quality enhancement plan the three proposals. reminder what is a qep? 1.part of the sacs...
TRANSCRIPT
Quality Enhancement Plan Quality Enhancement Plan
The Three ProposalsThe Three Proposals
Reminder What is a QEP?Reminder What is a QEP?
1. Part of the SACS reaffirmation process
2. Core Requirement 12.12
3. “It is an opportunity and an impetus for the institution to enhance overall institutional quality and effectiveness by focusing on an issue or issues the institution considers important to improving student learning.”
1. Part of the SACS reaffirmation process
2. Core Requirement 12.12
3. “It is an opportunity and an impetus for the institution to enhance overall institutional quality and effectiveness by focusing on an issue or issues the institution considers important to improving student learning.”
QEP RequirementsQEP Requirements
1. Must be focused on and clearly linked to the improvement of student learning
2. Must have well-defined, achievable, and measurable outcomes
3. Based upon documented research and best practices
4. Include 5-year plan of action
1. Must be focused on and clearly linked to the improvement of student learning
2. Must have well-defined, achievable, and measurable outcomes
3. Based upon documented research and best practices
4. Include 5-year plan of action
SACS AdviceSACS Advice
“To achieve the strongest possible focus, an institution must be willing to experience substantial ambiguity and maintain flexibility in thinking during the creative process.”
“To achieve the strongest possible focus, an institution must be willing to experience substantial ambiguity and maintain flexibility in thinking during the creative process.”
Since our College Wide Focus Groups we have narrowed our topic selection to:
Since our College Wide Focus Groups we have narrowed our topic selection to:
1. Critical Thinking
2. Study Skills/ College Skills
3. Writing
1. Critical Thinking
2. Study Skills/ College Skills
3. Writing
First Presenting TeamFirst Presenting Team
Critical ThinkingCritical Thinking
A Critical Thinking QEP
A Critical Thinking QEP
QEP Team:Anne Jones, Paul Leslie,
Jay Pitzer, Beth Spangler, Rich Weldon, Shirley Von Beck
QEP Team:Anne Jones, Paul Leslie,
Jay Pitzer, Beth Spangler, Rich Weldon, Shirley Von Beck
Critical ThinkingCritical
ThinkingHomo sapiens (the species that thinks)
“Thinking about how you think as you are thinking”
aka: Analytical, Socratic, scientific, systematic, multi-
dimensional, data-based thinking Open-mindedness Conscious (purposeful) behavior
Homo sapiens (the species that thinks)
“Thinking about how you think as you are thinking”
aka: Analytical, Socratic, scientific, systematic, multi-
dimensional, data-based thinking Open-mindedness Conscious (purposeful) behavior
Critical Thinking is…Critical Thinking is…
Active un-Biased Creative Dialogical Evidence-based
Active un-Biased Creative Dialogical Evidence-based
ABCDEFGHIJKLMNOPQRSTUVWXYZ
…the ability to explain, analyze and synthesize information…
Critical Thinkers…Critical Thinkers…
Read closely for significant information Adopt or reject ideas according to
internalized values Transfer learning to new situations Actively discuss concepts and ideas Analyze their own thought processes
Are life-long learners
Read closely for significant information Adopt or reject ideas according to
internalized values Transfer learning to new situations Actively discuss concepts and ideas Analyze their own thought processes
Are life-long learners
Why Choose Critical Thinking?Why Choose Critical Thinking?
