2019 SIX-YEAR PLAN: NARRATIVE - SCHEV



2019 SIX-YEAR PLAN: NARRATIVEINSTITUTION: Virginia State University (212)OVERVIEW:The totality of the six-year plan should describe the institution’s goals as they relate to goals of The Virginia Plan for Higher Education, the Higher Education Opportunity Act of 2011 (TJ21) and the Restructured Higher Education Financial and Administrative Operations Act of 2005.? The instructions under institutional mission and alignment to state goals, below, ask for specific strategies around four priority areas. Other sections will offer institutions the opportunity to describe additional strategies to advance institutional goals and state needs. Please be as concise as possible with responses and save this narrative document with your institution’s name added to the file name.Section A. Institutional Mission, Vision, Goals, Strategies, and Alignment to State Goals: Provide a statement of institutional mission and indicate if there are plans to change the mission over the six-year period.? Provide a brief description of your institutional vision and goals over the next six years, including numeric targets where appropriate. Include specific strategies (from Part 3 – Academic-Financial Plan and Part 4 – General Fund Request) related to the following areas: (1) access and enrollment, particularly for underrepresented students; (2) retention, completion and time to degree; (3) affordability and funding; and (4) workforce alignment and retention of graduates. Strategies also can cross several state goals, notably those related to improved two-year and four-year transfer, and should be included here. If applicable, include a short summary of strategies related to research.?The description of any strategy should be one-half page or less in length. Be sure to use the same short title as used in the Part 3 and Part 4 worksheets.RESPONSE: As part of Virginia State University’s institutional effectiveness and strategic planning process, a systematic review of the institution’s mission, vision, priorities, goals, and objectives are periodically conducted. In 2013-2014 the Mission Statement was reviewed and revised. During the development of the 2020-2025 Strategic Plan, the University’s mission was again reviewed, however, no changes were made to the Mission Statement. There is no plan to change the University’s Mission Statement over the six-year period.Mission: Virginia State University, a public, comprehensive 1890 Land Grant institution and Historically Black College/University, is committed to the preparation of a diverse population of men and women through the advancement of academic programs and services that integrate instruction, research, extension, and outreach. University endeavors to meet the educational needs of students, graduating lifelong learners who are well equipped to serve their communities as informed citizens, globally competitive leaders, and highly effective, ethical professionals.Vision: Virginia State University will foster sustained excellence as a Preeminent Public Land-Grant university providing access to higher education and a holistic transformative learning experience to produce world-class leaders and scholars for a diverse state, national and the global workforce.Virginia State University is the leader in affordability and access in the Commonwealth of Virginia and among the nation’s leaders for upward mobility of our graduates. As a leading access institution, with the majority (approximately 70%) of our students being Pell eligible, financial hardship is the primary barrier to retention, persistence and graduation. To mitigate the financial fragility of our students, the focus of the VSU six-year plan is a combination of strategic, programmatic, financial, and process refinement solutions.Virginia State University demonstrates its commitment to the preparation of a diverse population of men and women through the advancement of academic programs and services that integrate instruction, research, extension and outreach. The university faculty, staff and administrators have engaged in the development of a six-year plan that includes a number of strategies and initiatives to meet four strategic priorities for the Universities: 1) increase student opportunity and access to higher education; 2) sustained academic excellence; 3) provide a transformative VSU student experience that supports the holistic development of students; and 4) enhance the Land Grant Mission of Virginia State University. Specifically, the University will implement the following strategic initiatives as part of the six-year plan: 1) Financial Aid Support for low-income students; 2) Virginia College Affordability Network (VCAN); 3) a Summer Bridge Program; 4) Intrusive Advising Early Warning System; 5) Supplemental Instruction Programs (SI); 6) Financial Aid Optimization; 7) New Degree and Online Programs; 8) Homefront Readjustment for the Armed Services Certificate Program; 9) Academic Center for Excellence; and 10) Agricultural Education Undergraduate 2+2 Degree Program. The strategic initiatives presented in this six-year plan are aligned with Virginia State University’s 2020-2025 Strategic Plan and embedded in the four goals associated with the Statewide Strategic Plan (SSP) for Higher Education. Statewide Strategic Plan Goals:Goal 1: Provide Affordable Access for AllGoal 2: Optimize Student Success for Work and LifeGoal 3: Drive Change and Improvement through Innovation and InvestmentGoal 4: Advance the Economic and Cultural Prosperity of the Commonwealth and its regionsVSU Priority 1: Increase Student Opportunity and Access to Higher EducationSTATE GOAL 1: Provide Affordable Access for All (1.1, 1.2, 1.3 and 1.4) STATE GOAL 3: Drive Change and Improvement through Innovation and Investment (3.2, 3.3 and 3.4)Strategic Initiatives 1 - 6:Virginia State University provides a quality education and transformative experience to students from a wide range of cultural and socioeconomic backgrounds. As an Opportunity University, providing both access and support is paramount to our mission. To ensure that all of our students attain high academic achievement and career success, it is critical that VSU implement appropriate programs and services to support the population of students entering the university academically under-prepared. As part of this on-going effort the university has developed the strategic initiative outlined below.Increase financial support to help close the gap for low-income students. The University is looking to close the funding gap for our most financially challenged students at the university. The SCHEV financial aid funding model estimates our unmet need at $9.5 million per year. These funds are critical to bridge the gap for our low-income students and to help pay the cost of education and minimize the amount of student loan debt that they carry. The funds will also help keep these students on track to graduate within four years.? Federal programs coupled with other state and university based financial aid programs are not sufficient, thus putting affordable higher education out of reach for most of our student population.?VSU has been forced to turn away prospective and returning students because they were unable to pay the cost of tuition, fees and other related educational cost.? VSU’s students pay a higher cost in student debt even though their parents are amongst Virginia’s least able to pay.? Thirty percent (30%) of families have expected contributions of $0-$1,000, meaning they have no means of contributing to their children’s education.? Thirty percent (30%) of the students come from families with incomes below the poverty level, as determined by the Department of Health and Human Services.? Ninety percent (90%) receive some type of student financial aid and 70% receive Pell Grants.? The barrier to college arising from decreased family income has been exacerbated by new parent loan program credit requirements that have rendered 60% of our families ineligible for the program.Without sufficient levels of financial aid, students will be unable to complete their education on time or will be in danger of discontinuing their studies entirely. VSU continues to seek other sources of financial support for students through gifts, endowments, etc. Marketing and fundraising campaigns are ongoing to seek funding for student assistance that allows the University to provide support to students in need.