Untitled

Institutional Support

JAGS: A Pathway to Prominence

We at Southern University and A&M College have identiﬁed and developed a Quality

Enhancement Plan (QEP) that is consistent with our mission, focuses on student success and

reﬂects our commitment to continuous improvement. We remain committed to helping our

students succeed in their academic effort, graduate on time and go on to have productive

careers, live noble lives and contribute to society as global citizens. Our effort is aligned with

our strategic intent and with workforce development goals of the state of Louisiana.

A recent institutional assessment revealed that a disproportionate number of students at our

institution do not return for a second year (39.2%

of ﬁrst-time freshmen). Thus, to improve retention,

we made plans to intervene through the utilization

of research-based strategies that will ensure

student success. We remain committed to Fulﬁlling

the Promise of providing every student with the

opportunity of degree attainment.

Our QEP titled JAGS – Journey to Achieve Greater

Success, focuses on the ﬁrst-year experience of

our undergraduate students. It incorporates (1)

planned curriculum revisions in gateway courses in

three select disciplines and (2) a more coordinated

academic enrichment effort in support of ﬁrst-year

students. The QEP activities are in line with the

Southern University and A&M College Strategic

Plan, IMAGINE 20K: 2018 – 2030, and reinforces our

commitment to providing a high-quality academic

experience for all students so that they can succeed.

I am grateful to the QEP Development Team for their

work in preparing this document. Their diligence in reviewing institutional data and compiling

feedback from university stakeholders has led to the broad acceptance of the JAGS QEP.

Further, the well-thought-through assessment plan will help us learn from, intervene, and

deliver what we have planned. I am committed to providing the required budgetary support

to implement this plan over its ﬁve-year duration. We encourage the Southern University

community and its stakeholders to embrace this new innovative plan which will provide

support to positively transform our students, how they learn and perform, in their Journey to

Achieve Greater Success!

Yours in Education,

Dr. Ray L. Belton

Southern University and A & M College, Chancellor

TABLE OF CONTENTS

1. Executive Summary ..........................................................................6

2. Overview of Southern University and A&M College .........................7

3. QEP Topic and Development Process ...........................................11

4. Literature Review and Best Practices .............................................17

5. Program Design ..............................................................................24

6. Implementation Plan .......................................................................27

7. Assessment Plan .............................................................................35

8. Marketing Plan ................................................................................38

9. Timeline ...........................................................................................39

10. Organizational Structure ...............................................................41

11. Budget and Resources .................................................................44

12. Appendices ...................................................................................46

13. References ....................................................................................67

6 | JAGS – Journey to Achieve Greater Success

1. Executive Summary

Southern University and A&M College (SU) is committed to student success. This

commitment is reﬂected in our mission statement where we aim “to provide a student-focused

teaching and learning environment.” In the spring of 2017, Southern University and A&M

College began a broad-based process of planning for the Quality Enhancement Plan. The

initial activities included review of institutional data and communication with stakeholders

including faculty, students, administrative representatives, and the Board of Supervisors for

input concerning potential topics.

The ongoing processes revealed common themes centered on the ﬁrst year experience

of our undergraduate students. During the fall semester of 2018, we became aware of a

disproportionate number of students who were likely to be placed on academic probation.

These students, as further analyses of institutional data suggested, were not passing select

general education courses. The result of the analyses was also shared with the Academic

Council, the College Deans, the Faculty Senate and with the Chancellor’s Cabinet. Soon

a Southern University and A&M College Quality Enhancement Plan (QEP) was identiﬁed to

focus on the ﬁrst year experience of undergraduate students and more speciﬁcally to address

student success in English, mathematics, and biology gateway courses.

The objectives of the SU QEP, JAGS – Journey to Achieve Greater Success, will be

achieved through student success in three gateway courses and through student learning

outcomes aligned with SU General Education Program of Excellence (GEPE). Southern

University’s commitment to the QEP is supported by our investment in the Gardner Institute’s

Gateways to Completion® (G2C) program which provides a meticulous process that will be

used to initiate and implement the QEP. The internal and external review and assessment

of the G2C process will provide feedback to reﬁne the QEP implementation and suggest

practices for sustaining enhancements. We will also supplement our effort by examining and

revising the content and process of orientation for new undergraduate students and ongoing

student development engagements.

SU will implement and monitor the QEP with the aid of faculty teaching gateway courses,

with students serving as peer coaches, and staff facilitating student support services. The

First Year Experience initiative, by embracing the Seven Habits of Highly Successful College

Students model, will help students develop a new mindset, gather new tool set and acquire

new skill set, all so they can persist and succeed in college and beyond. The Center for

Student Success will actively provide tutoring and supplemental instruction with requests from

students and/or instructors teaching gateway courses.

The QEP title, JAGS – Journey to Achieve Greater Success, appropriately describes an active

process and utilizes a reference to the university’s mascot, the Jaguar, to promote university

pride. The JAGS QEP will infuse active learning and student engagement as well as personal

and institutional pride into the ﬁrst year experience. With these necessary tools we envision

greater student success through their academic journey.

1. Executive Summary

7 JAGS – Journey to Achieve Greater Success |

2. Overview of Southern University and A&M College

Southern University and A&M College, originally founded in New Orleans, Louisiana in 1880,

moved to Scotlandville, just north of Baton Rouge, in 1914. From a small, state-sponsored

institution of higher learning for black Louisianans, Southern University grew into the only

system among Historically Black Colleges and Universities in the nation. Southern University

and A&M College is a comprehensive institution offering four-year, graduate, professional, and

doctoral degree programs. The university offers bachelor’s degrees in 33 areas as well as 23

master’s and ﬁve doctoral degrees.

The Baton Rouge campus is located on Scott’s Bluff overlooking the Mississippi River in

the northern section of the City of Baton Rouge. The city parish metropolitan area has a

population of more than 800,000 and serves as a cultural, political, educational, and industrial

center for South Louisiana. The campus encompasses 512 acres, with approximately 60 acres

for agricultural instruction, research and outreach.

2. Overview of Southern University and A&M College

8 | JAGS – Journey to Achieve Greater Success

Educational opportunities are provided for traditional and non-traditional students offering

scholarly interaction among diverse people. The university is committed to a broad

program of research, both basic and applied, and creative work to stimulate the faculty and

students in a quest for knowledge and to aid society in resolving its scientiﬁc, technological,

socioeconomic, and cultural problems.

Southern University renders service to the community through urban and rural programs and

makes available educational, cultural, and developmental resources to enhance the quality

of life. Adhering to the spirit of its function as an 1890 Land-Grant Institution, the University’s

public service programs have assumed a prominent posture throughout the State of

Louisiana, nationally, and internationally.

Southern University views diversity as vital to the health of any educational enterprise. To

support this philosophy, the University takes afﬁrmative steps to maintain a multicultural

faculty, staff, and student body. This diversity is achieved principally through assertive

recruitment efforts and through multifaceted international programs.

The University seeks to recruit and maintain a faculty which through its preparation and

scholarly activities exert a profound effect on various institutions in the state, region, nation,

and world. Beyond their traditional roles, faculty members perform distinguished services that

complement and enhance both teaching and research initiatives and provide an additional

mechanism for Southern University to serve the community at large.

2. Overview of Southern University and A&M College

9 JAGS – Journey to Achieve Greater Success |

2. Overview of Southern University and A&M College

The University develops and maintains a safe physical environment that is conducive to

intellectual growth and development while operating in accordance with the highest standards

of ﬁscal and administrative management. This environment is enhanced through the use of

the most recent information technology, which offers the university community access to

resources from throughout the world.

Mission

The mission of Southern University A & M College – a historically black 1890 land-grant

institution in Baton Rouge, Louisiana - is to provide a student-focused teaching and learning

environment that creates global leadership opportunities for a diverse student population

where teaching, research, service, scholarly and creative expectations for students and faculty

are achieved through the bachelor’s, master’s, and doctoral programs offered at the institution

via different instructional modalities and via public service.

Vision

To provide access and opportunity to students and matriculate graduates who are equipped

to excel in a 21st century, knowledge-based, global economy.

10 | JAGS – Journey to Achieve Greater Success

Core Values

Student Centered: Students are the focus of institutional priorities, resource

decisions, and planning. As stewards of student needs, we are advocates for student

access, success, completion, placement in the workforce and/or in graduate or

professional programs.

Academic Excellence: Academic excellence is the provision of the highest

quality educational and learning experiences made possible by academically and

professionally qualiﬁed faculty and staff, opportunities for contextual learning, state-

of-the-art facilities, safe and aesthetically pleasing surroundings, and resources

necessary to support teaching and learning.

Access: Access fosters the opportunity and possibility for anyone associated with

Southern University and A&M College to acquire a quality educational experience at

an affordable price.

Integrity: Integrity involves honesty and fairness, consistency in instruction, ethics

of scholarship, freedom of inquiry, and open and truthful engagement with the

community through effective communication, policies and practices.

Research and Scholarship: Southern University and A&M College serves

as an incubator and champion for both basic and applied research as well as

entrepreneurial endeavors that produce knowledge of intrinsic and practical value.

With an emphasis on partnerships, research and service projects, the university

employs emerging technology to prepare students to contribute to the well-being of all

communities.

Innovation: Innovation is the creative and deliberate application of teaching,

research, scholarship and service for the development of products and services that

provide added value to Louisiana and beyond.

Diversity: Differences in views, interpretations and reactions derived from diversity

are important. Diversity enriches a learning environment focused on preparing

individuals to live and work in a global society.

Community: Southern University and A&M College is a community of faculty staff,

students and alumni that share a common identity and purpose that engages with the

university’s external community through diverse services and programs. Our global

community continues to demonstrate unequivocal support of our institutional mission.

(Southern University and A&M College Strategic Plan 2018-2023: Imagine 20K, 2018)

2. Overview of Southern University and A&M College

11 JAGS – Journey to Achieve Greater Success |

3. QEP Topic and Development Process

SACSCOC requires each of its member institutions to develop a Quality Enhancement Plan

(QEP) as a component of the accreditation process (Standard 7.2). We have chosen “JAGS -

Journey to Achieve Greater Success” as our QEP (JAGS QEP).

The JAGS QEP Begins

For several years Southern University has been exploring ways to enhance the retention of

ﬁrst-year students. Various units have implemented activities and strategies to assist students

in their academic courses. We decided to take a comprehensive approach to student success

and the JAGS QEP serves as the umbrella to link general education courses in English,

biology and mathematics with our student success initiatives. The ﬁnal decision of the JAGS

QEP topic was motivated by the analysis of student success data in the respective courses.

More speciﬁcally, we will focus on enhancing and ensuring student success in

“gateway” courses, namely in English Composition I and II (ENGL 110/111), in Pre-Calculus

Mathematics I: College Algebra (MATH 135) and in General Biology (BIOL 104). The choice of

a topic for our QEP was inﬂuenced by, and is a natural outgrowth of, our institutional planning

and our assessment effort. After the QEP topic was identiﬁed, a concerted and a broad-based

effort took place to get feedback from, and to gain acceptance amongst, a broad spectrum

of university community including faculty, students, staff, administrators, alumni, and from the

governing board.

Figure A. English Composition I (ENGL 110) pass/fail rates, Fall 2014 – Spring 2019

3. QEP Topic and Development Process

12 | JAGS – Journey to Achieve Greater Success

Figure B. English Composition II (ENGL 111) pass/fail rates, Fall 2014 – Spring 2019

Faculty focus groups were conducted to gather faculty input and ideas on how to help

Southern University students succeed. The discussion in the focus groups helped to reﬁne

student learning outcomes, activities, assessment and professional development. The focus

groups were held based on subject area and discipline. Before attending the focus group,

faculty were asked to complete a survey. The survey requested faculty feedback with respect

to teaching and learning, barriers to student success, professional development and possible

solutions. During the focus groups, all faculty were asked to respond to two main questions:

1) What are barriers your students face? and 2) What are solutions to the barriers? The survey

results and conversations in the focus groups were reviewed for common themes to further

develop the QEP topic.

Our QEP effort is linked with our institutional mission and is consistent with our aspirations in

the current strategic plan. The QEP has evolved from and supports the four imperatives that

guide our nearer-term activities, including prioritized resource allocation. It is also aligned with

and will help fulﬁll the Master Plan of Louisiana’s Board of Regents and the expectations of

Louisiana Economic Development (LED) authority.

Our QEP emerged from institutional data and will directly beneﬁt our students. Our effort

will enhance student success and will also fulﬁll several identiﬁed, speciﬁc, student learning

outcomes. The QEP, as and when implemented, will signiﬁcantly and positively impact

student persistence from the ﬁrst to the second year and thus help enhance retention rates

subsequently. Student success in the selected general education courses will also result in

better outcomes as measured by timely graduation and placement in careers. Institutional

support has been assured at the highest level to initiate, develop and complete our QEP.