Most popular among ATC focus groups Most popular among similar colleges Most popular among employers
Encompasses all other topics
Most fundamental to learning Most immediate application Least expensive to implement ($0)
Most popular among ATC focus groups Most popular among similar colleges Most popular among employers
Encompasses all other topics
Most fundamental to learning Most immediate application Least expensive to implement ($0)
Supporting Data
Best Practices & Resources Best Practices & Resources Buford College, Cape Fear, Howard College,
Lord Fairfax CC, Kentucky Wesleyan, Nashville, SW Texas, Tidewater CC, Wake Tech, Walters State CC, Wilkes CC, and many more…
Paul/Elder Model, Foundation for Critical Thinking, Stevens and Levi, IBM, Apple, Southwest, Saturn, many more…
Buford College, Cape Fear, Howard College, Lord Fairfax CC, Kentucky Wesleyan, Nashville, SW Texas, Tidewater CC, Wake Tech, Walters State CC, Wilkes CC, and many more…
Paul/Elder Model, Foundation for Critical Thinking, Stevens and Levi, IBM, Apple, Southwest, Saturn, many more…
Benefits/OutcomesBenefits/OutcomesImprove student: Engagement Persistence (graduation & retention) Employability
Improve students’ abilities to: Link classroom skills to the
workplace Explain, analyze, and synthesize
what they read, hear, see, do. Make educated choices and decisions
Improve student: Engagement Persistence (graduation & retention) Employability
Improve students’ abilities to: Link classroom skills to the
workplace Explain, analyze, and synthesize
what they read, hear, see, do. Make educated choices and decisions
Implementation Plan Implementation Plan
1. Theme: Planning & Baseline data
2. Staff Development: Rubrics/Tools
3. Walk the Talk: adopt & promote CT principles & tools campus-wide
4. Wider application: integrate CT into advising, tutoring, analyze data
5. Celebrate and broadcast success
1. Theme: Planning & Baseline data
2. Staff Development: Rubrics/Tools
3. Walk the Talk: adopt & promote CT principles & tools campus-wide
4. Wider application: integrate CT into advising, tutoring, analyze data
5. Celebrate and broadcast success
Professional DevelopmentProfessional Development Critical Thinking Workshops Critical Thinking Competencies Share What Works! Campus Mentors Rubrics and Tools
Critical Thinking Workshops Critical Thinking Competencies Share What Works! Campus Mentors Rubrics and Tools
Why Choose Critical Thinking?Why Choose Critical Thinking?
Most popular among ATC focus groups Most popular among similar colleges Most popular among employers
Encompasses all other topics
Most fundamental to learning Most immediate application Least expensive to implement ($0)
Most popular among ATC focus groups Most popular among similar colleges Most popular among employers
Encompasses all other topics
Most fundamental to learning Most immediate application Least expensive to implement ($0)
Supporting Data
Why Critical Thinking?Why Critical Thinking?
Think about it… Why not?
Think about it… Why not?
Critical ThinkingCritical Thinking
Questions Questions
Next Team Next Team
Study Skills/ College Skills
Team: Thomasina Hughey, Elisha Chrzan, Jean Fishel, and Mike Bond
Study Skills/ College Skills
Team: Thomasina Hughey, Elisha Chrzan, Jean Fishel, and Mike Bond
Study Skills/ College Skills Study Skills/ College Skills
“Skills for College…Skills for Life.”
This proposal aims to improve student study skills and student success in college.
“Skills for College…Skills for Life.”
This proposal aims to improve student study skills and student success in college.
This goal shall be accomplished via a two-pronged approach that focuses on:This goal shall be accomplished via a
two-pronged approach that focuses on:
1. Systematic improvements in the College Orientation/Skills Curriculum at Aiken Technical College
2. Strategic professional development activities related to learning strategies, study skills, and student success skills for faculty, staff and students.
If we can provide individuals with many of the skills they will need to succeed in college…
We can provide them with many of the skills they will need to succeed in life.
1. Systematic improvements in the College Orientation/Skills Curriculum at Aiken Technical College
2. Strategic professional development activities related to learning strategies, study skills, and student success skills for faculty, staff and students.
If we can provide individuals with many of the skills they will need to succeed in college…
We can provide them with many of the skills they will need to succeed in life.
Benefits, Goals and Student Learning Outcome Improvements
Benefits, Goals and Student Learning Outcome Improvements
1. Examine and modify the current College Skills course (COL 103) at Aiken Technical College based on best practices and feedback from stakeholders (e.g., faculty, staff and students).
2. Develop and begin to offer a one credit hour study skills course (COL 104 – Study Skills) as an option for students at Aiken Technical College.
3. Increase the number of students enrolling in and benefiting from College Orientation courses by promoting the courses.
4. Review/clarify the policies and criteria for requiring the COL 103 course.
1. Examine and modify the current College Skills course (COL 103) at Aiken Technical College based on best practices and feedback from stakeholders (e.g., faculty, staff and students).
2. Develop and begin to offer a one credit hour study skills course (COL 104 – Study Skills) as an option for students at Aiken Technical College.
3. Increase the number of students enrolling in and benefiting from College Orientation courses by promoting the courses.
4. Review/clarify the policies and criteria for requiring the COL 103 course.
Benefits, Goals and Student Learning Outcome Improvements continued
Benefits, Goals and Student Learning Outcome Improvements continued
4. Improve student success in coursework at Aiken Technical College (i.e., improved withdrawal rates, GPA, retention, graduation rates).
5. Increase the percentage of full-time faculty who are teaching College Orientation courses at Aiken Technical College.
6. Educate all faculty and staff in relation to College Orientation curriculum, various learning strategies, and study skills
4. Improve student success in coursework at Aiken Technical College (i.e., improved withdrawal rates, GPA, retention, graduation rates).