#Item2020-212021-221Financial Fund Gap Amount $4,750,000$4,750,000Total$4,750,000$4,750,000Virginia College Affordability Network (VCAN): Virginia State University (VSU), along with similarly positioned institutions (Norfolk State University and the University of Virginia College at Wise), seeks to address the regional needs relating to Access and Completion through the creation of the Virginia College Affordability Network (VCAN). Virginia State University is leading the VCAN initiative and will provide access for an estimated 300 Pell eligible high school students annually in the area surrounding VSU. The program’s target priority will be students from Matoaca, Petersburg, and Colonial Heights high schools. This program will enable qualifying students to receive free college tuition and some portion of room and board when applicable. To qualify, students must be Pell grant eligible, meet the university admission requirements, and live within a 25 mile radius of the University. The purpose of these requirements are to target students that want to directly attend a four-year university, yet lack financial resources to do so. This is significant because this will be the first time in Virginia that a university is offering free tuition and some degree of room and board support to graduating high school seniors and real access to a four-year university. Unlike the traditional pathway through a community college, this proposal directly impacts high school graduates, as well as, supports families with financial barriers and resources.Building on the mission of the National College Access Network; which is to build, strengthen, and empower communities committed to college access and success so that all students, especially those underrepresented in postsecondary education, VCAN can achieve this educational access dream for students in financial need. Moreover, Virginia State University is proposing that free tuition and some degree of room and board and indirect cost support be offered to high school graduates that live within the proximity of the campus and desire access to a University that can provide a quality education and experience. In order to support the development and administration of the initiative, VSU would like to submit a proposal requesting a new annual budget appropriation for FY 2021-2022. The proposed annual budget request is in line with the appropriations. The expenditure plan for this new annual budget request are detailed in the table below:#Item2020-212021-221Total Commuter Cost (150 students FY 21; 300 students FY 22)$1,434,450 $3,055,656 2Total On-Campus Cost (150 students FY 21; 300 students FY 22)$2,139,600 $4,522,368 3Program Director$62,000 $63,860 4Site Coordinator$47,000 $48,410 5Site Specialist$35,000 $36,050 6Fringe Benefits$55,440 $57,103 Total$3,773,490 $7,783,447 Summer Bridge Program: The Summer Bridge program is designed to help the transition of incoming freshman to college and support their success by providing them the academic skills, personal skills, and social resources needed to succeed in the college environment. The focus of the program will be on (1) key foundational courses delivered at an accelerated but effective pace by qualified and trained faculty members; (2) an in depth orientation to life as a college student and the available resources to support students’ assimilation to college; and (3) providing students with the personal skills necessary to enhance their retention and success (e.g. study skill, time management, goal setting). The program will be delivered over a 4-week period with a target population of 50 students in the initial year and 75 students for year 2.#Item2020-212021-221Project Coordinator$45,000$45,0002Faculty Training $10,000$10,0003Peer Mentors (2 in year 1 and 3 in year 2)$4,000$6,0004Student Interns (2)$5,000$5,0005Summer Faculty Salary (6 Faculty)$16,400$24,6006Meals and Housing (50 Students – year 1 and Year 2)$224,500$336,7507Supplies $15,000$15,000Total $319,900$442,350Intrusive Advising Early Warning SystemIn fall 2017 Virginia State University implemented an intrusive advising early warning system to support student retention, persistence and graduation. The university entered into an agreement with the Education Advisory Board’s Navigate Platform, formerly Student Success Collaborative (SSC), to support this effort. EAB's Navigate combines technology, consulting, and best practice research to help the institution make use of student data to improve retention and graduation rates. At the core of Navigate is a proprietary predictive model that identifies at-risk students as well an analytics engine that isolates systemic barriers to degree completion. To complement the predictive model, Navigate provides advisors and other student success specialists with powerful communication and workflow tools to transform insight to action and administrators with customized change management guidance to support institutional transformation. With Navigate, VSU can identify, reach, and monitor students while accessing rich data to measure intervention effectiveness. Historical data will be leveraged to generate accurate and actionable risk assessments for each student at our institution. Predictive algorithms will be used to generate individualized recommendations that help students understand what steps are necessary to increase their likelihood of graduation. Our initial investment for program development and customization was $370,000. This cost was supported through tuition revenue. The annual maintenance cost associated with this initiative is $150,000.#Item2020-212021-221Student Success Collaborative Implementation and Expansion$150,000$150,000Total$150,000$150,000Supplemental Instructional (SI) Programs: In the fall of 2017, VSU implemented a SI program and targeted high-risk STEM courses in an effort to improve academic success and increase the number of graduates in the STEM disciplines. The SI program is an academic support model that utilizes peer assisted study sessions and has proven successful in institutions of varying size, locations and organizational structure. Benefits that SI provides includes an efficient use of study time and a non-remedial image while offering academic support to all students enrolled in historically difficult subjects. The university will expand the current SI program to support an increased number of students in various disciplines across the institution.