3. QEP Topic and Development Process

13 JAGS – Journey to Achieve Greater Success |

3. QEP Topic and Development Process

Figure C. Pre-Calculus Mathematics I: College Algebra (MATH 135) pass/fail rates, Fall 2014 –

Spring 2019

Figure D. General Biology (BIOL 104) pass/fail rates, Fall 2014 – Spring 2019

The budget for this year (2019-2020) and for the next year (2020-2021) reﬂects special

allocations to support activities at various levels and to help recruit nine additional faculty

members in the focus disciplines. Further, we will, for each year, assess our progress,

learn from and use the results of what we measured. During the next ﬁve years we hope

to experience an academic renewal that will spread to other courses and disciplines. The

lessons learned and shared will positively transform the way we embrace our students, gauge

their needs, and orient them to campus life. We will be able to offer differentiated academic

advising and support, and improve how we facilitate classroom instruction. In short, the QEP

proccess will give us insight on how we promote and sustain “a student-centered learning

environment” that is etched in our mission statement.

14 | JAGS – Journey to Achieve Greater Success

Our present QEP effort can be categorized into three phases:

1. QEP Planning Phase (Identiﬁcation and Justiﬁcation) - Done

2. QEP Development and Dissemination Phase – Oct. 2019 - May 2020

3. Implementation Phase – June 2020- September 2025

QEP Planning Phase (Identiﬁcation and Justiﬁcation)

Southern University A&M College in Baton Rouge had, in 2016 - 2017, identiﬁed four

imperatives to guide its activities. These institutional priorities were communicated to

SACSCOC in a monitoring report and later were woven into the formulation of a newly

minted strategic plan called Imagine 20K. The four imperatives are (1) enhance retention, (2)

increase graduation, (3) ensure success in licensure and certiﬁcation exams and (4) enhance

placement in relevant careers. Prompted by the ﬁrst of the four imperatives, after the end of

the fall of 2018 we wanted to know the academic performance of the newly recruited freshman

class. We discovered that 47% of the freshman class was on the verge of falling below a 1.8

GPA and being labeled academically deﬁcient. Many would be on academic probation unless

some remedial measures or related interventions were undertaken. We further analyzed the

student performance data and discovered that there were ﬁve courses where the students

were failing in high numbers — the ﬁrst course in English Composition, General Biology,

College Algebra, Introductory Psychology, Arts Appreciation and Visual Arts. The ﬁrst three

courses were where the need for intervention was the highest.

The student performance data was simultaneously discussed in the University Academic

council, the Council of Academic Deans, the faculty convocation, the staff convocation,

and later in the meeting of the Board of Supervisors. At all the identiﬁed levels participants

recommended that effort to ensure student success in these select high-failure courses

should be the focus for our Quality Enhancement Plan. Next, the Chancellor and the

Executive Vice-Chancellor organized a series of six ﬁre-side chats where the senior

administrators met with freshman students in the evenings, at their dorms or in the student

center, to solicit input and to discuss ways to help students succeed academically and to

persist as college students.

A representative group of faculty and administrators attended the Gateway Course Experience

Conference in Atlanta, Georgia organized by the John Gardner Institute. At the conference,

we sought to learn more about similar problems at other schools and to identify best practices

and ways we could adapt and innovate all with the intent to enhance student learning and

ensure student success. We followed up the conference participation with an on campus

Faculty Development Workshop titled “Closing the Student Achievement Gap with 5

Strategies for Course Redesigns.” The workshop was facilitated by Mr. Tony Holland, Special

Assistant to the Chief of Staff of the Alabama Community College System, and was hosted by

the College of Sciences and Engineering.

3. QEP Topic and Development Process

15 JAGS – Journey to Achieve Greater Success |

During the summer of 2019, select faculty, administrators, and the Deans of Humanities and

Sciences and Engineering also attended two seminars on Pathways to Student Success led

by Dr. Tristan Denley, a nationally recognized expert, and hosted locally by the Louisiana

Board of Regents. The seminars focused on student success, pathways and effective co-req-

uisite delivery.

QEP Development and Dissemination Phase – October 2019 – May 2020

During the summer of 2019, a series of three meetings took place where the details of

our approach to enhance student success in gateway courses was further afﬁrmed and

consensus emerged that the next phase, the development of the QEP, be implemented. At

the ﬁrst meeting the Chancellor and the Executive Vice-Chancellor convened a meeting of

all senior academic leaders to discuss our commitment to the university’s strategic plan

Imagine 20K. The four imperatives were also highlighted leading to the afﬁrmation the Journey

to Achieve Greater Success (JAGS), with focus on ways to ensure student success in the

gateway courses, as our QEP. Similar commitments were made in the strategic planning

meeting of the Academic Council and also the meeting of the Department Chairs. Each of

the participants were requested to hold similar sessions to inform and seek input from their

respective units. The QEP was also identiﬁed and discussed in the faculty convocation and

in the staff convocation. Subsequently, early in the fall semester, a development team was

convened including faculty, support staff and representation from institutional research.

This QEP Development Team was trusted to help develop the nuts and the bolts of our

QEP which would include a comprehensive plan to ensure student success and to improve

speciﬁc student learning outcomes. As a matter of principle, we committed ourselves to

adopt, develop, implement a plan that will both demonstrate compliance with our institutional

accreditor (SACSCOC) and also embrace an integrity-based approach to do what is right for

and by our students following our strategic plan, consistent with our mission and our legacy

as an HBCU.

After attending the 2019 Gateway Course Experience Conference, a discussion took place

about whether and how we could work with the John Gardner Institute in order that we will

be more directed and adapt and use best practices appropriate to our mission, size and

complexity. We were invited to join and were later accepted in the cohort of the Class of

2019. In November 2019 we were offered the services of Dr. Roberta Mathews, who will

work closely with us to examine our data, and guide our effort to redesign our courses,

our approach to classroom instruction and how we engage students in and outside the

classroom. Dr. Mathews visited Southern University for two days in January 2020 to address

the faculty convocation and on the second day to work with the Academic Council and the

QEP Development Team on determining our next steps.

3. QEP Topic and Development Process

16 | JAGS – Journey to Achieve Greater Success

An enhanced student support system is also being implemented to augment and to

complement the faculty efforts to better serve the needs of students. During our listening

sessions we learned that student success is a function of all of us pitching in our effort in

a creative and collaborative space. These sessions helped us to understand that to help

a student succeed in an identiﬁed course more than academic intervention is needed. A

student needs to be more proﬁcient in managing life on campus and beyond, more self-

reliant, and better at time management, money and relationships. Thus, we subscribed

to and introduced Franklin Covey’s 7 Habits® of Highly Effective Students in our Freshman

Seminar Class. It is our expectation that this investment will have positive collateral beneﬁts,

and will inspire a student to perform better in all classes including the identiﬁed gateway

courses. We also feel that our efforts will be evident when we assess and measure student

success in the gateway courses and will result in students being more conﬁdent and better

prepared for life given enhanced proﬁciency in oral and in written communication. Further, we

believe that students will have a better appreciation for and use of quantitative reasoning.

QEP Implementation Phase

It is our intent and our expectation that, in our third phase, we will faithfully and enthusiastically

implement our QEP. We will assess our effort at each phase of implementation. We will

convene to discuss the results from our inquiry and discuss any need to ﬁne tune and/or

revise our effort. The QEP Development Team, during Phase Three of the plan will become

a steering committee allowing for the involvement of a broader group of faculty, staff from

support areas, and of course, students. This new group along with the steering committee

will serve as the QEP Advisory Team. The QEP Advisory Team will be led by the QEP director.

More details on our implementation plan is included in Section 6 of this document.

During the implementation phase we will actively solicit and utilize the help of the John N.

Gardner Institute for Excellence in Undergraduate Education. We will use the Gateways to

Completion® (G2C) process, a three-year process, to initiate and support our JAGS QEP

activities. In addition to our Ofﬁce of Strategic Planning, Policy and Institutional Effectiveness,

we will utilize the G2C platform, to collect, store, retrieve and analyze relevant data to both

assess our progress, and make reinforcements or modiﬁcations as necessary. We will be

guided through the process by Dr. Roberta Mathews who has been assigned to serve as

our G2C senior advisor and mentor. Further, our effort will be supported via resources and

webinars available in the G2C platform, the G2C Community of Practice and participation in

the annual Gateway Course Experience® Conference.

3. QEP Topic and Development Process

17 JAGS – Journey to Achieve Greater Success |

4. Literature Review and Best Practices

The JAGS QEP at Southern University and A&M College focuses on student success in

English, biology and mathematics gateway courses. In the context of the JAGS QEP, we

will measure student success using the improvement in student passage rates in gateway

courses and the retention rates of ﬁrst-year students. Additionally, we will track improvement

in graduation rates. The QEP aims to implement revised gateway courses via course redesign

and the inclusion of co-requisite courses. Multi-tier services will be implemented to support

student success including tutorials, student tutorial training, faculty training and workshops.

Writing Centers

The hallmark of higher learning institutions

is to ensure student learning and success,

which is reﬂected in the SACS Student

Achievement standard. This standard

(8.2.c in the 2018 The Principles of

Accreditation) requires that colleges and

universities provide appropriate “academic

and student services that support student

success.” A dedicated writing center is but

one way to meet this institutional need.

As Robert Baden (1974) said, “If there is

one generalization popular with regard

to the writing of college students, it is the

one that says, with varying degrees of

emphasis, that they cannot write” (Baden,

1974). Developing writing proﬁciency is a

challenge many college students face. To

meet these challenges, universities have

sought various ways to improve student

writing, including the use of college writing

centers.

There are several historical accounts, which detail the origins and necessity of writing centers

in higher education, including Peter Carino’s (1995) article “Early Writing Centers: Toward a

History” and Boquet’s (1999) “’Our Little Secret’: A History of Writing Centers, Pre-to Post-

Open Admissions” (Carino, 1995; Boquet, 1999). From its earliest beginnings in the 19th

century to its current state, Boquet traces the various iterations of the writing lab/clinic/

center and the conﬂicts that arose. In the 1920s, writing labs were perceived as a method of

instruction to be contained in the classroom; however, this view shifted in the 1940s when they

were recognized as an autonomous site. It was during this time that institutions and writing

instructors began to value these spaces, yet the literature on writing labs also reveals “tension

emerging between the institutional space of the writing center and the individual pedagogies

enacted in that space” (Boquet, 1999). Speciﬁcally, those emerging tensions centered on the

writing center’s purpose.

18 | JAGS – Journey to Achieve Greater Success

That central purpose varied from seeing these spaces as grammar ﬁx-it shops where student

deﬁciencies are highlighted. This model had a tendency to marginalize the writing center’s

role as well as the students who sought their services. The implication was that the writing

center was inevitably/exclusively linked to remedial students. Shifting away from remediation-

oriented labs, another model of the writing center arose in the 1940s, inﬂuenced by the

Rogerian nondirective counseling approach. This student-centered model emphasized

the social nature of composing and counseling (posing questions to draw from student’s

knowledge). By the 1970s, the writing center reemerged to reﬂect the new institutional

concerns of increasing enrollment, larger minority populations, and declining literacy skills.

The site versus method conﬂict reemerged, but three “methodological differences” in lab

arrangements were prominent, including those who supported auto-tutorial methods and

materials, those who were critical of such programmed instruction, and those who sought

alternatives to traditional forms of writing lab instruction (Boquet, 1999).

In the end, the writing centers of today reﬂect one or all of these methodologies, as many

have embraced technology to assist students (auto-tutorial labs), emphasized individualized

instruction and human interaction, and sought alternative instruction in peer tutors (Boquet,

1999). In considering the history of writing centers and relevant writing center theory, Southern

University’s proposed center will rely on best practices, as we address the needs of our

students. Our purpose is in accordance with North (1984) who in his seminal essay, “The Idea

of a Writing Center” suggests: “Our job is to produce better writers, not better writing” (North,

1984). With this student-centered goal in mind, the center will be staffed with peer tutors and

faculty to provide academic support to students enrolled in English courses from composition

to literature, and will serve students at any level (struggling to advanced) and at varying

stages of the writing process. Again, the writing consultations will be student centered and

largely guided by conversations about writing and the writing process. This method allows for

the consultant to pose a series of inquiries about the student’s assignment and then tailor the

session to the student’s individual needs and skill level. Emphasis will be placed on high order

concerns, including focus, organization, and development; to a lesser degree, consultants

will focus on sentence structure, punctuation, diction, and spelling. Beyond this basic aim, the

Writing Center will also host writing workshops that can cover an array of topics from citation

skills to grammar.

