for the Leadership class the next semester, so I did and it was the best
opportunity I could have had. I learned so much from that class and especially from Dr.
Burns. He is the best example of a Leader. So I guess the only negative of the program is
that you can’t be in it if you live in a different hall or off-campus.
S4- I think that living in the same hall made the experience that much better. It made the
group a higher quality, closer group of people. But I do understand what S2 was saying.
The classes and the teachers were great. The only problem I see, and maybe it’s just my
personality, was that I felt too sheltered in the program. Like it seemed like we were
babied and not really college students. The classes were great, but I think a little more
freedom would have been beneficial.
S3- I think the best part was the pre-assigned schedule. It was comforting to know that
we had our classes picked out for us and we would see the same people every day so we
could rely on each other for help. I think that’s what initially drew me toward the
program. When I was in high school I was a terrible student, my parents didn’t think I
would graduate, but after my second semester of my freshman year, I had a 4.0 and they
couldn’t believe it. I think the biggest problem I saw with the program was the volunteer
aspect. We were told that community service would be a big part of being an E.L. and we
only had once project the whole year, so I had to go to other groups like S.A.V.E. to get
involved. I think that if they had a better volunteer program, it would make the
experience better.
3. How did your participation in Emerging Leaders help to build lasting relationships at
VSU?
S1- I met most of my friends there, like I said before, S4 is my roommate now because of
being and E.L.
102 S3- It’s also the contacts that you make on campus, like Dr. Burns or Dr. Keppler. One of
my friends goes to another school and I was telling them that I take a class that’s taught
by the V.P. of the school and they couldn’t believe it, she didn’t even know who her V.P.
was.
S2- Yeah, I’m applying to be an R.A. next year and taking the class for that because the
contacts I’ve made on campus through this program. I wouldn’t have known anything
about the job or how to get involved otherwise.
S4- I love being able to walk around campus and know people, I am a person who loves
to be around other people and it feels good to have all of these friends through the
program. And not just students, like the other day I needed to use a computer at the
library to print something off, but it was closed and when I was walking away I saw Mrs.
Brenda and she said I could use the computer in her office to do what I needed. And it
was just so cool to me to be able to have other resources in different department on
campus.
4. How do you feel taking your core classes together helped you adjust to your freshman
year? Would this be helpful as a sophomore?
S3- I thought it was a great adjustment for being a freshman to be able to have class with
the same people, but after a semester, I didn’t really feel it was necessary.
S1- I liked it, like to be able to have a group that was going through the same tests and
projects and knowing that if you were having trouble than your roommate or a friend
down the hall could help.
S2- Yeah, it also helped with the professors, like if we were having trouble in class, we
could all talk to them.
S4- I liked the cohorts, I mean it’s not very often that someone like Dr. Burns would get a
phone call from another professor to say that you weren’t in class the past few days or to
tell him how you did on a test. It was nice to know that they cared that much about you.
5. Would this be helpful as a sophomore?
S1- I don’t think it would, I think by your sophomore year, you should be ready to grow
up and take classes on your own.
S3- That was my problem, it’s almost like they’re holding your hand.
S4- I think it would be helpful to someone who was still undecided, but when you’re in
your major, you want to take those classes, not some other classes that you really aren’t
going to need.
S2- I think that was the worst thing about those classes, like the VSU 1101 class and the
leadership class aren’t going to count if I transfer. I don’t think the leadership class
counts toward graduation either. I learned a lot and it was interesting, but especially if
you are a sophomore, what’s the point in taking a class that isn’t going to count.
S1- Yeah, it’s good for undecided people, but like me, I know I want to be an Officer in
the Marine Corp and I know what I want to major in, so I don’t need a cohort or
anything.
6. You are closing in on your sophomore year, what would be some helpful advice that you
could give for incoming sophomores?
S3- I would say that it is time to get involved in other activities on campus. When I was a
freshman, I basically just did the E.L. program and that was it. I started to get more
involved in other groups during the last semester and it has made such a difference in me
a student and leader on campus.
103 S1- I think that you should just put yourself out there. I love meeting new people and
going to palms and knowing like everyone there. Your freshman year a lot of people are
shy and a little scared, but your second year you should really make the effort.
S2- I think what helped me a lot was moving off campus, it made me feel more like an
adult, even though I’m trying to be an R.A. now and move back on, but paying bills and
rent made me grow up a little bit.
7. What do you feel made the greatest impact on your completion of your freshman year?
S1- I’d have to say the classes that I took. The leadership class with Dr. Burns probably
was the most influential part of my freshman year. He taught me how to be a leader.
Some classes you could go in, sit in the back and sleep and the professor wouldn’t care.
In his class, he would wake you up and tell you that what he was teaching was important
and it made you understand and want to learn from him.
S4- I agree, the leadership class with Dr. Burns was amazing. The class I took my first
semester was not as serious, it was kind of more laid back and busy work type
assignments, but the leadership class with Dr. Burns taught me a lot. The books we used I
even gave to my dad and he reads them now to use in his company at work.