#Item2020-212021-221Supplemental Instructor Supervisor$65,000$65,0002Supplemental Instructor Coordinator$45,000$45,0003Staff$35,000$35,0004Training $15,000$15,0005Peer Mentors (40 Math / 40 Biology)$160,000$160,000Total$320,000$320,000Financial Aid Optimization: The University will maximize the impact of its’ financial aid dollars through the use of highly customized optimization analysis and the development of an extensive database from combined admissions and financial aid data. From this database, we will build a descriptive analysis which illustrates the behavior of the admitted student cohort for the most recently recruited classes, as a group and by segments. The descriptive analysis provides a review of the composition of the admitted student cohort, by segment, and how they responded to offers of grant aid. In addition, a statistically-driven live simulation model will have the capacity to simulate financial aid packages for individual students, including add-on or stacked awards. The model will be capable of showing the results of admitting more or less students from individual cells, or “buckets”. This data will be used to supplement the existing financial aid distribution. The University supplemented the current application process to include a Senior Marketing Program. This program encouraged students to submit an application for admission to VSU, and included the provision of an online admissions application, designed for ease of completion, personalized with each student's name and other pertinent information, and branded uniquely for VSU. The Custom Application featured an application for smartphones and tablets, allowing students to browse and submit their application using a mobile method. Site-based and list-based display advertising were included in the Senior Marketing Program as part of an integrated, multi-channel campaign to cultivate and engage responders. The Yield Enhancement Program provided the development, deployment, management and analysis of a comprehensive communications program that contacted freshman applicants and admitted freshman students. Freshman students who had been admitted to VSU were invited to indicate their current intentions and needs relative to their college decision. The program consisted of a series of email messages with a goal of learning the current status of the maximum number of students within VSU’s admitted student pool, supporting student follow-up, and facilitating deposit collection, including automatic confirmation messages and parent communications. #Item2020-212021-221Financial Aid Optimization and Improved Application Process$315,600$325,000Total$315,600$325,000VSU Priority 2: Sustained Academic ExcellenceSTATE GOAL 2: Optimize Student Success for Work and Life (2.1, 2.2, 2.3 and 2.4)STATE GOAL 3: Drive Change and Improvement through Innovation and Investment (3.2, 3.3 and 3.4)STATE GOAL 4: Advance the Economic and Cultural Property of the Commonwealth and it Region (4.1, 4.3 and 4.4)Strategic Initiatives 7- 8VSU seeks to strategically enhance current academic programs, establish new degree programs, and to deliver distinctive, responsive and innovative offerings that effectively prepare leaders and scholars to meet the demands of a global society and workforce. The strategic initiatives below are developed to support this priority.New Degree and Online Programs: VSU is committed to preparing our students to be reformists, critical thinkers, and innovators through the development of new and responsive academic programs. Our faculty, staff and administrators take into account the ever-changing landscape of higher education and the increased demand of employers for skilled and talented employees. Accordingly, we have identified a number of new academic programs to prepare our students to be competitive in the growing fields of Engineering, Health Care (Public Health), Social Science (MSW), Agriculture, Nutritional and Food Sciences, Data Analytics, Business (MBA), Computer Information Systems, Education, and Cyber Security. Over the next two years, the university plans to implement four new graduate programs; Master of Social Work (MSW), Master on Business Administration and Masters of Data Analytics, Master of Public Health, and a Bachelor of Science in Sport Management. Virginia State University offers all its current degree programs in the traditional brick and mortar format with few online courses available in several of the degree programs. The institution recognizes the need for, and benefits of expanding our online education platform to offer hybrid and fully online programs. Our new hybrid and online degree programs will afford students greater flexibility and access, and also aid in increasing our overall student enrollment. Our current EdD in Educational Leadership, Bachelor of Social Work (BSW), and RN to BSN programs will be offered fully online within the next two years. Over the next six years we will expand a number of our existing certificate programs to provide an online option and will also offer an increased number of hybrid degree programs. Southwest Virginia Degree Completion Partnership: Virginia State University will also establish a collaborative agreement with Roanoke Higher Education Center to develop undergraduate degree completion programs. Virginia State University will establish degree completion programs and certifications geared toward workforce demand of major employers in the Commonwealth of Virginia. Specifically, Hospitality Management, Criminal Justice and Social Work and Interdisciplinary Studies. Courses will be offered face-to-face, hybrid and online. #Item2020-212021-221MSW - Social Work Faculty (6)$190,000$540,0002Business Faculty (4)$406,000$567,0003Engineering Faculty (5)$352,286$570,0004Faculty Research Support$900,000$900,0005Technological infrastructure to support SMART instructional classroom (45 Classes)$1,000,000$1,000,0006Faculty (3) Doctorate of Education Online Program$225,000$225,0007Faculty (2) BSW – Social Work Online Program $140,000$140,0008Public Health Faculty (4) $313,500$313,5009Faculty Online Support & Development $400,000$400,000 10Technological infrastructure to support Online Learning$1,000,000$1,000,00011Roanoke Higher Education Center (Faculty - 6)$400,000$400,00012Roanoke Higher Education Center Fees$75,000$75,000Total$5,401,786$6,130,500 Homefront Readjustment for the Armed Services Certificate Program: In response to the growing number of service members who are experiencing mental health issues related to post-traumatic stress from their service in armed forces, and the displacement of veterans, service members, Department of Defense civilians, and their families due to the downsizing of the U.S. Armed Forces, Virginia State University developed a unique and innovative Military Certificate Program. This program, with its online, face-to-face and hybrid curriculum, is focused on training Virginia mental health and generalist practice professionals with relevant, evidence-based practices and treatment modalities through a social work certificate and in-program minor concentration. The program is instituted as a unique and innovative cross-agency collaboration between three institutions - Virginia State University, George Mason University, and William & Mary - and Virginia Department of Veterans Services (DVS). The inclusion of these three schools creates a pipeline from bachelor’s program to master’s program in either social work or counseling and potentially keep these mental health and generalist practice professionals in Virginia serving our veterans and military families and growing a key aspect of the new Virginia economy.#Item2020-212021-221Full-time Program Coordinator/Instructor$110,500$110,5002Adjunct Faculty Pool$31,003$31,0033Part-time Instruction Design Staff$37,678$37,6784Administrative Assistant$58,500$58,5005BSW Student Stipend$20,000$20,0006IT Technical Support$60,000$60,0007Instructional and Marketing materials$23,500$23,5008Professional Development/Conferences$11,500$11,5009Operational Expenses$9,800$9,80010Assessment Instruments$12,000$12,000$374,481$374,481VSU Priority 3: Provide a Transformative VSU Student Experience That Supports the Holistic Development of StudentsSTATE GOAL 1: Provide Affordable Access for All (1.4)STATE GOAL 2: Optimize Student Success for Work and Life (2.1 and 2.2)STATE GOAL 4: Advance the Economic and Cultural Property of the Commonwealth and it Region (4.1 and 4.4)Strategic Initiative 9:VSU is committed to the academic success of our students and providing a transformative experience through rigorous academic programs. Central to the backdrop of preparation for the post-baccalaureate endeavor is that of holistic pedagogical strategies that substantively engage the student beyond the classroom through co-curricular student support service. The implementation strategies below are grounded in this concept.Academic Center for Excellence: In the fall semester of 2016, VSU established a new comprehensive academic-support entity called