Tutoring Centers

Tutoring has proven to be a beneﬁcial support for students in a number of areas. The primary

objective of tutoring is to increase the knowledge and skill level of the students receiving the

tutoring (tutee) (Kersaint, Dogbey, Barber, & Kephart, 2011). Tutors teach tutees what they

need at that particular moment and can adjust their sessions to meet the needs, interests,

and abilities of each student (Chin, Rabow, & Estrada, 2011). Tutoring is a practical means

for enhancing student learning, content knowledge, and content-speciﬁc academic skills

(Kersaint, Dogbey, Barber, & Kephart, 2011; Lock & Layton, 2008) (Kersaint, Dogbey, Barber,

& Kephart, 2011; Lock & Layton, 2008). Additionally, tutoring in alternative modalities (for

example online tutorials) provide students with a better comprehension of course content

(Belawati, 2005).

4. Literature Review and Best Practices

19 JAGS – Journey to Achieve Greater Success |

4. Literature Review and Best Practices

Overall the positive beneﬁts of tutoring include increased critical thinking, improved

metacognitive skills, and an improvement in communication and compositions skills

(Falchikov, 2001). Boylan, et al. observed that tutoring positively impacts the ﬁnal course

grade for students participating in tutorials and in the long term positively impacts graduation

rates. Further, higher interest in the academic subject was observed in courses in which the

tutoring takes place (Boylan, Bonham, Bliss, & & Saxon, 1995).

Tutoring also allows students to achieve their academic goals. Tutoring provides a space for

active learning, which Dvorak argues is absent in the lecture instructional method (Dvorak,

2004). According to Topping and Ehly, tutoring allows for more individualized instruction

promoting persistence and retention (Topping & Ehly, 1998). Tutors have the ability to form

relationships with the tutees that lead to coaching which assist, with improving problem

solving skills. Additionally, students were more comfortable in a one-on-one setting and were

willing to ask more questions than in the traditional classroom setting (Falchikov, 2001).

The amount of time a student spends in tutoring can have an effect in academic improvement.

For example, Lidren and Meier observed that students who participate in one hour of tutoring

per week perform better in a psychology course than those students who do not participate

in tutoring (Lidren & Meier, 1991). Rheinheimer demonstrated that grades improve once a

student completes ﬁve hours of tutoring (Rheinheimer & Mann, 2000). The same research

found that 15 hours or more of tutoring had the greatest impact on grade achievement.

Tutoring positively impacts at-risk students. The work of Rheinheimer, et al., examined at-

risk students and tutoring (Rheinheimer, Grace-Odeleye, Francois, & Kusorgbor, 2010). This

study found that at-risk students who received tutoring had higher academic performance and

retention than those who did not engage in tutoring. Furthermore, graduation rates of the at-

risk students were higher for those students who actively participated in tutoring sessions.

20 | JAGS – Journey to Achieve Greater Success

To this end the JAGS QEP will provide additional peer tutoring services for gateway courses.

To better serve the student population, tutoring centers have been placed strategically in

buildings where gateway courses meet or in buildings close to meeting locations. These

new tutoring centers are to be staffed by peer tutors and monitored by staff from the Center

for Student Success. Further, select gateway courses will be assigned a peer tutor who will

attend class sessions in addition to meeting with students in the tutoring centers. This practice

familiarized the enrolled students with the peer coach and established a point of contact in the

tutoring center for the students and the course instructors.

According to Falchikov, tutors are the extension of instructors (Falchikov, 2001). However, due

to lack of experience in teaching and for presentation consistency prospective tutors should

participate in some form of training. Tutor training is important to help students become

effective peer coaches (Chapman, 1998) and such training is an established best practice

(Reichert & Hunter, 2006; CRLA, 2019; NTA, 2019). The JAGS QEP will implement enhanced

training for students selected to serve as peer coaches for gateway courses. Additionally, peer

coaches will meet throughout the term with faculty - course instructors or course coordinators.

Supplemental Instruction

Supplemental instruction as established and implemented at the University of Missouri-

Kansas City (UMKC) is deﬁned as follows:

Supplemental Instruction (SI), created at the University of Missouri-Kansas City, is a

non-remedial approach to learning that supports students toward academic success

by integrating “what to learn” with “how to learn.” SI consists of regularly scheduled,

voluntary, out-of-class group study sessions driven by students’ needs. Sessions are

facilitated by trained peer leaders who utilize collaborative activities to ensure peer-to-

peer interaction in small groups. SI is implemented in high-risk courses in consultation

with academic staff and is supported and evaluated by a trained supervisor.

Purpose:

1. To increase retention within targeted historically difﬁcult courses

2. To improve student grades in targeted historically difﬁcult courses

3. To increase the graduation rates of students

(The International Center for Supplemental Instruction at the University of

Missouri-Kansas City, 2015)

As UMKC has modeled, supplemental instruction requires training on multiple levels – SI

supervisors, staff members responsible for the management and assessment of an SI

program; peer leaders, students conducting SI sessions; and faculty. The JAGS QEP seeks to

offer SI services free of charge to students in gateway courses and is committed to facilitating

the necessary training in order that implementation of supplemental instruction at Southern

University and A&M College will be an effective tool for student success in line with best

practices. Members of the Division of Student Success will participate in training via the

International Center of Supplemental Instruction at UMKC which offers training as well as

certiﬁcation for programs.

4. Literature Review and Best Practices

21 JAGS – Journey to Achieve Greater Success |

4. Literature Review and Best Practices

Co-requisite Courses

Colleges are admitting students who are not performing at college level in mathematics,

reading, or writing. Once identiﬁed by test scores or placement tests, students requiring

remediation are placed into developmental courses that are intended to prepare students for

college level courses. In English, those courses often take the form of basic composition and

reading courses designed to strengthen students’ writing skills and reading comprehension

in preparation for their ﬁrst-year composition courses. While in mathematics, courses

are designed to build a student’s knowledge base in arithmetic, algebra, geometry and

trigonometry, skills necessary for college level mathematics.

While remediation in the form of developmental coursework has proven useful in promoting

college entry, studies show that students entering college with remedial needs are not likely to

continue to college level courses, and ultimately graduation (America, 2012). These courses

delay student progress, since developmental courses take an additional semester to complete

and most often credits are not applicable toward graduation. Further, students who feel

frustrated by placement in such courses might decide to stop taking classes altogether, which

negatively affects retention.

The Complete College America report titled “Remediation: Higher Education’s Bridge to

Nowhere” included the following recommendations based on national data to support

students requiring remedial courses:

1. Strengthen high school preparation;

2. Start students in college-level courses with built-in, co-requisite support;

3. Embed needed academic help in multiple gateway courses; and

4. Encourage students to enter programs of study when they ﬁrst enroll.

(America, 2012)

22 | JAGS – Journey to Achieve Greater Success

The JAGS QEP seeks to address remedial needs in line with the latter three recommendations

by providing

• co-requisite courses in English and mathematics,

• redesigned biology courses,

• peer coaches and tutorial services in gateway courses, and

• academic coaches to support students during their ﬁrst year of college in the

selection of a program of study and in course registration.

The co-requisite model allows a student to receive coaching on remedial skills while being

enrolled in a required college level course. The students enrolled in co-requisite courses

have two classes and instructors or support staff working together to support the students’

acquisition of the skill set needed to succeed in the ﬁrst-year gateway coursework.

Studies indicate that students enrolled in co-requisite courses have a success rate higher

than those who enrolled in traditional developmental remediation and a higher retention rate

than students in traditional developmental remediation (Bailey, 2009). Minimally, it has been

reported that students participating in co-requisite courses require less time to progress in

their academic program of study (Campbell & Cintron, 2018).

The Momentum Year

“Many schools now build into the curriculum ﬁrst-year seminars or other programs that bring

small groups of students together with faculty or staff on a regular basis.” (Kuh, 2008). The

Ofﬁce of First and Second Year Experience (FYE & SYE) at Southern University and A&M

College serves multiple roles as it pertains to a successful transition and common intellectual

experience for Emerging Jaguar scholars, ﬁrst time transfer students and students with 0

to 30 credit hours. In collaboration with academic units, this ofﬁce strives to foster student

accomplishments in terms of persistence and an increase in graduation rates. The Ofﬁce of

FYE & SYE prides itself on providing ﬁrst- time freshmen with a supportive and meaningful

“momentum” year and avoiding the “sophomore year slump” for second year students.

Southern University and A&M College offers countless opportunities for innovation and

enrichment.

Programs like ﬁrst-year workshops, seminars, study abroad, and temporary jobs have

become progressively accessible at public and private colleges and universities. Additionally,

colleges have adopted ﬁrst-year experience programs to assist ﬁrst-year students with a

seamless transition from high school to college.

First Year Experience Courses

“The freshman seminar is a proven and effective way of enhancing freshman success. It can

be the glue that holds together and solidiﬁes all efforts to enhance freshman academic and

personal success” (Upcraft, Gardner, & Associates, 1989). Freshman Seminar at Southern

University and A&M College introduces ﬁrst-time freshmen to our academic community and

engages them in the process of scholarly inquiry. These courses are required, one-credit

courses for ﬁrst year students offered over two semesters.

4. Literature Review and Best Practices

23 JAGS – Journey to Achieve Greater Success |

4. Literature Review and Best Practices

Freshman Seminar and other ﬁrst-year experience initiatives exist to implement a successful

transition for ﬁrst-year students at Southern University and A&M College. Furthermore, these

classes establish the foundation for gaining knowledge, skills, and attitudes necessary for

academic success.

The Ofﬁce of FYE & SYE at Southern University and A&M College implemented Franklin

Covey’s 7 Habits® of Highly Effective College Students to shift the mindset of ﬁrst-year

students to assist with their academic and social engagement. Additionally, this elite program

assists with fostering meaningful relationships between students and the support staff

including academic specialist, academic coach’s, peer mentors and tutorial professionals

(Covey, 2014).

Research shows that a great deal of ﬁrst year students fail to meet expectations or drop out

of school due to a lack of cultural capital as it relates to their educational aspirations, and the

life skills to achieve that vision. The implementation of Franklin Covey’s 7 Habits® of Highly

Effective College Students, authored by Sean Covey and other professionals, has served

as a success tool that beneﬁts students during their college matriculation and throughout

their career (Covey, 2014). The 7 Habits® have had a huge impact across the nation (Covey,

2014). The 7 Habits® are:

• Habit 1: Be Proactive®,

• Habit 2: Begin With the End in Mind®,

• Habit 3: Put First Things First®,

• Habit 4: Think Win-Win®,

• Habit 5: Seek First to Understand, Then to Be Understood®,

• Habit 6: Synergize®, and

• Habit 7: Sharpen the Saw®. (Covey, 2014)

In this student success course, ﬁrst year students will display solid academic skills, real life

skills, and a resilience that will support persistence and graduation within four years (Covey,

2014). The overall goal of the 7 Habits® is for students to thrive in their new environment

as well as tap into their full potential. Every chapter in the course text concludes with an

assessment that students may total to see singular improvement and to follow their capacity

to move from reliance to relationship. Further, there are exercises on initiative and proposals

that students may apply to help facilitate a triumphant ﬁrst year.

24 | JAGS – Journey to Achieve Greater Success

5. Program Design

JAGS QEP provides students with enhanced support in gateway courses through redesigned

courses - including co-requisite courses - and student support through tutorial services with

peer coaches and supplemental instruction. The primary audience is ﬁrst and second year

students enrolled at Southern University and A&M College. However, the support services

provided via the Writing Center and the Tutoring Centers will be open to all students.

Program Outcomes

Successfully implementing JAGS QEP will have the following results:

• Increase in retention of students from ﬁrst to second year via higher passage rates in

gateway courses.

• Increase in professional development for faculty and staff in support of JAGS QEP

initiatives and a model for sustained professional development focusing on student

success.

JAGS QEP Student Learning Outcomes

The goal of the JAGS QEP is to increase the passage rate and student success in the gateway

courses at Southern University and A&M College. The courses include English Composition

I and II (ENGL 110/111), Pre-Calculus Mathematics I: College Algebra (MATH 135) and

General Biology (BIOL 104) with activities in Freshman Seminar (FRMN 110/111) serving

as a link between the gateway courses. The student learning outcomes are interdisciplinary

and will be assessed using a common rubric. The inclusion of Freshman Seminar (FRMN

110/111) will allow the reinforcement and transference of concepts and skills offered in

the 7 Habits® curriculum to the gateway courses. After the approval of the JAGS QEP and

during implementation planning, modiﬁcations in the activities and assessment tools will be

incorporated where appropriate. The overarching strategy of the outcomes, however, will

remain. The adoption of the student learning outcomes will require curriculum review and

redesign coupled with faculty development and various levels of institutional support.