5. Increase the percentage of full-time faculty who are teaching College Orientation courses at Aiken Technical College.
6. Educate all faculty and staff in relation to College Orientation curriculum, various learning strategies, and study skills
Plan Implementation Year OnePlan Implementation Year OneData indicate that many individuals at Aiken Technical College believe that improving the learning and student success skills of students is one of the best ways to improve student success and retention to graduation.
Year One Hire a full-time College Skills Coordinator Evaluate the College Orientation (COL) curriculum and
COL 103 learning outcomes Recruit and train part-time and full-time faculty members to
instruct College Orientation (COL) courses.
Data indicate that many individuals at Aiken Technical College believe that improving the learning and student success skills of students is one of the best ways to improve student success and retention to graduation.
Year One Hire a full-time College Skills Coordinator Evaluate the College Orientation (COL) curriculum and
COL 103 learning outcomes Recruit and train part-time and full-time faculty members to
instruct College Orientation (COL) courses.
Plan Implementation: Year TwoPlan Implementation: Year Two
Begin to deliver the new and improved College Orientation (COL) courses to students at Aiken Technical College.
Conduct a college-wide education and publicity campaign regarding the new and improved College Orientation (COL) courses.
Provide professional development training for faculty and staff in regards to learning strategies and study skills.
Conduct focus groups to measure/assess improvements made to the College Orientation (COL) courses.
Begin to deliver the new and improved College Orientation (COL) courses to students at Aiken Technical College.
Conduct a college-wide education and publicity campaign regarding the new and improved College Orientation (COL) courses.
Provide professional development training for faculty and staff in regards to learning strategies and study skills.
Conduct focus groups to measure/assess improvements made to the College Orientation (COL) courses.
Plan Implementation Years Three - Five
Plan Implementation Years Three - Five
Continue to publicize the new and revised College Orientation (COL) courses and related learning outcomes.
Implementation and ongoing assessment via performance indicators and focus groups.
Conduct COL faculty meetings for continued improvement.
Continue to publicize the new and revised College Orientation (COL) courses and related learning outcomes.
Implementation and ongoing assessment via performance indicators and focus groups.
Conduct COL faculty meetings for continued improvement.
Division Involvement and Professional DevelopmentDivision Involvement and Professional Development
Education and Training Division will teach the COL courses
Student Services will provide orientation
Administrative Services will provide financial framework to support any necessary training, advertising and marketing these initiatives
Ongoing faculty training will be implemented in:
study skills (i.e., theory and practical application) various learning strategies related college success skills (i.e., time management, stress
management, etc..)
Education and Training Division will teach the COL courses
Student Services will provide orientation
Administrative Services will provide financial framework to support any necessary training, advertising and marketing these initiatives
Ongoing faculty training will be implemented in:
study skills (i.e., theory and practical application) various learning strategies related college success skills (i.e., time management, stress
management, etc..)
“Skills for College…Skills for Life”is the best QEP For ATC!
“Skills for College…Skills for Life”is the best QEP For ATC!
Faculty/Staff Focus Groups (75%) reported that improved “study skills” was an effective way to improve student success and that getting students to take, or even requiring students to take a College Skills course would be an effective way to improve student success at ATC.
Thus, it is apparent that there is much room for improvements in student graduation and retention rates at Aiken Technical College. One way to improve graduation and retention rates may be through improving student awareness and knowledge of learning strategies, study skills, and college success skills.
Faculty/Staff Focus Groups (75%) reported that improved “study skills” was an effective way to improve student success and that getting students to take, or even requiring students to take a College Skills course would be an effective way to improve student success at ATC.
Thus, it is apparent that there is much room for improvements in student graduation and retention rates at Aiken Technical College. One way to improve graduation and retention rates may be through improving student awareness and knowledge of learning strategies, study skills, and college success skills.