the Academic Center for Excellence (ACE). Conceptually, this initiative was the transformation of the Office of Student Affairs to a co-curricular hub. It is designed to fully centralize and transform the academic and student support entity that fully integrates curricular, co-curricular, and extra-curricular activities to include the academic advising/counseling, tutoring, and the first-year experience, Career Planning and Placement, the Library/Information Commons, Freshman Orientation, Student Activities, and the new VSU Advance Program in a single facility. College Academic Support Counselors/Graduation Specialists: The designation of two Academic Support Counselors/Graduation Specialists in each of the six Colleges is intended to aid in significantly improving the Colleges’ 4- year graduation rate for freshman and 2-year graduation rate for transfer students with an Associate degree. The Academic Support Counselors/Graduation Specialists will help students identify internship opportunities in their related fields and provide support to close identified achievement gaps for all students in the colleges. The Academic Support Counselors/Graduation Specialists will offer enhanced academic support to students as they navigate through their matriculation to graduation and coordinate retention and persistence efforts across the colleges by assisting students in overcoming obstacles that arise and connecting them to the appropriate resources. The Academic Support Counselors/Graduation Specialist will provide year-round support by assisting students with scheduling, advising, enrollment, and graduation. Persons serving in these roles will also conduct analysis of student academic records for eligibility to graduate and verify compliance with State and University regulations for degree completion. These efforts will be informed and supported by the research literature and established best practices, program assessment, data analysis and interpretation, and written reports as needed. The specialist will serve as a liaison to departments in support of their efforts to improve student outcomes and experience.Student Leadership Program: Virginia State University is dedicated to producing students who are more engaged with their learning, who have the soft skills necessary to be successful in their careers, and who are equipped with the knowledge, skills, and disposition to be effective leaders. As such, the VSU Six-Year Plan focuses on graduates “Becoming Outstanding Leaders of Tomorrow” stepping into the world with the competencies necessary to become leaders in their professions, communities, and in the world at large, all while honoring, respecting, and engaging with diverse populations. With a holistic approach to academic excellence and student success, this initiative emphasizes leadership development, professional development and career planning, and experiential learning, which takes the leadership development experience beyond the classroom and/or the University.Faculty Leadership Institute: Faculty are a primary stakeholder in the university and as such, effective faculty leadership is important to the success of our students and the university as a whole. Virginia State University is developing a Faculty Leadership Institute to support faculty leadership aspiration in and beyond the classroom. The Institute will support the university’s efforts to offer ongoing training and support for faculty to (1) employ innovative and nontraditional pedagogy and andragogy delivery techniques in the classroom, (2) keep faculty abreast of changes in instructional technology, and (3) provide opportunities to keep faculty current in their fields. In addition, the Institute is designed to support faculty leadership aspiration beyond the classroom in research and other leadership initiatives. #Item2020-212021-221Academic Center for Excellence Operations$750,000$825,0002Academic Support Counselors/Graduation Specialists (12)$540,000$540,000 3Faculty Fellows$49,500$50,9854Student Peer Mentor (5 students, 10 hours per week during the semester (25 weeks, $10 per hour)$12,500$12,5005E-Portfolio ($15 per student (1100 students)$16,500$16,5006Student Leadership Seminar Series $35,000$35,0007Co-Curricular Transcript (Software)$15,000$1,0008Student Service Learning Project$3,000$3,0009Student Award Recognition $7,000$7,00010Faculty Development Center Renovation $500,000$75,00011Faculty Travel for Training$92,924$92,92412Personnel $100,000100,00013Graduate Assistants$8,000$8,00014Contractual (Speakers and Consultants)$70,000$70,000$2,199,424$1,836,909VSU Priority 4: Enhance the Land Grant Mission of Virginia State UniversitySTATE GOAL 4: Advance the Economic and Cultural Property of the Commonwealth and it Region (4.1, 4.2, 4.3, 4.4, and 4.5)Strategic Initiative 10: Agricultural Education Undergraduate 2+2 Online-Hybrid Degree Program: Virginia State University (VSU) has committed to re-launching and strengthening its undergraduate degree program to help produce a more diverse pool of agricultural educators in VA.? The program design allows individuals with two-year degrees from approved in-state community colleges and agricultural institutions to transfer their associate’s degree in an agricultural related discipline into the Bachelor of Agriculture – Agricultural Education degree at Virginia State University. Completion of the program is via on-line and campus based course offerings. Currently, VSU is the only public university in Virginia that offers a B.S. Degree in Agriculture with a minor in Secondary Education.? With dedicated faculty in the College of Agriculture to effectively recruit, teach and retain students, VSU is poised to become the premier university for preparing licensed agricultural educators for the Commonwealth of Virginia. VSU is requesting funding for information technology, collaborative learning space, program sustainability, and faculty and student development to support an Agricultural Education Undergraduate 2+2 Degree Program. The agricultural industry continues to be Virginia’s largest private industry, contributing $52 billion annually to the state’s economy and employing nearly 311,000 people in the Commonwealth.? When the employment and value-added impact of agriculture and forestry are considered, they make up 8.1 % of the Commonwealth’s total gross domestic product.? With an industry so vitally important to the citizens of Virginia, there is a need to have a competent secondary agricultural education teaching force in place to prepare tomorrow’s agricultural leaders.? Virginia currently has 300 secondary agricultural education programs, with the number of programs continuing to need licensed agricultural educators prepared to enter the field.? Further, less than 2% of Virginia agricultural educators are African American and/or Hispanic, supporting the need for greater diversity amongst the pool of trained and qualified teachers. To ensure effective recruitment/retention of today’s generation Z student, a broad, yet encompassing approach is mandated.#Item2020-212021-221Information Technology (Computers, computer software, associated hardware, etc.)$75,000$50,0002Collaborative Learning Space – room design, furniture, smart boards, technology, etc.)$100,000$75,0003Program Sustainability (recruitment/retention coordinator, travel, program brochures, e-marketing, social media, branding, etc.)$150,000$200,0004Faculty and Student Professional Development (instructional design training, state and national conferences, testing/evaluation, etc.