Support Plan

Curriculum redesign will occur as a part of the JAGS QEP. Faculty professional development

will be an integral part of this effort to ensure that instructional faculty are well informed

about the QEP assessment tools and invested in the course revisions. Discipline speciﬁc and

collective JAGS QEP professional development opportunities will be planned by the JAGS

QEP Advisory Team. The Advisory Team will draw on the expertise of tenured and tenure track

faculty as well as suggest relevant guests to facilitate on-campus professional development

activities and webinars. Further our participation in the Gardner Institute’s Gateways to

Completion (G2C) program provides access to resources and webinars via the G2C platform.

To promote student success activities, instructional faculty will interact regularly with the

Division of Student Success to learn of and provide feedback about planned student success

workshops and activities.

25 JAGS – Journey to Achieve Greater Success |

JAGS QEP Professional Development

A critical part of the JAGS QEP is faculty and staff buy in and support. Faculty will be

charged with curriculum redesign and implementation while staff will implement and facilitate

student support services. These activities are interdependent, thus will require consistent

communication across units. Throughout the JAGS QEP activity years, professional

development and training opportunities will be provided for faculty and staff charged with

implementing JAGS QEP activities. These activities will promote effective verbal and written

communication, effective use of technology in teaching, and effective discipline speciﬁc

strategies that facilitate student success in gateway courses. The QEP Advisory Team is

charged with implementing workshops and training programs in support of JAGS QEP.

Faculty facilitators will be encouraged to attend professional conferences. Annually, QEP

Advisory Team members and faculty facilitators will be selected to attend the Gateway Course

Experience Conference sponsored by the Gardner Institute. Further, the QEP Advisory Team

will report lessons learned from the QEP implementation at professional conferences and

seek feedback from faculty and the broader educational community concerning assessed

activities and their use in activity improvement.

With the JAGS QEP we seek to enhance student engagement via support services. We will

provide “open house” opportunities for students, faculty and staff to learn about existing

support services and to recommend student success events and activities.

JAGS QEP Student Events

The Journey to Achieve Greater Success begins the moment a student enrolls at Southern

University and A&M College. The New Student Orientation provides students with a ﬁrst

impression of the campus community and the personnel who will guide the initial phase of

their journey. The JAGS QEP will collaborate with the Ofﬁce of Academic Affairs, Student

Affairs and Enrollment Management, the Division of Student Success, and academic colleges

to plan and implement New Student Orientation that emphasizes the importance of success in

gateway courses and provides students with tools that will facilitate the success.

While academics will be the focus of the New Student Orientation, we seek to implement

a holistic theme to include an introduction to student support services, campus logistics,

and highlights of student life. The sessions will be lively, informative and interactive, while

emphasizing academic expectations and standards. Students will meet key personnel in

administration, student government, student life and in their selected academic college.

Academic advising will occur during New Student Orientation and students will meet the

Academic Coaches who will provide advising and course enrollment services during the ﬁrst

year.

In addition to New Student Orientation, the JAGS QEP Advisory Team will plan events over the

ﬁve-year activity period for students in collaboration with the Division of Student Success. The

events will range from workshops to community building activities. At needs, orient them to

campus life, offer differentiated academic advising and support, how we facilitate classroom

instruction, in short, how we promote and sustain “a student-centered learning environment”

that is etched in our mission statement.

5. Program Design

26 | JAGS – Journey to Achieve Greater Success

5. Program Design

Southern University and A&M College, we promote the academic and personal development

of students. To this end, the Division of Student Success organizes and implements

workshops that encourage academic and personal growth. Workshops that have been

popular are listed below.

Type of Event/Activity Title of Event/Activity

Workshop Stress Management

Workshop Time Management

Workshop Effective Communication with Professors

Workshop Hope and Growth Mindset

Workshop Financial Literacy

Workshop Juggling School, Work, and Life

Workshop Test Taking Strategies

Workshop Steps to Academic Success

Workshop Is My Major Right for Me

In addition to these activities, the JAGS QEP Advisory Team will collaborate and partner with

university units, student professional organizations, and corporate sponsors to plan events in

support of the JAGS QEP efforts.

27 JAGS – Journey to Achieve Greater Success |

6. Implementation Plan

Southern University and A&M College will implement and monitor programs in support

of student success in gateway courses with the aid of the QEP Advisory Committee. The

minimum requirements for bachelor’s degrees at Southern University and A&M College

include completion of general education requirements (Southern University and A&M College

2017-2020 Undergraduate Catalog, 2017). Part of these requirements are six credit hours

of English Composition (ENGL 110 and ENGL 111 with grades of “C” or better), six credit

hours of mathematics and nine credit hours of Natural Sciences. In addition, all students must

complete the University Writing Proﬁciency Examination. The examination is administered as

a part ENGL 111, or is administered separately for transfer students who completed English

Composition courses at another college or university.

The JAGS QEP incorporates activities in English, mathematics and biology coupled with

support services facilitated by the Division of Student Success. We provide examples of

activities that are underway that support the efforts of the JAGS QEP. We then outline the

implementation plan for the JAGS QEP. During the next ﬁve years we expect to get further

support that will positively impact our efforts in gateway courses.

Mathematics Pilot Project: Math Coaching with MSEIP Grant and Cooperative

Learning

To address the observed needs of students enrolled in mathematics gateway courses, the

College of Sciences and Engineering drafted and submitted a proposal to the Minority

Science and Engineering Improvement Program (MSEIP) of the U.S. Department of

Education. This initiative sought to provide enhanced support for students enrolled in Pre-

Calculus Mathematics I: College Algebra (MATH 135) and Pre-Calculus Mathematics II:

College Trigonometry (MATH 140). These courses are prerequisites to required courses in the

Sciences and Engineering curriculum. With the support of an MSEIP grant Math Coaching

began in the spring of 2019.

Math coaching began with several undergraduate and graduate students serving as tutors,

or peer coaches, in the student learning center housed in the engineering building, P.B.S.

Pinchback Hall. We introduced and used the term “peer coaches” when promoting the

services to students to reduce the stigma students might associate with tutoring or the need

for a tutor. Students enrolled in MATH 135 and 140 were asked to provide the times when

they would be available to participate in math coaching and based on the student survey a

schedule was developed for the peer coaches. Virtual coaching options were also provided.

Additionally, incentives were provided to students enrolled in these courses for attending

coaching sessions.

Math Coaching support continued during the summer of 2019 and the fall of 2019 with

expanded services that included more peer coaches, peer coaches attending sections of

MATH 135, and additional mathematics resources and study guides for the students. During

the spring of 2020, MSEIP funded math coaching services will continue and focus on support

in MATH 140 classes. Math coaching services for MATH 135 classes will continue under the

supervision of the Division of Student Success.

28 | JAGS – Journey to Achieve Greater Success

During the spring of 2019 Mathematics Program faculty participated in a professional

development workshop conducted by Dr. David W. Johnson. During the training faculty

worked through Dr. Johnson’s book titled, Cooperation in the Classroom. “Cooperative

learning is the instructional use of small groups so that student work together to maximize

their own and each other’s learning” (Johnson, Johnson, & Holubec, 2013). Building on this

deﬁnition, the workshop included discussion about the importance of cooperative learning

to student success, practice of classroom activities that prompt student engagement, and

reﬂection on next steps.

Mathematics faculty trained in collaboration with English faculty. The training promoted

conversation across the disciplines concerning ways we may mutually support students

enrolled in gateway courses. After the training, faculty incorporated cooperative learning

pedagogy in their classes. Since the training, mathematics faculty have been collaboratively

developing in class activities, implementing techniques learned and observing student

responses and beneﬁts.

Given these initial activities, faculty continue to collaborate and to revise in class activities to

promote student exploration outside of class sessions. Coupling these in class activities with

math coaching services provides an extension to learning themes presented in class and

formal space (coaching sessions) where students may practice mathematical concepts with

the support of peer coaches.

English Pilot Project: Writing Center

Currently, students enrolled at Southern University do not have regular access to writing

assistance via student support services. Based on the literature review ﬁndings (Bell, 2002)

and institutional commitment to ensure student learning and success, a Writing Center to be

housed in the Department of Languages and Literature will be piloted in spring of 2020. The

Writing Center will be multifunctional in its purpose; however, it will primarily help students

develop and craft their writing.

The center will be staffed with peer tutors and faculty to provide academic support to students

enrolled in English courses from composition to literature, and will serve students at any level

(struggling to advance) at varying stages of the writing process. The writing consultations

will be student centered and largely guided by conversations about writing and the writing

process. This method allows for the peer tutor to pose a series of inquiries about the

student’s assignment and then tailor the session to the student’s individual needs and skill

level. Emphasis will be placed on high order concerns, including focus, organization, and

development; to a lesser degree, consultants will focus on sentence structure, punctuation,

diction, and spelling.

Beyond this basic aim, the Writing Center will also host writing workshops that can cover an

array of topics from citation skills to grammar. Additionally, a workshop that prepares students

for the Writing Proﬁciency Examination (WPE) will be offered. This examination, administered

internally in our second composition course and externally for transfer students, is designed

to assess a student’s basic proﬁciency in writing and critical thinking.

6. Implementation Plan

29 JAGS – Journey to Achieve Greater Success |

Such a workshop will be especially beneﬁcial for transfer students who may have experienced

a gap in taking general education courses, namely composition.

Based on the anticipated success of this initial project, an expansion to online tutoring

services and a web page will also be in development. While the project would initially offer

one-on-one consultations, the goal is to offer both synchronous and asynchronous sessions,

which will accommodate even more students. The web page will comprise online scheduling

options, faculty and student resources, including access to links, handouts, and other

interactive resources. These interactive resources will also be made available on site by way

of computer and/or tablet stations loaded with courseware for grammar practice.

In terms of quantitative measures, we intend to log the number of student visitors and hours of

tutorials provided. Additionally, at the close of each consultation, students would complete a

satisfaction survey. The survey would allow the Writing Center peer tutors to receive feedback

on their services and improve where needed. With these tools of assessment and analysis of

data, the best possible outcome is the establishment of the center as a permanent student

support service, which substantially increases student performance in English courses and

writing across the campus.

JAGS QEP Implementation Years: 2020 – 2025

English: Co-requisite Courses

In addition to the Writing Center, the Department of Languages and Literature plans to pilot a

different structure for developmental courses. In the fall of 2020, the department will establish

three sections of a co-requisite course in English that will include remediation in college-

level writing and reading. These courses will pair with an introductory composition course in

which the same students are enrolled, thus the instructors of both courses will need to work

closely together. As a control, these co-requisite courses will be compared to three sections

of traditional developmental writing and three sections of introductory freshman composition

with students who are not in the co-requisite courses.

How will students be chosen for this pilot course?

Presently, students are chosen for the developmental writing courses based on their ACT

scores. Students with a score less than 18 are assumed to need remedial attention. The

population for the co-requisite courses for the initial implementation year should be from the

same population as the students currently selected for the developmental writing courses.

Starting in the fall of 2020, students with ACT scores under 18 will be required to take a

reading comprehension and vocabulary test in order to place them in either the co-requisite

courses, or developmental courses for those students needing more remediation. After the

project has sufﬁcient data, we will determine whether reading comprehension is a signiﬁcant

determiner of success in the co-requisite courses, and whether it should be used to decide

which students should be chosen.

6. Implementation Plan

30 | JAGS – Journey to Achieve Greater Success

Peer Coaches

Each co-requisite course will be assigned a student tutor, or peer coach, to work with the

students in that section. These peer coaches will be students with demonstrated writing ability.

Each peer coach will set up a schedule with the students in their assigned section which will

allow for individual meetings and coaching during the semester. Three other peer coaches

will be assigned to three instructors of introductory freshman composition. Peer coaches will

receive training and a stipend or community service credit, for their work.

Requirements for Implementation

As part of this project, faculty teaching the co-requisite courses will be provided faculty

development time and a stipend to redesign the curriculum. Additionally, the faculty in the

introductory freshman composition courses that will be paired with the co-requisite courses

will participate in the redesign and planning of the courses. The faculty involved will receive a

stipend for their participation.

Assessment of the project

In order to determine the effectiveness of the project, we will be tracking several different

factors. First, the retention numbers for students in the co-requisite courses will be compared

to those in other developmental writing courses and those students enrolled in traditional

ﬁrst-year composition courses. If the pilot shows that the students in the co-requisite are

more likely to continue as students, the project will be considered beneﬁcial. Included in the

JAGS QEP activities, as students progress through their academic programs, retention will be

tracked to see if their participation in the project had a long-term effect on their outcomes.

Second, the grades of the students in the co-requisite courses will be compared to those in

other developmental courses and those in traditional ﬁrst-year courses. We expect students

in the co-requisite courses outperform those students in a course plan that includes a

developmental course followed by the required general education course. The co-requisite

course model will also be more time and cost effective for our students as they will not have to

enroll in two separate three credit-hours courses offered during different semesters.