Study Skills/ College SkillsStudy Skills/ College Skills
Questions Questions
Next Team Next Team
Writing
Team: Patrick Green, Rebecca Guthrie, and Kathryn Fowler
Writing
Team: Patrick Green, Rebecca Guthrie, and Kathryn Fowler
WritingWriting
Initiative 1Subject specific writing in non-English courses
• Minute Papers
• Journal Entries
• In-Class Essays
Initiative 1Subject specific writing in non-English courses
• Minute Papers
• Journal Entries
• In-Class Essays
WritingWriting
Initiative 2 One-hour capstone writing course
• For all degree-seeking students
• Specific to field of study
• E.g. “Writing for Health Professionals”
Initiative 2 One-hour capstone writing course
• For all degree-seeking students
• Specific to field of study
• E.g. “Writing for Health Professionals”
Benefits, Goals and Student Learning Outcome Improvements
Benefits, Goals and Student Learning Outcome Improvements
Student Learning Outcomes1. Communicate effectively in formal and informal written formats
2. Recognize and correct basic grammar and mechanical errors
3. Discuss concepts and issues related to their field of study and compose writings that present their understanding and analysis of the concepts and ideas
4. Produce writing that is clear, concise, and controlled
5. Use an appropriate formal documentation system
6. Integrate material from previous courses and experiences.
Student Learning Outcomes1. Communicate effectively in formal and informal written formats
2. Recognize and correct basic grammar and mechanical errors
3. Discuss concepts and issues related to their field of study and compose writings that present their understanding and analysis of the concepts and ideas
4. Produce writing that is clear, concise, and controlled
5. Use an appropriate formal documentation system
6. Integrate material from previous courses and experiences.
Plan ImplementationPlan Implementation
Year 1• Intensive faculty professional development
• One course per department/discipline will adopt subject specific writing assignments
• First one-credit capstone course will be offered to students
Year 1• Intensive faculty professional development
• One course per department/discipline will adopt subject specific writing assignments
• First one-credit capstone course will be offered to students
Plan ImplementationPlan Implementation
Year 2• Ongoing Professional Development
• Additional courses to offer writing assignments
• Additional department to offer writing capstone courses
• Research conducted to ensure the efficacy of the initiatives
Year 2• Ongoing Professional Development
• Additional courses to offer writing assignments
• Additional department to offer writing capstone courses
• Research conducted to ensure the efficacy of the initiatives
Plan ImplementationPlan Implementation
Year 3 and beyond..........• Ongoing Professional Development
• Two courses in each department/discipline will offer writing assignments
• All departments will offer writing capstone courses
• Research conducted to ensure the efficacy of the initiatives
Year 3 and beyond..........• Ongoing Professional Development
• Two courses in each department/discipline will offer writing assignments
• All departments will offer writing capstone courses
• Research conducted to ensure the efficacy of the initiatives
Division Involvement and Professional Development
Division Involvement and Professional Development
Division Involvement
• Implemented across all academic areas
• All divisions to assist in design and implementation
• Student Affairs assistance in research and writing assignments
Professional Development
• Assessing writing assignments for content and grammar
• Developing writing assignments that enhance student learning
• Teaching writing to learn
Division Involvement
• Implemented across all academic areas
• All divisions to assist in design and implementation
• Student Affairs assistance in research and writing assignments
Professional Development
• Assessing writing assignments for content and grammar
• Developing writing assignments that enhance student learning
• Teaching writing to learn
Why Writing?Why Writing?• Focus Group Data
• Writing identified as a barrier in 11 of the 17 focus groups• 5 focus groups considered writing to be one of their top three
barriers
• CCSSE Data• Only 58% of students feel they can write clearly and effectively
• Job Preparation
• Success at other schools• Southwestern Community College (Sylva, NC), South College (Knoxville, TN), and George Washington University (Washington D.C.)
• Focus Group Data• Writing identified as a barrier in 11 of the 17 focus groups• 5 focus groups considered writing to be one of their top three
barriers
• CCSSE Data• Only 58% of students feel they can write clearly and effectively
• Job Preparation
• Success at other schools• Southwestern Community College (Sylva, NC), South College (Knoxville, TN), and George Washington University (Washington D.C.)
WritingWriting
Questions Questions
QEP Steering CommitteeQEP Steering Committee
QEP Comrades
Janet Amos Bruce McCord Rachel Miller Father Gregory Rogers Charles Welch
QEP Comrades
Janet Amos Bruce McCord Rachel Miller Father Gregory Rogers Charles Welch
Next StepsNext Steps
1. Faculty Paper vote
2. Students Electronic vote
3. Once topic is selected, an implementation team will be put together to advise on the QEP and represent their constituencies.
4. February 1 QEP Preliminary Draft is due
5. June QEP Final Report Due
1. Faculty Paper vote
2. Students Electronic vote
3. Once topic is selected, an implementation team will be put together to advise on the QEP and represent their constituencies.
4. February 1 QEP Preliminary Draft is due
5. June QEP Final Report Due
We thank you all for traveling the road with us and look forward to our continued QEP journey.We thank you all for traveling the road with us and look forward to our continued QEP journey.
Questions . . . . . .