$75,000$75,000Total$400,000$400,000Section B. Tuition and Fees Predictability Plans: Provide information about the assumptions used to develop tuition and fee charges shown in PART 1. The tuition and fee charges for in-state undergraduate students should reflect the institution’s estimate of reasonable and necessary charges to students based on the institution’s mission, market capacity and other factors. Include information, if applicable, on tuition increase plans for program- and level-specific charges or on any other alternative tuition and fee arrangement. RESPONSE: The University anticipates an increase of tuition and fees of no more than 5% per year.? The increase will cover unavoidable contractual increases, new contracts, and library enhancements, maintenance costs and salary equity.? The University places a high priority on maintaining low in-state tuition and fee rates and is particularly proud of its efforts to maintain the lowest in-state tuition and mandatory fees for any public 4-year institution within the Commonwealth of Virginia.Section C. Other Budget Items: This section includes any other budget items for which the institution wishes to provide detail. Descriptions of each of these items should be one-half page or less. RESPONSE: N/ASection D. Programs and Instructional Sites: Provide information on any new academic programs, including credentials and certificates, or new instructional sites, supported by all types of funding, that the institutions will be undertaking during the six-year period. Note that as part of the revised SCHEV program approval process, institutions will be asked to indicate if a proposed new program was included in its six-year plan. Also, provide information on plans to discontinue any programs.RESPONSE: Virginia State University plans to develop the following new programs and certificates over the next six years: Master of Social Work (MSW)Master of Business Administration (MBA)MS in Data Analytics BS in Sport Management BS in Cyber Security BS in Computer Information SystemsBS in Food and Nutrition BSED in EducationMS in Integrative Agriculture BiosciencesBS in Public HealthMS in Public HealthCertificates in STEM-H DisciplinesCriminal Justice CertificateLeadership Certificate New Instructional Sites: Roanoke Education CenterSection E. Financial Aid: TJ21 requires “plans for providing financial aid to help mitigate the impact of tuition and fee increases on low-income and middle-income students and their families, including the projected mix of grants and loans.” Virginia’s definitions of low-income and middle-income under TJ21 are based on HHS Poverty Guidelines. A table that outlines the HHS guidelines and the definitions is attached. RESPONSE: Despite having been created to equal the playing field for a traditionally disadvantaged population, Historically Black Colleges and Universities (HBCUs) are facing inequities in funding from federal, state, and local resources, according to the American Council on Education (ACE).? Further, while all institutions experienced a decline in federal funding per full-time student between 2003 and 2015, the authors found that HBCUs saw the steepest decline. “HBCUs may also receive less in private gifts because of ever-growing gaps in racial wealth, which can put the preponderance of HBCU alumni at a disadvantage to support philanthropic efforts.? When taken in concert with continuing decreases in public funding for higher education, the lower endowment levels of HBCUs present a significant resource constraint.? As a result, federal, state, and local funding continue to play a critical role for HBCUs in their mission to support students that the country needs to earn college degrees.” To mitigate the impact of tuition and fee increases on our low-income and middle-income students and their families, VSU offers the following tuition generated financial aid: University In-state Grant (based on income), STEM Scholarships, Institutional Work-Study Program and the Low Income Families with Talented Students (LIFTS) Program.? To qualify for the LIFTS Program, a student’s family income must be below the federal poverty level and based on family size.? The program is offered to our Presidential, Provost and University Scholars with a cumulative 3.00 GPA or higher.? This proposed financial aid program would meet 100% of a student’s demonstrated financial need with scholarship and grant assistance and limit debt to 25% of Virginia State University’s in-state cost of attendance over four years.? Section F. Capital Outlay: Provide information on your institution’s top two Education and General Programs capital outlay projects, including new construction as well as renovations, that might be proposed over the Six-Year Plan period that could have a significant impact on strategies, funding, student charges, or current square footage. Do not include projects for which construction (not planning) funding has been appropriated.RESPONSE: Virginia State University’s top two Education and General Programs capital outlay projects are as follows:Improve and Replace Technology Infrastructure $14,000,000 GFThe proposed capital project would fund the additional infrastructure pathways (duct bank, conduit and fiber) necessary to provide connections to alternate core facilities for major educational and general buildings to ensure that critical voice and data services remain available in the event that a key pathway is severed.? In addition, this project will address significant issues impacting the security, safety, and environmental conditions of the University’s telecommunications rooms and pathways. These issues include inadequate HVAC and electrical services, improper fire protection and lack of physical security to utility manholes/hand holes and relocation of backbone network equipment that is located in failed structures.? These problems currently endanger the reliability and security of the university’s voice and data communications systems. ?Construct New Center for Institutional Advancement and Admissions $12,500,000 GFThe Center for Institutional Advancement and Admissions is planned as a new facility of approximately 30,000 SF to serve as an orientation hub that houses the Offices of Admissions and Graduate and Transfer Admissions, Institutional Advancement staff, with space for meetings, conferences and campus engagement. Originally proposed in the second biennium, this project has been re-prioritized due to structural deficiencies in the current admissions building that requires relocation of the organization.? The estimated cost of repairs to the current admissions location is $2,600,000 which exceeds the replacement value of the building and represents nearly 25% of the total cost for a new facility.? The University is requesting special funding consideration for this project due to the urgency of relocating personnel and the high cost of repairs.? The proposed location of the new building is at the entrance to University Avenue at Stadium Drive.? This building will be easily identifiable and convenient to campus gateways and core campus locations in accordance with the VSU Master Plan.? ??In addition, VSU will request full funding for Project 18333 – Demolish/Replace Daniel Gym and Harris Hall which is currently funded for detailed planning and early site work as Phase 1.?Section G. Restructuring: Provide information about any plans your institution has to seek an increased level of authority, relief from administrative or operational requirements, or renegotiation of existing management agreements.RESPONSE: N/ASection H. Performance Pilots (optional):? For this topic, any institution that wishes to include a Performance Pilot and provided notification by April 1 to relevant parties, should select one or more of the strategies presented in the institution's Academic and Financial plan (PART 3) and General Fund Request (PART 4) that constitute(s) "one innovative proposal" as defined in subsection F?of?