In addition, to assess the coaching component of the course, students will be surveyed to

determine whether the coach was helpful and effective in helping students perform better in

the class.

Mathematics: Co-requisite Courses

The Mathematics Program – housed in the Department of Mathematics and Physics –

will implement co-requisite courses that will provide students requiring developmental

mathematics additional instruction and practice to build and reinforce mathematical skills

while they participate in a college level mathematics course. A co-requisite course will be

piloted to be paired with sections of the course Pre-Calculus Mathematics: College Algebra

(MATH 135).

6. Implementation Plan

31 JAGS – Journey to Achieve Greater Success |

How will students be chosen for this pilot course?

At present students entering Southern University with ACT scores less than 19 are enrolled

in Developmental Mathematics (MATH 092). In the present protocol, a student must pass the

MATH 092 end-of-course exam with a grade of 70% or better prior to enrolling in a college

level mathematics course. This protocol requires a semester of mathematics course work

that does not earn college level credit. Starting in the fall of 2020 students with ACT scores

less than 19 will be required to take a mathematics placement test in order to determine their

placement in the co-requisite courses or the standard developmental course.

Peer Coaches

Peer coaches will continue attend MATH 135 classes for selected sections. Full math

coaching services will be provided for all MATH 135 sections via the tutoring centers managed

by Center for Student Success. Coordinated activities with peer coaches and faculty will occur

to assist in managing course topics and to provide feedback concerning student inquiries.

Requirements for Implementation

A team of mathematics course coordinators will facilitate the revision of course curriculum

in order to build co-requisite courses. Prior training in cooperative learning will inform

course design and implementation. Mathematics course coordinators will be selected by

the department and college leadership. Their responsibilities will include managing course

content, facilitating the co-requisite course design, and observing instructors who will facilitate

the co-requisite courses. Mathematics course coordinators will receive a stipend to participate

in curriculum revision activities. They will be required to participate in JAGS QEP faculty

training activities.

Assessment of the project

Student success in the co-requisite courses will be measured using midterm and ﬁnal grades

in the courses. Student success will be compared across co-requisite courses and standard

versions of developmental mathematics and college level courses. Additionally, student

satisfaction surveys will be administered to students participating in tutorial services. Data will

be compared from those sections with in-class peer coaches versus those that do not have

in-class peer coaches. Furthermore, we seek to track student engagement in other support

services (for example, workshops and community building activities) with their academic

progress and participation in a co-requisite course.

Annual review of assessment data will inform implementation of co-requisite courses in

subsequent years. We anticipate that the enhanced support services that will be implemented

as a part of JAGS QEP for co-requisite courses as well as standard versions of the courses

will promote student engagement and success in math courses, thus will improve retention.

6. Implementation Plan

32 | JAGS – Journey to Achieve Greater Success

Biology: Course Redesign

All Southern University students must minimally complete three credit hours in a biological

sciences course. Overwhelmingly, the selected course is General Biology (BIOL 104), thus

this course is also a vital component to student success. This is a non-major course (biology

majors may not take this course for credit). The planned course redesign seeks to update the

course and to expose students to biology concepts in a refreshed manner that makes use of

current technologies and educational resources.

The Course Redesign Process

The biology course redesign will review the current learning outcomes, syllabus and

teaching and learning strategies used in the course. BIOL 104 is taught each semester with

a range of 55 to 65 students per section in the traditional face-to-face course. The course

has coordinated sections where the same syllabus (which includes the same point scale),

schedule and ﬁnal exam are used. In the course’s history there have not been peer coaches

in the classroom.

The redesign process will follow successful strategies of Handelsman, J., Miller, S., and Pfund,

C. (2007), Nomme and Birol (2014), and others who recommend that the process be iterative

and reﬂective with planning (including input from faculty and students), implementation and

evaluation/assessment (Handelsman & Pfund, 2007; Nomme & Birol, 2014). The goal of the

course redesign is to create a student-centered course with active learning. The redesigned

course will aim to: “(a) incorporate topics and learning activities to demonstrate how scientiﬁc

evidence forms the basis of biological knowledge; (b) engage students in learning biological

concepts and guide their formation of conceptual frameworks of biological knowledge; and

concepts” (Nomme & Birol, 2014).

Peer Coaches

Biology peer coaches will be introduced as part of the course redesign. The peer coaches

will attend classes regularly with the enrolled students and serve as tutors outside of the

classroom. Their addition to the class will provide faculty with assistance in active learning

activities. The peer coaches will also meet regularly with instructional faculty. As stated in

previous sections, peer coaches are students who have successfully completed the course

with an A or B; they are also role models for other students.

Assessment of the redesign

The evaluation/assessment of the redesign will inform the iterative process. Student surveys,

focus groups and course assignments/exams will be used. The review of these items

collectively will continue to shape the redesign process for the duration of the QEP and

thereafter.

6. Implementation Plan

33 JAGS – Journey to Achieve Greater Success |

Freshman Seminar

The Ofﬁce of First and Second Year Experience, a unit in the Division of Student Success,

facilitates Freshman Seminar courses. With respect to the JAGS QEP, these courses serve

as a focal point for indoctrinating ﬁrst-time freshman to the university – academically, civically

and socially. The Freshman Seminar courses meet once per week for 50 minutes over two

semesters. The Freshman Seminar courses have implemented the curriculum of Franklin

Covey’s 7 Habits® of Highly Effective College Students. In addition, the ﬁrst semester of

Freshman Seminar (FRMN 110) includes the following topic: Southern University History,

time management, emotional Intelligence, campus support systems, self-discovery, major/

concentration exploration, and goal setting. The second semester of Freshman Seminar

(FRMN 111) includes the following additional topics: career exploration, professionalism,

leadership opportunities, diversity and inclusion, self-awareness, and effective decision

making.

In conjunction with the Center for Student Success (also a unit in the Division of Student

Success), the curriculum of both Freshman Seminar courses works to ensure students attend

university events, academic empowerment sessions and Academic Coaching sessions.

Assignments in the Freshman Seminar courses are utilized to hold students accountable for

their success and encourage them to take full advantage of the support services offered by

the Division of Student Success. Furthermore, the Ofﬁce of First and Second Year Experience

via the Freshman Seminar courses collaborates with the Division of Student Affairs and

Enrollment Management, Career Services and other university units to provide services for

students which facilitate their development holistically. Our goal is to demonstrate to students

how education and life applications correlate to academic success and leadership.

JAGS QEP and Gateways to Completion

Developmental and gateway courses are included in the JAGS QEP activities. English and

mathematics developmental courses will be paired with the respective gateway courses, and

the paired courses will be collectively revised. These select courses will be redesigned to

promote active learning and to ensure students are more engaged and motivated to succeed.

The result of the surveys of the faculty teaching gateway courses in English, biology and

mathematics will be used to more speciﬁcally address the learning needs of students and how

the courses will be redesigned to serve them better. Attention will be paid to course content

including supplementary materials, student engagement and methods of instruction and

delivery.

The Gateways to Completion (G2C) process will be utilized to methodically analyze, plan, act,

monitor and reﬁne the gateway courses. The G2C process will occur over a three-year period.

In the ﬁrst year, we will utilize the G2C platform to build an inventory of courses, and engage

in a self-study that will produce course reports and a comprehensive institutional report. Each

report will incorporate an action plan, which will be reviewed and evaluated by our G2C Senior

Advisor, Dr. Mathews. In the second year, action plans will be implemented and monitored. As

activities are assessed the feedback will be used to reﬁne activities. In the third year, reﬁned

action plans will be implemented and assessed. The course reports and the action plan will

be presented to the Academic Council for further review and input.

6. Implementation Plan

34 | JAGS – Journey to Achieve Greater Success

The G2C process is a subset of the JAGS QEP activity period of ﬁve years, and will directly

support JAGS QEP activities. Lessons learned within the G2C process will assist in the

development of course revision plans for other gateway courses and courses that follow the

gateway courses.

Faculty teaching gateway courses, called faculty facilitators, will participate in training and

workshops that will include discussions concerning course redesign, course implementation,

assessment of the courses and utilization of support services to promote student success in

the courses. They will be offered faculty development opportunities to learn from their peers

and also share their experiences via intellectual contributions at the department, college and

university meetings and in seminars and conferences hosted by accreditation agencies and

similar organizations.

7. Assessment Plan

Table. List of developmental, gateway, and freshman seminar courses that

are included in the JAGS QEP.

35 JAGS – Journey to Achieve Greater Success |

7. Assessment Plan

The JAGS QEP will hire a Director and a Data Manager. The JAGS QEP Director will (1)

coordinate JAGS QEP activities in collaboration with academic units and the Division

of Student Success; (2) facilitate meetings of JAGS QEP Advisory Team; (3) coordinate

professional development and trainings for faculty with respect to QEP activities; and (4)

facilitate the preparation of semester and annual reports of the JAGS QEP. The Director will

work under the direct supervision of the Senior Associate Vice-Chancellor of Academic Affairs.

The JAGS QEP Data Manager will coordinate JAGS QEP data activities in collaboration with

the academic units, the Division of Student Success and the institutional research ofﬁce.

Duties will include the collection, management, analysis and reporting of JAGS QEP data. The

Data Manager will work under the direct supervision of the JAGS QEP Director and the Chief

Academic Ofﬁcer. We also plan to use the services of an external provider (Dextera) that has

experience in guiding similar activities of the other institutions in the G2C cohort group.

Quantitative and qualitative data will be collected in support of JAGS QEP activities. Southern

University and A&M College utilizes LiveText to collect and manage assessment data. The

JAGS QEP will use LiveText to assess student learning outcomes in gateway courses.

Common LiveText assignments will be included in sections of each JAGS QEP gateway

course and the assignment will be assessed with a common rubric. For example, all BIOL 104

sections will assign the same activity via LiveText and the assignment will be assessed using a

common rubric. Assessment data will be used to inform course revision and student support

services. Likewise, JAGS QEP student learning outcomes will be assessed using LiveText via

the gateway courses and Freshman Seminar courses.

Assessment in Gateway Courses

• Faculty facilitators will conduct course and discipline speciﬁc assessments. Livetext will

be used to conduct formative and summative assessments.

• Faculty facilitators will conduct discipline speciﬁc assessments utilizing JAGS QEP

student learning outcomes and use a common LiveText rubric.

• Midterm and ﬁnal grades will be reported for each gateway course.

• Faculty facilitators will be surveyed about the co-requisite courses and the redesigned

course including the scheduling of peer coaches.

Assessment of Student Support Services

• Students will be surveyed at the close of each Division of Student Success workshop.

Surveys will request that students report their enrollment in gateway courses.

36 | JAGS – Journey to Achieve Greater Success

• Students will be surveyed during each visit to Tutoring Centers and the Writing Center to

assess their perception of the level of assistance rendered during the visit. Surveys will

request that students report details such as enrollment in gateway courses, frequency of

Tutoring Center visits, and Tutoring Center locations visited.

• Students will be surveyed about their experience with peer coaches in their respective

course sections.

Assessment of Faculty Facilitators

• Faculty facilitator surveys will be conducted at the close of each term to assess faculty

perception of student engagement.

• Faculty facilitator surveys will be conducted at the close of each term to assess faculty

promotion of student support services and the perceived beneﬁts to students enrolled in

their courses.

Assessment of Professional Development

• Faculty and staff will be surveyed at the close of each professional development activity

to assess their perception of the level of assistance rendered by the activity.

• During each professional development activity data will be collected about the number

of faculty and staff participants, their academic units or divisions, and information about

their prior professional development participation.

QEP Data Collection System

A repository for the collection of JAGS QEP data will be developed in consultation with the

academic units, the Division of Student Success, and the Ofﬁce of Strategic Planning, Policy,

and Institutional Effectiveness. The JAGS QEP Data Manager will be housed in the Ofﬁce of

Strategic Planning, Policy, and Institutional Effectiveness and will manage JAGS QEP data.

The overall assessment of the QEP effort will be conducted, every year, to determine

student success. This assessment will include all the metrics alluded to prior and also track

improvements in student retention and persistence.

7. Assessment Plan

37 JAGS – Journey to Achieve Greater Success |

7. Assessment Plan

38 | JAGS – Journey to Achieve Greater Success

8. Marketing Plan

JAGS QEP marketing will occur at all levels of Southern University and A&M College. The

Marketing Plan seeks to provide general knowledge of activities and their value to the

institution as a whole and comprehensive knowledge within units directly engaged in QEP

activities. The QEP Advisory Team members and designated QEP champions will facilitate the

dissemination of information to the university community and beyond.