S3- I think the E.L. program was important to me. It helped me make connections with
people and want to be successful. The retreat we went on to St. Simons before school
started was a great way to introduce the program. We learned team building and got to
hangout with each other for a few days before we started classes, so the initial first day
of school wasn’t scary or nerve wracking like I thought it would be.
S2- I think the fact that Dr. Burns took a chance on me and let me in the program
probably had the biggest impact on me. He always says, ―managers do things right,
leaders do the right thing‖, and that just shows that he’s a great leader and because he let
me in, I couldn’t let him down, so I worked hard to prove to him that I deserved to be
there.
8. You are put in charge of developing a sophomore experience program, what would
students need/what would they want in this program?
S3- I think that there should really only be a program for students who are undecided, and
even then, I don’t really think they need a cohort. I also don’t think they should have to
live in the residence halls to be a part. We are sophomores and shouldn’t have to do that
just to be in the program.
S2- Yeah, I think that there isn’t a need for people in their majors to be in a program like
that. They wouldn’t really have time anyway, especially if the class won’t count for
anything. Like I could be taking classes in education to help me graduate, or taking a
class that will postpone my getting a job. A leadership class would be fine, or maybe a
class that is strictly to help you pick a major, like maybe something like an internship in
different majors to help you decide.
S1- If there was just strictly a leadership class, than I would take that, but I don’t want to
be in a structured program for my second year.
S4- I agree, there should just be the option for people who don’t have a declared major
and still need the support from a program like E.L., but I don’t think that many students
going into their second year would be interested.
104 Assessment Project Reflection
The assessment project we worked on this semester taught me a lot about how to conduct
a focus group as well how to interpret and report that data gathered. Working with the interview
techniques and protocol helped in accessing what information I need to use when assessing
programs at my current job. The readings helped me understand the theory behind the
assessments. The biggest skill I picked up from the Assessment project was the screen cast. The
screen cast was extremely challenging to say the least but it is a challenge I will not soon forget.
I plan to implement the screen cast skills I learned into my student orientation that I conduct each
quarter. I plan to use the screen cast to talk to current student about some key areas. I also
learned how to properly write and format an executive summary, which will also be helpful in
presenting and reporting data.
I believe our group presented the best analysis of the data and reported the information
that was both professional and informative. With that said, I also believe we needed more focus
groups. Our project liaison worked hard to get students to participate including using a variety of
methods and mediums with no luck. We only had one focus group which provided us with the
needed information but we needed to have more than one to gain a more varied prospective. We
only had three people in our group as well and that put a lot of pressure on all of us to do the
work with just three people as the larger groups. I would have liked more time and the proper
software in the computer labs to work on the screen cast as group. Once the project was
completed, I could see how all of the pieces fit together but it was tough to see at the beginning
of the project.
To make the project go smoother it would to see what a completed project looked like. If
we could see what you were expecting in the screen cast and the executive summary those
105 projects might have been easier to complete. It also would be helpful if all of the pieces were due
earlier in the quarter with the last few weeks left to polish the entire project. I loved the speakers
you brought in especially the speaker who talked about the screens we see the world through and
how that affects the way we see others and the way we report information. Overall, I thought this
was a great project and I can use everything I learned in my current job.
106 Executive Summary
Purpose of Study
The purpose of this study was to
determine if a Sophomore Year Experience
program would help retain students at
Valdosta State University. Our research
team used focus groups to collect qualitative
data. The Sophomore Year Experience
would be developed to aid students not only
in their studies, but also to support their
leadership development and theory. Because
this would be a newly developed program,
there was no current assessment plan.
However, we were able to use data
and information from the freshman
Emerging Leaders program as a source to
evaluate certain parts of this current
freshman year program and use that
information as a cornerstone for assessment
of the Sophomore Year Experience.
We interviewed sophomores who in
the previous academic year had been in the
Emerging Leaders program to ask about
their past experiences and what they would
think about a Sophomore Year Experience
program.
Overall Findings
According to the findings, the
students felt that connections, involvement,
leadership, and academic benefits were all a
huge part of their first year in college.
Students felt the most beneficial part of the
Emerging Leaders was leadership
development.
The students did not have the same
feelings in their sophomore year. Many
students think that their sophomore year is a
perfect time for them to move off campus.
Students wanted independence and
responsibility. Students were comfortable
with the extra help that they received as
freshmen, but did not feel that it is necessary
their second year.
We also found a strong leadership
component was important to students during
their freshman year. Students expressed that
a continuation of the leadership class during
their sophomore year would also be helpful.
As one student stated, “I think the fact that
Dr. Burns took a chance on me and let me in
the program probably had the biggest
impact on me. He always says, „managers
do things right, leaders do the right thing,‟
107 and that just shows that he‟s a great leader
and because he let me in, I couldn‟t let him
down, so I worked hard to prove to him that
I deserved to be there.”
Figure 1.
Recommendations
After analysis of our findings, we
recommend that if a Sophomore Year
Experience program is implemented that it
expands the leadership component to
include a more active community service
component, target undeclared majors, and
focus on career exploration.
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Connections Involvement Leadership Academics
F.Y.E. Connections
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