§?23.1-306.? Describe the proposal, the proposed performance measures and the requested authority or support from the Commonwealth.RESPONSE: VSU Petersburg area Computing Education PATHWAY Program: Providing Automated Universal Access to Computer Science Education for K-12 Students in the Local CommunityComputer Science K-12 education in the Commonwealth presents a unique opportunity. The subject, which the Virginia Department of Education presently refers to as an “essential literacy,” but that policymakers, including administration cabinet-level officials refer to as a core subject, represents the first such core subject added to the curriculum of study in the more than 100 years since Virginia instituted compulsory education. What Computer Science holds in common to other core subjects such as language arts, mathematics and the sciences is that it is indeed a literacy. At its core, computer science is a humanities subject. It is a study focused on solving essential human problems through a mass communications tool that allows humanity to build on its previous tools of scientific inquiry. Through this tool they will find new solutions through analysis of vast amounts of data that, when analyzed algorithmically, may reveal new and previously unrecognized patterns and solutions. As an essential literacy subject interwoven into K-12 education, computer science will allow students to begin learning how to discover and apply these solutions. Also unique about computer science is that it is uniquely engaging for students of all ages. As a creative and collaborative subject, computer science presents students with tools with the same sort of imaginative opportunities to create as art and music. Indeed, it is no coincidence that music and visual arts, free expressions of human ideas and creativity, are naturally pattern-based, or that many visual and musical artists, familiar with working with algorithmic ideas even when they may not recognize them as such, show strong aptitude in computing fields.?As computer science becomes an integrated core subject and an interwoven literacy tool in schools, it is important to ensure that students from all schools receive equitable opportunity to gain computer science literacy. This proposal seeks to build a blended (in-person and online) model for in-school teacher professional development, a toolbox of Open Education Resources (OERs) for both in- and out-of-school programs, and a collaborative regional ecosystem that incorporates partners from higher education, K-12 education, economic development and general government. This model seeks to be scaled and tailored through collaborative input to leverage the strengths of Virginia State University (VSU), CodeVA, Local Educational Agencies (LEAs) served by VSU, and other regional partners that have a stake in a computer science-literate workforce.???Virginia State University (VSU) is uniquely positioned to assist the Commonwealth in developing a diverse, skilled, and qualified workforce.? The need for more qualified and capable students within Computer Science/Computer Engineering is apparent as demand is outpacing supply. VSU is the nation’s leader in producing African American Computer Engineering graduates and currently has the infrastructure to support substantial growth in these fields.? With the anticipated Tech Talent pipeline investment in our strategic initiatives that are focused on Computer Science and related fields we anticipate a 200 percent growth in the number of Computer Science/Computer Engineering graduates in the next twenty years. However, there is a great need for high school graduates who have been introduced and participated in computer science education and experiences.?The goal of this project is quite succinct: To provide K-12 students in the VSU locality access to computer science education by implementing Virginia’s K-12 Standards of Learning for Computer Science curricula through a combination of high-quality teacher professional development in partnership with CodeVA, aimed at amplifying CodeVA’s in-service teacher training, while adapting and expanding that training to incorporate into pre-service teacher learning in the VSU School of Education. Key to this project will be VSU’s convening of community partners in its service territory and generally in the Gateway economic development partnership region to plan and strategize creation of a Computer Science-Ready Community suited to local economic development needs, both current and future.?Another key component will be developed as an online Open Educational Resource (OER) tool that augments the capacity of?trained teachers with the assistance of learning resources capable in the short term of acting as an automated teaching resource, but that as the teacher gains knowledge and comfort with computer science through CodeVA training, serves as a flipped classroom model. This VSU-hosted OER also will serve as a digital repository and learning management system for existing out-of-school program resources developed through CodeVA’s Eureka Workshop. VSU School of Education and CodeVA will work collaboratively to further expand and develop these out-of-school resources, as well. This project will increase the number of students from underrepresented communities receiving degrees in computing disciplines \through a hybrid model focused on building and sustaining creation of a teaching community of practice that initially relies on an integrated learning platform. This integrated learning platform’s relevance remains even as the teaching capacity of participating schools improves, providing a backstop to teacher attrition issues that plague Petersburg and many other school divisions, as well as an online resource repository for teachers. This all-in-one learning environment toolbox also will continue as a resource for out-of-school time resources available both to school divisions and to community partners such as churches and youth programs that serve students in this space.Additionally, CodeVA will support this ecosystem through two key expansions of existing CodeVA projects, facilitator development, and regional/district level strategic planning.Underlying CodeVA’s success in training teachers is the unique model of facilitator development. All CodeVA facilitators are active classroom teachers that complete an intensive apprenticeship that prepares them to conduct adult professional learning sessions in computer science. They develop a strong working knowledge of the state CS standards and resources freely available to classroom teachers. Finally, at the K-8 level they can provide support in how and where to integrate the computer science standards, using CodeVA’s Computer Science Integration Planning Guide. In order to best serve the needs of divisions CodeVA’s facilitators represent Virginia’s diversity in terms of gender, race, and geography. To support the expanded program in VSU’s service region, facilitators in this area will be trained. In order to accomplish this we will hire ten facilitators serving each of the ten surrounding school districts. This allows for facilitation that is responsive to unique local needs, and also creates a group of regional experts that are familiar with the learning resources created, and can give advice and support to teachers in how best to implement them. This also reduces the cost of bringing in trainers from other parts of the state. Finally, having local trainers creates more opportunities to provide just-in-time trainings as these divisions’ needs are identified.The second program, regional/district-level strategic planning, strives to create an environment where computer science instruction can flourish by focusing on local needs and assets. Our approach emphasizes asset-based community engagement by seeking out the resources and opportunities that exist locally. These assets can only be developed in partnership with the community, schools and districts. To move from grassroots adaptation by individual teachers towards systemic and sustainable programs, district and school leaders must participate in local ongoing strategic planning. CodeVA supports local districts across Virginia in this type of planning through the adaptation of the national CSforALL’s SCRIPT model for implementing equitable and rigorous computer science instruction. This process allows localities to include computer