The JAGS QEP will be discussed and marketed in the following venues:

• New Student Orientation (each semester)

• Faculty Convocation (each semester)

• Staff Convocation (each semester)

• Faculty senate meetings (monthly)

• Staff senate meetings (monthly)

• Southern University Board of Supervisors meetings (monthly)

• Southern University website

• College meetings

• Departmental meetings

• Student Fireside chats

• Student government meetings

• Gateway course syllabi

• Southern University Alumni Federation meetings

• Meetings with community and corporate partners

The Academic Deans meet weekly with the chief academic ofﬁcer. The Academic Deans will

serve as JAGS QEP champions and will advise their respective academic units concerning

QEP activities. Monthly brieﬁngs will be prepared by the QEP Advisory Team reporting activity

progress and promoting upcoming activities which will include relevant contact information.

Student workshops and community building activities will be announced and promoted

in various modalities including university email blasts, announcements via the learning

management system, the university website, and ﬂiers posted in key university venues.

The Division of Student Success will meet with faculty and students who will as JAGS QEP

champions, discuss upcoming student activities and solicit input in planning future activities.

Further, faculty instructing gateway courses will include information on course syllabi and

course webpages concerning QEP support services. This information will be provided to

instructional faculty during QEP training activities.

Promotional items will be purchased to brand and market the JAGS QEP. It is our hope that

through broad and regular communication, the campus community and stakeholders will

diligently participate in the Journey to Achieve Greater Success.

8. Marketing Plan

39 JAGS – Journey to Achieve Greater Success |

9. Timeline

FY17: 2016 – 2017

• QEP Planning Committee formed

• QEP Planning Committee reviewed prospective QEP topics suggested by students,

faculty, administrators and the Board of Supervisors

• QEP Planning Committee identiﬁed four broad-based competencies for QEP topic

consideration – communication, critical thinking, quantitative reasoning and information

literacy

FY18: 2017 – 2018

• QEP Planning Committee presents competencies for QEP topic consideration during the

Fall 2017 Faculty Convocation

• QEP forum held on September 27, 2017, to engage Southern University and

stakeholders in the development process

• Southern University and A&M College Accreditation Committee attended the SACSCOC

Annual Meeting, December 2 – 5, 2017

• SACSCOC and QEP updates presented during the Spring 2018 Faculty Convocation

FY19: 2018 – 2019

• QEP Planning Committee reviews institutional data

• Review of Fall 2018 ﬁrst time freshman academic performance

• Southern University and A&M College Strategic Plan, Imagine 20K: 2018 - 2030,

presented during the Spring 2019 Faculty Convocation

• Discussions of student academic performance at with stakeholders (University Academic

Council, Council of Academic Deans, faculty, staff, Board of Supervisors)

• Pilot activities – Math coaching and faculty professional development

• Southern University faculty and administrators attend the 2019 Gateway Course

Experience Conference

• College of Sciences and Engineering hosts Faculty Development Workshop titled

“Closing the Student Achievement Gap with 5 Strategies for Course Redesigns”

facilitated by Mr. Tony Holland, May 9, 2019

• Southern University faculty and administrators attend Pathways to Success workshop

hosted by the Louisiana Board of Regents and facilitated by Dr. Tristan Denley, University

System of Georgia, June 20, 2019

9. Timeline

40 | JAGS – Journey to Achieve Greater Success

FY20: 2019 – 2020

• JAGS – Journey to Achieve Greater Success unveiled during the Fall 2019 Faculty

Convocation and Staff Convocation

• Pilot activities – Expanded Math coaching and pilot Writing Center

• Dr. Bijoy Kumar Sahoo named Interim Executive Vice Chancellor

• QEP Development Team convened for weekly meetings

• JAGS QEP presentation and panel discussion at Spring 2020 Faculty Convocation

• Dr. Roberta Mathews, Retired Vice President for Academic Affairs at Marymount College

and Gardner Institute’s Gateways to Completion Senior Advisor visited Southern

University January 8 - 9, 2020

• QEP Development Team Gateway course workshop with Dr. Mathews

• Gateways to Completion (G2C) process begins

• Faculty professional development on gateway course facilitation

• Faculty search for English, mathematics, and biology faculty

• QEP Report submitted to SACSCOC on January 27, 2020

FY21: 2020 – 2021

• Gateway co-requisite courses begin

• G2C process continues – implement and monitor courses

• Peer coaches selected for gateway courses and trained by faculty and Division of

Student Success

• JAGS QEP marketing at faculty, staff and student meetings

• QEP assessment and reporting at the close of the fall (end of December) and spring

semesters (end of May)

• JAGS QEP Advisory board meetings (fall semester: weekly to assess implementation;

spring semester: twice a month). Discuss initial results and revise approaches/strategies.

• JAGS QEP annual report (end of July, speciﬁc dates to be determined annually)

FY22 and Beyond: 2021 – 2025

• Gateway co-requisite courses continue and lessons learned to be utilized in other similar

courses

• Faculty facilitator professional development

• Faculty focus groups

• Student focus groups

• Dissemination of JAGS QEP assessment data to university stakeholders

• JAGS QEP Marketing and updates to faculty, staff and students at meetings

• JAGS QEP Advisory board meetings (monthly)

• JAGS QEP annual report (end of July, speciﬁc dates to be determined annually)

• We intend to, in the spirit of continuous improvement, strive to explore ways to further

enhance student success in the select gateway courses, assess and learn from our effort

and ensure that other courses that are barriers to student success beneﬁt by replicating

our success.

9. Timeline

41 JAGS – Journey to Achieve Greater Success |

10. Organizational Structure

The following chart provides an overview of the Southern University and A&M College

organizational chart as it pertains to JAGS QEP accountability and supervision.

Abbreviated Organizational Chart

10. Organizational Structure

42 | JAGS – Journey to Achieve Greater Success

QEP Development Team

The QEP Development Team was convened to help develop the nuts and the bolts of the

JAGS QEP. The charge was to develop a comprehensive plan to ensure student success and

to improve speciﬁc student learning outcomes.

10. Organizational Structure

QEP Development Team

The QEP Development Team was convened to help develop the nuts and the bolts of

the JAGS QEP. The charge was to develop a comprehensive plan to ensure student

success and to improve specific student learning outcomes.

Name

Title

Department / College

Academic Affairs

Dr. Bijoy Sahoo

Interim Exec. V C./Sr. Assoc.

VC for Academic Affairs

Academic Affairs

Faculty

Dr. Rasheedah Jenkins

Assistant Professor

Department of Languages and

Literature,

College of Humanities and

Interdisciplinary Studies

Dr. April Toadvine

Assistant Professor

Department of Languages and

Literature,

College of Humanities and

Interdisciplinary Studies

Dr. Rachel Vincent-Finley

Associate Dean for Academic

Affairs

Associate Professor

College of Sciences and

Engineering

Department of Mathematics and

Physics, College of Sciences

and Engineering

Dr. Francesca Mellieon-

Williams

Associate Professor

Department of Science

Mathematics Education, College

of Sciences and Engineering

Student Success

Ms. LaTrina Collins

Executive Director

Center for Student Success

Division of Student Success

Academic Affairs

Mr. Zackeus Johnson

Executive Director

First and Second Year

Experience

Division of Student Success

Academic Affairs

Institutional Research

Mr. Srinivas Reddy Gavini

Director, Institutional Research

and Assessment

Office of Strategic Planning,

Policy and Institutional

Effectiveness

Dr. Berdikul Qushim

Senior Planning and Evaluation

Analyst

Office of Strategic Planning,

Policy and Institutional

Effectiveness

43 JAGS – Journey to Achieve Greater Success |

10. Organizational Structure

QEP Advisory Team

During the Implementation Phase of the JAGS QEP the Development Team will continue

to serve in the capacity of a steering committee. This group will be joined by additional

faculty, staff and student representatives to form the JAGS QEP Advisory Team. The JAGS

QEP Advisory Team will be charged with overseeing the overall implementation of the QEP

including the facilitation of reporting and dissemination of ﬁndings.

44 | JAGS – Journey to Achieve Greater Success

11. Budget and Resources

Southern University is committed to the success of the JAGS QEP. To this end, a budget will

be allocated in the following categories – personnel, professional development, marketing,

materials and supplies and professional services.

Tenure-track faculty positions. Nine new faculty lines have been approved for new hires

in English, biology and mathematics. Three new faculty will be recruited in each of the disci-

plines. Total of the annual salaries is $534,000.00. The total of the fringe beneﬁts (faculty rate

of 26.57%) is $141,883.80.

Director. The QEP Director’s annual salary is estimated to be $70,000. The total of the fringe

beneﬁts (faculty rate of 26.57%) is $18,599.

Data Manager. An annual stipend of $2,500 is allocated for the QEP data manager. The total

of the fringe beneﬁts (staff rate of 26.57%) is $664.25.

Faculty Facilitator Stipends. English, biology and mathematics faculty will receive a sti-

pend for participating in curriculum redesign activities and to serve as facilitators. A total of

$15,000 will be allocated each academic year to compensate faculty for curriculum redesign

activities ($1500 * 10 faculty per academic year). The total of the fringe beneﬁts (faculty rate of

26.57%) is $3,985.50.

Peer Coaches. Each undergraduate tutor will work at most 10 hours per week during the Fall

and Spring and Summer terms. Peer tutors will be assigned to JAGS QEP courses. The 10

hours of peer coaching activities will be broken down as follows – three hours attending class,

one-hour meeting with the Center for Student Success staff and preparation time based on

the weekly course schedules, 6 hours of peer coaching face-to-face or virtually (via Zoom or

Skype). The Peer Coach will be compensated $15 per hour. A total of $112,500 will be allocat-

ed each academic year to compensate peer coaches ($15 per hour*10 hours per week*15

weeks*50 peer coaches per year).

Writing Center Staff. A total of $20,000 per year will be allocated for a graduate student as-

sistant ($25 per hour * 20 hours per week * 15 weeks per semester and $5000 per summer).

Marketing. Promotional Items. A total of $33,000 will be allocated for the purchase of QEP

promotional items for the duration of the activities.

Materials and Supplies. A total of $35,000 will be allocated for the purchase of QEP materi-

als and supplies for the duration of the activities.

Professional Development. Workshops & Conference Participation. A total of $80,000

will be allocated for the (2) hosting workshops in support of QEP activities and for conference

participation, presentations and related intellectual contributions.

11. Budget and Resources

45 JAGS – Journey to Achieve Greater Success |

11. Budget and Resources

Professional Services. We have joined the G2C (Gateway to Completion) cohort led by the

Gardner Institute. DXtera will help manage data. The ﬁve year cost: $250,000.

11. Budget and Resources

Professional Services. We have joined the G2C (Gateway to Completion) cohort led

by the Gardner Institute. DXtera will help manage data. The five year cost: $250,000.

Annual Budget (2019-2025):

Implementation Phase

Description

Preparatio

n Period

2019 - 2020

Year 1

2020 – 2021

Year 2

2021 – 2022

Year 3

2022 – 2023

Year 4

2023 – 2024

Year 5

2024 – 2025

Tenure track

faculty positions

$ 534,000.00 $ 534,000.00 $ 534,000.00 $ 534,000.00 $ 534,000.00

Director $ 70,000.00 $ 70,000.00 $ 70,000.00 $ 70,000.00 $ 70,000.00

Data Manager $ 2,500.00 $ 2,500.00 $ 2,500.00 $ 2,500.00 $ 2,500.00

Faculty Stipends.

Curriculum

Redesign

$30,000.00 $ 15,000.00 $ 15,000.00 $ 15,000.00 $ 15,000.00 $ 15,000.00

Fridge Benefits

(faculty & staff.

26.57%)

$7,971.00 $ 166,251.25 $ 166,251.25 $ 166,251.25 $ 166,251.25 $ 166,251.25

Peer Coaches

($15 per hour)

$ 112,500.00 $ 112,500.00 $ 112,500.00 $ 112,500.00 $ 112,500.00

Writing Center

Staff

$ 20,000.00 $ 20,000.00 $ 20,000.00 $ 20,000.00 $ 20,000.00

Marketing.

Promotional

Items

$ 5,000.00 $ 10,000.00 $ 5,000.00 $ 5,000.00 $ 5,000.00 $3,000.00

Materials and

Supplies

$3,000.00 $ 12,000.00 $ 5,000.00 $ 5,000.00 $ 5,000.00 $ 5,000.00

Professional

Development.