science in school systems, such as curricular planning and scheduling professional learning activities. It also allows the partners to identify local assets and opportunities for the divisions to collaborate in seeking solutions to challenges. These collaborations can greatly reduce the challenge of finding qualified teachers at the high school level.Virginia State University through its well established partnerships (Dinwiddie, Hopewell, Petersburg, Prince George, Sussex, and other surrounding school divisions), is well positioned to serve as a catalyst or a pipeline to support regional early exposure to STEM and more specifically Computer Science. In the past we have leveraged internal and external funding to build K-12 STEM capacity in the local school divisions and recently received a Verizon grant which focuses on exposing middle school students (grades 6-8) to augmented and virtual reality and coding/computer science.? To complement this direct experiential learning at the middle school level and to create early exposure opportunities to computer science for elementary and high school students, we recently received permission to offer a new Bachelor of Science degree in Innovative Technology Education.?This will allow Virginia State University to produce new teachers who are better equipped to provide all students regardless of level, greater exposure to computer science and its related fields.??In addition, we have developed other university-division-state partnerships through our participation in the Wallace Foundations’ new $48.3 million effort to improve student performance in high-needs schools by redesigning how principals are trained.? To date, Virginia State University and our partners have received over $5.3 million for this transformative work which has resulted in a paradigm shift for both the university and division partners by improving the learning continuum for school leaders starting with their pre-service training (district level preparation for aspiring leaders and formal collegiate education), induction and post-induction professional development.? Contextually for Virginia, we co-developed a “Culturally Responsive, Trauma-Informed and Equity Driven Approach” to school leadership preparation and described how both universities and divisions can leverage data analytics (Leader Tracking Systems) and competency based coaching to better select, train, and support aspiring and current leaders. Ultimately our model will help school divisions’ better match the skills of potential Principal candidates with the specific needs of students and help school leaders provide equitable learning opportunities for all Virginia Students to ensure that each high school graduate attains the 21st Century Life and Career readiness skills defined by the “Profile of a Virginia Graduate”.Meanwhile, CodeVA is a recognized national leader in computer science K-12 education policy, teacher professional development, curriculum resource development, and ecosystem creation. The first affiliate partner of , a member of CSforALL, and Virginia’s representative to the Expanding Computing Education Pathways Alliance, CodeVA is a state-funded program through a direct aid budget allocation that partners this nonprofit organization closely with the Virginia Department of Education. All of its services to teacher and school divisions are provided at no cost through a combination of this state funding, a Tobacco Commission grant relevant to the VSU service territory, and through the backing of corporate partners committed to CSforALL in Virginia like Microsoft, Capital One, Amazon, Bank of America, Facebook, and General Electric. CodeVA has committed to a strategic partnership with VSU, and has existing strategic partnerships or RPP relationships with other state universities relevant to VSU’s service territory, including Virginia Commonwealth University, Old Dominion University and Richard Bland College of William & Mary.??The need for a solid education in computer science is a national imperative: This is the conclusion of the 2014 report, Rebooting the Pathway to Success: Preparing Students for Computing Workforce Needs in the United States, by the Association for Computing Machinery. The emphatic statement is based in part on the fact that (1) most new jobs in STEM-based careers will be in computing fields or will require a deep understanding of computer science, and (2) access to rigorous computer science education provides students with the problem solving and analysis skills that are invaluable to many career disciplines. Thus, any effort to expand the pool of entrants into the nation’s STEM workforce must include universal access to computer science education. Indeed it appears a consensus is emerging that every college-bound student should be as prepared in computer science education as in other subject areas such as science and mathematics.?An indication of the consensus is the recent Computer Science for All initiative that calls for compulsory computer science education across the K-12 curriculum. Virginia became the first state to adopt compulsory computer science in 2016 when the Virginia General Assembly passed legislation drafted by CodeVA requiring that Virginia schools “shall” teach “computer science and computational thinking, to include coding.” Furthermore, the National Science Foundation has funded multiple projects and initiatives aimed at increasing accessibility to computer science education across the nation. This began with the CS10K project which sought to produce 10,000 well-trained computer science teachers, and was continued with President Barack Obama’s announcement of the CSforALL initiative, and later President Donald Trump’s CS for Kids initiative, which continued and expanded funding for K-12 CS programs and initiatives. The Computer Science Teachers Association (CSTA) has also developed a comprehensive K–12 computer science education standard to strengthen computer science fluency and competency throughout primary and secondary schools, and Virginia’s Computer Science SOLs were in part based on those CSTA standards with significant modification intended to ensure rigorous computer science learning focused on proof of mastery of CS concepts. CodeVA and CSTA also have a strategic partnership that will be significant to the VSU-CodeVA partnership.The Commonwealth of Virginia’s Board of Education adopted the VDOE-recommended Standards of Learning (SOL) for Computer Science. Although there are no SOL tests currently associated with computer science instruction, the standards provide a clear path for the study of computing and algorithmic processes at the K-12 levels. The standards for K-8 have been designed to be integrated into instruction in other subject areas including mathematics, science, history, English, fine arts, and career and technology courses. The middle school and high school electives are separate courses and modules, but connections may be made to content in other disciplines. It should be noted that, while the standards are organized by strand and identified numerically, local education authorities are responsible for the curricula and pacing guides that will determine the instructional sequence of the content.The VSU research team has developed a cloud-based platform that will enable students to be guided through computer science courses, either through a blended model where teachers direct instruction while using these online resources to assist in pacing and deeper learning, or where necessitated by staffing constraints with limited human intervention. Specifically, the platform:Provides tools for designing, editing and hosting of interactive Open Education Resource (OER) textbooks and associated learning resourcesProvides tools for developing a complete course from OER textbooks and associated learning resourcesSupports a learning environment where students are guided through customized learning paths based on performance on assessment tasks and responses to short questions designed to check understanding of materials presented in the learning modulesProvides auto-grading support for standardized assessment items.Provides a stable software development environment for computer programmingSupports auto-grading of computer programming assignments with comments and feedback to the student in real timeProvides tools to maintain the learning artifacts of each student’s solutions to tasks and questionsWith the learning platform, prospective college students in the local community can acquire the prerequisite knowledge and skills required to proceed through the course sequences in computer science and information systems programs. The outcome of this project will provide a means of increasing the number of students from underrepresented communities receiving degrees in Computing and STEM disciplines. The impact of the project will be significant as we level the path for access for many more to the new Virginia Economy.??#ITEM2020-20212021-20221Student Support 20 Graduate Student (Facilitators), Tuition @ $24,564$245,640$270,2042Student Support 20 Graduate Students (Facilitators), Stipend @ $12,329 per months$123,290$135,6203Project Director- Full-time salary$85,000$85,0004Co-Director (Code VA)$65,000$65,0005Instructional Designer - Full-time$63,244$65,1416Instructional Designer - Full-time (Code VA)$63,244$65,1417Technology/Computer Science Teacher– Full-time$68,770$70,8338Developer/Programmer$78,000$80,3409Secretarial and Clerical – Full-time salary$35,000$36,05010Trainees/Summer Participants - 10 K-12 Teachers ($25/hr. - 320hrs)$80,000$80,00011Staff Benefits (37% of Items 3 -9)$167,106$170,01312Part-time Benefits (7.65% of 2,11)$15,552$16,49513Travel and Training$15,000$15,00014Authoring Software, Laboratory and Instructional Materials & Services - Cloud Storage$30,000$30,00015Office Supplies, Communication & Publicity$8,000$8,00016Other? - Faculty/Staff Computers (4) and Tablets (8)$15,000$017150 laptops @ $650 for students residing in Petersburg, Colonial Heights, Hopewell, Dinwiddie County, Chesterfield County, Prince George County, Surry County, King William County, Greensville County and Sussex County$97,500$018Software Programming Tools (Robotics kits, Raspberry Pi kits, and other peripherals for teaching networking, cloud computing, physical computing, AI, etc.)$70,000$30,000?Total$1,325,346 $1,222,837 Section I. Evaluation of Previous Six-Year Plan: Briefly summarize progress made in strategies identified in your institution’s previous six-year plan. Note how additional general fund support and reallocations were used to further the strategies.RESPONSE: Supplemental Instruction: The requested funding for the Supplemental Instruction program was not provided. However, in 2017 the Supplemental Instruction (SI) peer mentoring paradigm was implemented in the Biology Department at VSU. Over two years, VSU have recruited, trained, and deployed 27 honor students from biology. The SI peer-mentoring had a significant impact on student performance (final grade) in students enrolled in biology. Academic performance improved for students who more frequently attended the SI peer-mentoring sessions.Student Success Collaborative (SSC) Campus Module: In Fall 2017 VSU, in collaboration with Education Advisory Board (EAB), began configuring the banner system which included building a data crosswalk to support student advising, identifying early alerts and gateway courses that were barriers to student progression. Additional development included faculty/staff training on system operation (virtual and face-to-face) and collaborating with the VSU Technology Services and Registrar’s staff to identify and correct any data discrepancies.The professional advising staff in the Academic Center for Excellence began the initial pilot phase in fall 2018 by employing the application with the 2018-19 first semester freshman cohort (930 students). Fall 2019, the initiative will continue with the addition of the 2019-20 freshman cohort under advisement of the professional advising staff. The plan is to phase in one freshman cohort every year. Measurement of the impact of the initiative on the 4-year graduation rate will commence in the 2022-23 academic year, with the 6-year graduation rate in the 2024-25 academic year.?Academic Center for Excellence: Each respective department within the Academic Center for Excellence (ACE) continues to evolve since the inception of the program to meet the needs of the institution. The Trojan Odyssey has been an essential component to assist in the transition to college life.?30 upper-class students in The Trojan Introduction Program have actively mentored and tutored first year students. The Hills Fellows from the Charlie Hill Institute was launched this year. ACE facilitated collaborations with the Deans, faculty, and chairs to further partner with ACE Advisors during the 2018 – 2019 registration period. As a result, ACE registered 84% of the freshman cohort for the fall 2019 semester which is a 3% increase from last year. In addition, Strategic Learning promoted academic and life style coaching through tutorial services, academic workshops, and supplemental instructional. This year Strategic Learning partnered with the International Education Office to sponsor 17 students in a study abroad experience to Rio de Janeiro. The Career Services office also partnered with faculty, staff, student organizations, and University departments in providing career programs to help students obtain experiential learning and employment opportunities related to their major. There was a 3% increase in internship placements this year.Agricultural Education Undergraduate 2+2 Degree Program: The recruitment process for Virginia State University Agriculture Education Faculty positions has been initiated. Position descriptions have been completed and posted for advertisement during the summer of 2019.Urban Agriculture Certificate Program – VSU’s College of Agriculture began offering an Urban Agriculture Certificate Program in 2017. In 2018 a total of 19 participants earned the Urban Agriculture Certification from VSU. A comprehensive curriculum was developed which included classroom lectures complemented with hands-on lab and field work at VSU’s Randolph Farm and VSU’s Summerseat Urban Garden Project.Children’s Defense Fund Freedom School: This program was not implemented due to a lack of funding.Optimize the use of existing financial aid resources for students and improve enrollment application process for new students. This program was not implemented due to lack of funding.Increase financial support to help close the gap for low-income students. VSU received new financial aid General Funds of $891,314 in FY 2020.Section J. Economic Development Annual Report (Due October 1): Describe the institution’s contributions to stimulate the economic development of the Commonwealth and/or area in which the institution is located. If applicable, the information should include:University-led or public-private partnerships in real estate and/or community redevelopment.State industries to which the institution’s research efforts have direct relevance.High-impact programs designed to meet the needs of local families, community partners, and businesses.Business management/consulting assistance.RESPONSE: 1. University-led or public-private partnerships in real estate and/or community redevelopment.?? The development of University-led real estate for potential mixed use project(s) (ex:? housing/business)2. State industries to which the institution’s research efforts have direct relevance.? VSU is a 1890s Land Grant Institution. Agriculture is our primary industry impact.3. High-impact programs designed to meet the needs of local families, community partners, and businesses.? Urban Agriculture Certificate Program4. Business management/consulting assistance.? None ................
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