Workshops &

Conferences

$10,000 $ 15,000.00 $ 15,000.00 $ 15,000.00 $ 1 5,000.00 $ 10,000.00

G2C Cohort,

Gardner Institute

& DXtera Data

Management

$60,000.00 $ 80,000.00 $ 80,000.00 $ 10,000.00 $ 10,000.00 $ 10,000.00

Annual Totals $ 115,971.00 $ 1,037,251.25 $ 1,025,251.25 $ 955,251.25 $ 955,251.25 $ 948,251.25

46 | JAGS – Journey to Achieve Greater Success

12. Appendices

Appendix A: JAGS QEP Glossary

Appendix B: JAGS QEP Link to Southern University and A&M College Strategic Plan 2018-

2023: Imagine 20K, 2018

Appendix C: General Education Program of Excellence (GEPE) Learning Outcomes (LOs)

Appendix D: Dr. Roberta Mathews – Itinerary and Proﬁle

Appendix E: Division of Student Success – Ofﬁce of First and Second Year Experience

Appendix F: Division of Student Success – Center for Student Success

Appendix G: Division of Student Success – Center for Student Success, Workshop

Evaluation Form

Appendix H: Writing Center Feedback Form

Appendix I: Faculty Focus Group Survey – Biology Survey Summary of Results

Appendix J: Faculty Focus Group Survey – English Survey Summary of Results

Appendix K: Faculty Focus Group Survey – Math Survey Summary of Results

Appendix L: JAGS QEP Director – Position Vacancy Announcement

Appendix M: JAGS QEP Data Manager – Position Vacancy Announcement

12. Appendices

47 JAGS – Journey to Achieve Greater Success |

12. Appendices

Appendix A: JAGS QEP Glossary

Gateway courses are “any courses that are:

Foundational: These courses may be non-credit-bearing developmental education courses—

which often serve as initial paths to the gateway courses—and/or college credit-bearing,

generally lower-division courses.

High-risk: Such courses are identiﬁed by the rates at which D, F, W (for any form of withdrawal

on the transcript) and I (for incomplete) grades are earned across sections of the course(s).”

(Koch & Rodier, 2014; Koch A. K., 2017)

JAGS QEP gateway courses

JAGS QEP gateway courses catalog descriptions

BIOL 104. GENERAL BIOLOGY (Credit, 3 hours). Basic biological concepts as they

relate to man and his surroundings. Major emphasis on the nature of science, evolution,

the cell, heredity, reproduction, growth, and development.

ENGL 110/111. FRESHMAN COMPOSITION (Credit, 3 hours each). Emphasis on

writing as a learning, thinking process. Discussion of and practice in strategies used in

prewriting, writing, and revising expressive, informative, analytical and argumentative

essays. Special sections designated for honors students.

MATH 135. PRE-CALCULUS I: COLLEGE ALGEBRA (Credit, 3 hours). Topics include

a review of the real numbers and their properties; operations with complex numbers;

equations and inequalities; polynomial, rational, exponential, and logarithmic functions

and their graphs; and systems of equations and inequalities. Modelling is introduced

and applications are emphasized. Designed for students in the business, scientiﬁc, or

engineering programs. Graphing calculators recommended. Prerequisite: Placement

examination.

Freshman Seminar courses

Freshman Seminar courses catalog descriptions

12. Appendices

Appendix A: JAGS QEP Glossary

Gateway courses are “any courses that are:

Foundational: These courses may be non-credit-bearing developmental education

courses—which often serve as initial paths to the gateway courses—and/or college

credit-bearing, generally lower-division courses.

High-risk: Such courses are identified by the rates at which D, F, W (for any form of

withdrawal on the transcript) and I (for incomplete) grades are earned across

sections of the course(s).” (Koch & Rodier, 2014; Koch A. K., 2017)

JAGS QEP gateway courses

Pre-Consolidation

Catalog Title

Post-Consolidation

BIOL

104

General Biology

SBIO

101B

ENGL

110

Freshman Composition

SENL

101B

ENGL

111

Freshman Composition

SENL

102B

MATH

135

Pre-Calculus Mathematics I –

College Algebra

SMAT

121B

JAGS QEP gateway courses catalog descriptions

BIOL 104. GENERAL BIOLOGY (Credit, 3 hours). Basic biological concepts as they

relate to man and his surroundings. Major emphasis on the nature of science, evolution,

the cell, heredity, reproduction, growth, and development.

ENGL 110/111. FRESHMAN COMPOSITION (Credit, 3 hours each). Emphasis on

writing as a learning, thinking process. Discussion of and practice in strategies used in

prewriting, writing, and revising expressive, informative, analytical and argumentative

essays. Special sections designated for honors students.

MATH 135. PRE-CALCULUS I: COLLEGE ALGEBRA (Credit, 3 hours). Topics include a

review of the real numbers and their properties; operations with complex numbers;

equations and inequalities; polynomial, rational, exponential, and logarithmic functions

and their graphs; and systems of equations and inequalities. Modelling is introduced and

applications are emphasized. Designed for students in the business, scientific, or

engineering programs. Graphing calculators recommended. Prerequisite: Placement

examination.

Freshman Seminar courses

Pre-Consolidation

Catalog Title

Post-Consolidation

FRMN

110

Freshman Seminar

FRMN

111

Freshman Seminar

Freshman Seminar courses catalog descriptions

12. Appendices

Appendix A: JAGS QEP Glossary

Gateway courses are “any courses that are:

Foundational: These courses may be non-credit-bearing developmental education

courses—which often serve as initial paths to the gateway courses—and/or college

credit-bearing, generally lower-division courses.

High-risk: Such courses are identified by the rates at which D, F, W (for any form of

withdrawal on the transcript) and I (for incomplete) grades are earned across

sections of the course(s).” (Koch & Rodier, 2014; Koch A. K., 2017)

JAGS QEP gateway courses

Pre-Consolidation

Catalog Title

Post-Consolidation

BIOL

104

General Biology

SBIO

101B

ENGL

110

Freshman Composition

SENL

101B

ENGL

111

Freshman Composition

SENL

102B

MATH

135

Pre-Calculus Mathematics I –

College Algebra

SMAT

121B

JAGS QEP gateway courses catalog descriptions

BIOL 104. GENERAL BIOLOGY (Credit, 3 hours). Basic biological concepts as they

relate to man and his surroundings. Major emphasis on the nature of science, evolution,

the cell, heredity, reproduction, growth, and development.

ENGL 110/111. FRESHMAN COMPOSITION (Credit, 3 hours each). Emphasis on

writing as a learning, thinking process. Discussion of and practice in strategies used in

prewriting, writing, and revising expressive, informative, analytical and argumentative

essays. Special sections designated for honors students.

MATH 135. PRE-CALCULUS I: COLLEGE ALGEBRA (Credit, 3 hours). Topics include a

review of the real numbers and their properties; operations with complex numbers;

equations and inequalities; polynomial, rational, exponential, and logarithmic functions

and their graphs; and systems of equations and inequalities. Modelling is introduced and

applications are emphasized. Designed for students in the business, scientific, or

engineering programs. Graphing calculators recommended. Prerequisite: Placement

examination.

Freshman Seminar courses

Pre-Consolidation

Catalog Title

Post-Consolidation

FRMN

110

Freshman Seminar

FRMN

111

Freshman Seminar

Freshman Seminar courses catalog descriptions

48 | JAGS – Journey to Achieve Greater Success

FRMN 110. FRESHMAN SEMINAR (Credit, 1 hour). Course provides opportunity for

students to further develop cognitive skills and to adjust person- ally and socially to

the college environment. The development of group counseling activities facilitates

intrapersonal and interpersonal communication skills. Required of all freshmen unless

other- wise instructed by University College.

FRMN 111. FRESHMAN SEMINAR (Credit, 1 hour). The second phase of freshman

seminar designed to provide information necessary for career planning and to offer

a general overview of the world of work. Course offers the student the opportunity

to examine and evaluate self, interests, careers, abilities, and goals. Required of all

freshmen unless otherwise instructed by University College.

Developmental courses are designed to prepare students for successful completion of

gateway courses. These courses are not for college credit.

Developmental courses catalog description

ENGL 090. DEVELOPMENTAL ENGLISH (Credit, 3 hours). Focus on writing skills

considered essential for success in college-level courses. Review of standard English:

grammar, sentence structure, punctuation, capitalization, and spelling. Includes

practical application of these conventions through sentences and, ultimately, the

paragraph. Requires mandatory laboratory participation. (For students with a standard

score of 17 and below on the English area of the ACT and 440 and below on the English

area of the SAT.)

MATH 092. DEVELOPMENTAL MATHEMATICS (Credit, 3 hours). This course is

designed to prepare students for pre-calculus MATH 135. Topics include operations

on real numbers, variable expressions, linear equations and inequalities, polynomial,

and rational expressions, absolute value, functions, and graphs of functions. Students

placed according to ACT/SAT scores.

Co-requisite courses are courses in which students must enroll at the same time.

Academic Coaches are staff members in the Center for Student Success who serve as guides

to assist students in navigating academic choices, help student plan and provide support to

promote academic success.

12. Appendices

49 JAGS – Journey to Achieve Greater Success |

12. Appendices

Appendix B: JAGS QEP Link to Southern University and A&M College

Strategic Plan 2018-2023: Imagine 20K, 2018

The QEP is linked to and will beneﬁt from the fulﬁllment of the following major components of

the SUBR Strategic Plan:

• Strategy 1.5.2 - General Education

• Strategy 1.5.14 - First Year Orientation

• Strategy 2.1.3 - Develop an Early-Alert System

• Strategy 2.1.4 - Culture of Teaching & Learning

• Strategy 2.1.8 - Culture of Student Success

• Strategy 2.1.9 - Workforce Alignment

• Strategy 2.1.10 - Faculty & Staff Development

• Strategy 2.1.12 - Gateway Course(s) Redesign

• Strategy 2.1.16 - Supplemental Instruction

• Strategy 2.1.18 - Academic Support Programs

• Strategy 2.1.20 - Counseling and Mentoring

• Strategy 2.1.26 - Student and Faculty Engagement

50 | JAGS – Journey to Achieve Greater Success

12. Appendices

Appendix C: General Education Program of Excellence (GEPE) Learning

Outcomes (LOs)

(Southern University and A&M College 2017-2020 Undergraduate Catalog, 2017)

12. Appendices

Appendix B: General Education Program of Excellence (GEPE) Learning

Outcomes (LOs)

(Southern University and A&M College 2017-2020 Undergraduate Catalog, 2017)

LO 1: Critical Thinking

Graduates will reason abstractly and think critically

and integrate new information with previously

acquired information to solve novel complex

problems and learn independently.

LO 2: Communication Skills

Graduates will communicate effectively using skills

that apply to English in general as well as to specific

English language modalities at the college level of

competence.

LO 3: Cultural Literacy

Graduates will demonstrate knowledge of various

cultures by studying the past and present through

language, literature, cultural artifacts, and social and

political systems.

LO 4: Mathematical and

Science Reasoning

Graduates will apply quantitative and qualitative

approaches to mathematical and/or scientific

concepts.

LO 5: Wellness

Graduates will identify and demonstrate

comprehension of human wellness and the

importance of physical activities in developing a

healthy mind and body.

LO 6: Ethical Behavior and

Values

Graduates will identify and demonstrate appreciation

of ethical issues implicit in their personal behavior

and those underlying the operation of social and

political systems as well as in the field of research.

LO 7: Information

Technology Literacy

Graduates will demonstrate information technology

skills that enable them to use computers, software

applications, databases, and other technologies to a

wide variety of academic, work-related, and personal

goals.

51 JAGS – Journey to Achieve Greater Success |

12. Appendices

Appendix D: Dr. Roberta Mathews – Itinerary and Proﬁle

12. Appendices

Appendix D: Dr. Roberta Mathews – Itinerary and Profile

52 | JAGS – Journey to Achieve Greater Success

12. Appendices

53 JAGS – Journey to Achieve Greater Success |

12. Appendices

Appendix E: Division of Student Success – Ofﬁce of First and Second Year

Experience

Unit Mission: The Ofﬁce of First and Second Year Experience strives to create a conducive

environment that assist scholars to engage in the campus community, strengthen

relationships, and empower the inner Jaguar.

Unit Vision: The Ofﬁce of First and Second Year Experience will engage, strengthen,

and empower students to become independent, intentional, and active learners.

Strategic Goal: Objectives that are fundamental to an effective ﬁrst-year at Southern

University and A&M College are to improve scholastic abilities, create profession plans,

participate in a network of students, and help with each full time ﬁrst year, second year

and ﬁrst time student from another school towards a fruitful progress from secondary

school to school to advance scholarly and social achievement.

A. Assist students toward a successful transition from high school to college level

academics.

B. Provide students with information about SUBR resources and opportunities

available on campus while establishing interpersonal relationships.

C. Encourage students to engage in civic engagement.

12. Appendices

Appendix C: Division of Student Success – Office of First and Second Year

Experience

Unit Mission: The Office of First and Second Year Experience strives to create a

conducive environment that assist scholars to engage in the campus community,

strengthen relationships, and empower the inner Jaguar.

Unit Vision: The Office of First and Second Year Experience will engage,

strengthen, and empower students to become independent, intentional, and active

learners.

Strategic Goal: Objectives that are fundamental to an effective first-year at

Southern University and A&M College are to improve scholastic abilities, create

profession plans, participate in a network of students, and help with each full time

first year, second year and first time student from another school towards a fruitful

progress from secondary school to school to advance scholarly and social

achievement.

A. Assist students towards a successful transition from high school to

college level academics.

B. Provide students with information about SUBR resources and

opportunities available on campus while establishing interpersonal

relationships.

C. Encourage students to engage in civic engagement.

OBJECTIVES AND PERFORMANCE INDICATORS

Major Objectives in Measurable Terms:

Anticipated Results to Measure

Success:

OBJECTIVE

PERFORMANCE INDICATORS

1. To attain a 1% higher passage rate in

Developmental Math and English by

offering intentional services and

collaborating with other academic support

areas on campus by the end of each

academic year.

1.1 Meet to avail self for academic

advisement for a minimum of three (3)

times per semester;

1.2 Decrease the class size in

introductory Math and English courses.

1.3 Attend Writing and Tutoring

Learning Centers at least 10 times per

semester.

1.4 Meet with assigned Peer Mentor at

least once a week. ( Weekly Logs)

2. To attain a 1% increase in fall-to-fall

retention rate of Emerging Jag students by

2.1 Meet with a Support Service team

member at least 3 times per semester.

54 | JAGS – Journey to Achieve Greater Success

12. Appendices

collaborating with support areas under the

Division of Student Success to provide

exposure and opportunities by the end of

each academic year.

2.2 Participate in the Franklin Covey’s 7

Habits® of Highly Effective College

Students Experience.

2.3 Include instructor buy-in to foster a

sense of belongingness.

2.4 50% of student responses to survey

questions will be within the positive

range.

Objectives align with the following LAA

and SUBR Strategic Initiative:

LAA #6: Tutoring, counseling, and student

service programs designed to improve

academic success.

SUBR Strategic Plan: Objective II.1

Strategy II.1.1: Implement Degree Me

Now: 15 TO Finish in 4 Campaign

Strategy II.1.2: Implement Franklin

Covey’s 7 Habits® of Highly Effective

College Students

Emerging Jaguars Access Program

Our goal at Southern University and A&M College is to guarantee a successful

transition, persistence, and graduation. The Emerging Jaguars Access Program is

designed to provide opportunities for academic success to students who meet the

revised admission requirements of the University. Emerging Jaguars will accomplish

this goal through on going mentoring, academic support services and resources for

students during their entire first year at Southern University. The following requirements

to participate in this access program have been designed to help students make the

most of their first year at Southern University. As a participant, students must maintain a

2.0 grade point average or better per semester while enrolled in 15 credit hours of

course work. In addition, students are encouraged to complete the Free Application for

Federal Student Aid (FASFA) for the spring and fall semesters.

The Emerging Jaguars Access Program is an initiative that focuses on strengthening

the knowledge, skills, and professional dispositions of incoming freshman with specific

emphasis on mathematics and English. The goal of the Emerging Jaguars Access

Program is to provide students with the necessary foundation and fundamental

knowledge and skill base in order to be anchored and prepared to move to the next

level of learning and development.

Fulfillment of the student contract is a requirement of participants in the Emerging

Jaguars Access Program. The student contract is intended to help participants

effectively utilize the available services, while helping them to develop their academic

and professional skills. After the completion of the contract, students are highly

encouraged to register for New Student Orientation, which is housed in the Division of

Student Affairs and Enrollment Management. The Emerging Jaguars Access Program

Emerging Jaguars Access Program

Our goal at Southern University and A&M College is to guarantee a successful transition,

persistence, and graduation. The Emerging Jaguars Access Program is designed to provide

opportunities for academic success to students who meet the revised admission requirements

of the University. Emerging Jaguars will accomplish this goal through on going mentoring,

academic support services and resources for students during their entire ﬁrst year at

Southern University. The following requirements to participate in this access program have

been designed to help students make the most of their ﬁrst year at Southern University. As

a participant, students must maintain a 2.0 grade point average or better per semester while

enrolled in 15 credit hours of course work. In addition, students are encouraged to complete

the Free Application for Federal Student Aid (FASFA) for the spring and fall semesters.

The Emerging Jaguars Access Program is an initiative that focuses on strengthening the

knowledge, skills, and professional dispositions of incoming freshman with speciﬁc emphasis

on mathematics and English. The goal of the Emerging Jaguars Access Program is to provide

students with the necessary foundation and fundamental knowledge and skill base in order to

be anchored and prepared to move to the next level of learning and development.

Fulﬁllment of the student contract is a requirement of participants in the Emerging Jaguars

Access Program. The student contract is intended to help participants effectively utilize the

available services, while helping them to develop their academic and professional skills. After

the completion of the contract, students are highly encouraged to register for New Student

Orientation, which is housed in the Division of Student Affairs and Enrollment Management.

The Emerging Jaguars Access Program fosters the development of an essential knowledge

base and skills, such as critical thinking quantitative and analytical reasoning, speaking, and

writing.

55 JAGS – Journey to Achieve Greater Success |

12. Appendices

It is expected that the Emerging Jaguars Access Program will increase student enrollment,

retention, and successful progression toward degree completion and hopefully lead to gainful

employment.

Peer Mentoring Champion Program

According to Knapp, Kelly-Reid, and Ginder (2012), 28 percent of full-time college students

at 4- or 2-year institutions do not return the following year. This can be from personal

experiences that ﬁrst-years have little to no involvement academically or socially (Knapp, Kelly-

Reid, & Ginder, 2012). To address this issue, mentoring programs have been incorporated to

ensure students are well connected to campus resources and further engagement to campus

life. Peer mentors, according to Holt and Berwise (2012) are essential to mentees academic

and social integration, inclusive of building a sense of belonging, which aligns with Tinto’s

academic and social integration theory (Holt & Berwise, 2012).

The Ofﬁce of First and Second Year Experience has steered the Peer Mentoring Champion

Program (PMC). This program enables new students to associate with sophomores, juniors,

seniors, graduate experts and alumni who share or have had a similar degree focus. The

PMC program also enables new students to become socially engaged at the university and

to become better acquainted with the campus community. Plaskett, Bali, Nakkula, and Harris

(2018) noticed that linking ﬁrst year students with an experienced peers could encourage

ﬁrst-year progress and help ﬁrst year students to establish steadiness, trustworthiness, and

coarseness which are motivating factors when the school venture becomes challenging

(Plaskett, Bali, Nakkula, & Harris, 2018).

56 | JAGS – Journey to Achieve Greater Success

Appendix F: Division of Student Success – Center for Student Success

The Center for Student Success (CSS) supports the mission of Southern University and

A&M College and its commitment to the graduation of students. The CSS seeks to expand

support services in line with the Strategic Plan. To this end the CSS will focus on expansion

in two speciﬁc areas that promote student success – academic coaching and tutoring. The

CSS seeks to create an environment where every student feels supported by the University.

Creating this environment requires a commitment to communication with students and to the

accessibility of services designed to increase course completion, retention, and graduation

(Adams, 2001; Beasley, 1997).

Unit Mission

The Center for Student Success promotes self-efﬁcacy and growth while providing

concrete strategies and support resources to foster critical thinking and facilitation of

academic success.

Unit Vision

To provide comprehensive learning support to ensure students are equipped with the

necessary tools for academic success.

Strategic Goal

Objectives that are fundamental to an effective Center for Student Success at Southern

University and A&M College are to put students ﬁrst, clarify academic pathways, use best

practices to advance student retention and help students to prepare for academic and

career success.

Put Students First: identify and remediate administrative policies and procedures

that impeded student success by improving support services, programs and

access to courses they need to progress towards graduation.

Clarify Pathways: help students navigate their course work and move effectively

and efﬁciently toward graduation.

Use Best Practices: implement a supplemental instruction program at Southern

University and A&M College in traditionally difﬁcult biology, English, and

mathematics gateway courses. Utilize the Navigate system to effectively monitor

Early Alerts for students.

Help Students Prepare for Academic and Career Success: Increase advising

capacity, revitalize advising systems and improve the visibility of student support

services.

12. Appendices

57 JAGS – Journey to Achieve Greater Success |

12. Appendices

OBJECTIVES AND PERFORMANCE INDICATORS

Major Objectives in Measurable Terms:

Anticipated Results to Measure

Success:

OBJECTIVE

PERFORMANCE INDICATORS

1. Increase the pass rate of students

attending by 3% per year (when they

attend at least 3 tutoring sessions per

semester) over students not attending

tutoring. (Baseline 30% FY 2018)

1.1 Number of tutoring sessions

1.2 Midterm and final grades for courses

that have tutoring sessions

1.3 Professor Surveys (Navigate)

2. Increase the accuracy in degree

planning of First-Time Full Time Students

by requiring at least 4 academic coaching

meetings per semester.

2.1 Number of student visits.

2.2 Degree Maps

2.3 Student Satisfaction Surveys

3. Implement a supplemental instruction

program to support increased student

success in high failure rate courses

particularly initial gateway courses (i.e.

English, mathematics, biology, chemistry,

and psychology)

3.1 Number of supplemental instruction

courses

3.2 Number of supplemental instruction

leaders hired

3.3 Midterm and final grades for

supplemental instruction courses

3.4 Professor Surveys (Navigate)

4. Improve student support by

implementing an Intervention Team to

triage early alert referrals

through Navigate

and ensure appropriate services are

rendered.

4.1 Number of Early Alert Referrals

4.2 Report of services offered

4.3 Development of Intervention team

58 | JAGS – Journey to Achieve Greater Success

12. Appendices

Appendix G: Division of Student Success – Center for Student Success,

Workshop Evaluation Form

12. Appendices

Appendix G: Division of Student Success – Center for Student Success,

Workshop Evaluation Form

59 JAGS – Journey to Achieve Greater Success |

12. Appendices

Appendix H: Writing Center Feedback Form

60 | JAGS – Journey to Achieve Greater Success

12. Appendices

61 JAGS – Journey to Achieve Greater Success |

12. Appendices

Appendix I: Faculty Focus Group Survey – Biology Survey Summary of Results

12. Appendices

Appendix I: Faculty Focus Group Survey – Biology Survey Summary of Results

62 | JAGS – Journey to Achieve Greater Success

Appendix J: Faculty Focus Group Survey – English Survey Summary of Results

12. Appendices

Appendix J: Faculty Focus Group Survey – English Survey Summary of Results

63 JAGS – Journey to Achieve Greater Success |

Appendix K: Faculty Focus Group Survey – Math Survey Summary of Results

12. Appendices

Appendix K: Faculty Focus Group Survey – Math Survey Summary of Results

64 | JAGS – Journey to Achieve Greater Success

Appendix L: JAGS QEP Director – Position Vacancy Announcement

Position Title: JAGS QEP Director

Salary Range: $70,000

Brief Job Description: The duties of this position are (1) coordinate JAGS QEP activities in

collaboration with academic units and the Division for Student Success; (2) facilitate meetings

of JAGS QEP Advisory Team; (3) coordinate professional development and trainings for

faculty with respect to QEP activities; (4) facilitate the preparation of semester and annual

reports of JAGS QEP; (5) other duties as assigned.

Supervision: Reports to the Chief Academic Ofﬁcer

Minimal Qualiﬁcations

Education

Required: Master’s degree in related ﬁeld

Preferred: Doctorate in related ﬁeld

Experience

Required: Experience in higher education; experience managing large projects

12. Appendices

65 JAGS – Journey to Achieve Greater Success |

Appendix M: JAGS QEP Data Manager – Position Vacancy Announcement

Position Title: JAGS QEP Data Manager

Salary Range: Release time and/or yearly stipend

Brief Job Description: The duties of this position are to coordinate JAGS QEP data activities

in collaboration with academic units and the Division for Student Success. Duties include the

collection, management, analysis and reporting JAGS QEP data.

Supervision: Reports to the Chief Academic Ofﬁcer and the Ofﬁce of Strategic Planning,

Policy and Institutional Effectiveness

Minimal Qualiﬁcations

Education

Required: Master’s degree in related ﬁeld

Preferred: Doctorate in related ﬁeld

Experience

Required: Experience with data management and presentation in reports

Preferred: Experience in higher education

12. Appendices

66 | JAGS – Journey to Achieve Greater Success

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Credits

Naville J. Oubre, III, Southern University Photographer, Ofﬁce of Communications

Eric Cantrelle, Graphic Designer, Ofﬁce of Communications

70 | JAGS – Journey to Achieve Greater Success

Notes

Southern University and A&M College is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools to

award baccalaureate, master’s, and doctoral degrees. Contact SACSCOC at 1866 Southern Lane, Decatur, GA 30033-4097, P (404) 679-4500.