http://www.youtube.com/watch?v=CWZST8nRJ3g

Click here for PACE Yourself video

QEP Executive Task Force

Co-ChairsDr. Nico Schüler

Dr. Beth Wuest

AdvisingMs. Jennifer Grant

Ms. Kristi Rickman

Mr. Brian Robinson

MentoringDr. Brock Brown

Dr. Laurie Fluker

Dr. Paul Gowens

Dr. Pamela Wuestenberg 

Student Support Ms. Jennifer Beck

Mr. Terence Parker

Mr. Curtis Schafer 

StudentsMr. Christopher Covo

Assessment PlanningDr. Gail Ryser

Budget DevelopmentDr. Ronald Brown

MarketingDr. Mary Ann Stutts

Quality Enhancement Plan (QEP)

Personalized Academic and Career Exploration (PACE)

The Quality Enhancement Plan describes a carefully designed course of action that addresses a well-defined and focused topic or issues related to enhancing student learning.

The Quality Enhancement Plan, 2007

Personalized

Academic and

Career

Exploration

Goals

To help freshmen clarify their

career goals

- - - - - - - - - - - - -

To assist freshmen

in developing and implementing an educational plan

Initiatives

PACE CenterUniversity Seminar

College Faculty LiaisonsTechnology

Outline of Activities Constituents introduced to the QEP (fall 2007)

QEP Topic Development Team - determined topic selection criteria (spring 2008)

- narrowed topics to six (spring 2008)

Leadership Team approved the topic (summer 2008)

QEP Task Force - developed framework, including student learning

outcomes (fall 2008)

- identified key initiatives (spring 2009)

- strategized actions (spring 2009)

- finalized plan details (fall 2009)

BROAD-BASED PROCESS

Pervasive Practices

Reviewed mission, values, and goals resulting from university’s strategic planning process

Derived concepts from institutional data and best practices

Requested input from entire university community

Organized broad-based decision making groups - QEP Topic Development Team and QEP Task Force

represented widest range of university stakeholders (including divisions, colleges, faculty, staff, undergraduates, graduate students, alumni, and City of San Marcos)

Maintained open dialogue

Relationship to University Needs

Supports the University Mission Texas State University-San Marcos is a public, student-centered, doctoral-granting institution dedicated to excellence in serving the educational needs of the diverse population of Texas and the world beyond.

Supports the University’s Goal 3 Provide a premier student-centered, educational experience that fosters retention and success and is built on academic programs with clearly defined learning outcomes and a rigorous level of academic challenge.

Supports documented need for educational and career planning

FOCUS OF THE PLAN

Goal ITo help students clarify their career goals

Outcomes and Actions 1.A. Students will assess their future career opportunities

– Take career readiness inventory & write reflective piece– Research careers and related educational expectations

1.B Students will relate career requirements to their personal interests, abilities, and values – Analyze career options based on interests, abilities, & values– Explore qualities needed to be successful in a particular career through

mentoring relationship and informational interviews– Develop professional presentation skills

1.C. Students will choose appropriate career pathways, based on continuous self-assessment and analysis of the work world – Chart a career pathway– Participate in experiential learning activities

Goal II To assist students in developing and implementing

an educational plan

Outcomes and Actions II.A. Students will select an academic program that is consistent

with their interests, abilities, and career goals. – Analyze educational programs based on career assessment results– Define the most appropriate educational pathway based on their

academic status, abilities, and interests

II.B. Students will chart a sequence of courses for academic program completion. – Assess options and electives to enhance educational program based on

their goals– Develop a sequence for taking courses to efficiently complete

educational program

II.C. Students will choose co-curricular opportunities to enhance their educational and career goals. – Be acquainted with and active in professional organizations– Be acquainted with and active in organizations which will develop

qualities and skills applicable to their educational and career goals

INSTITUTIONAL CAPACITY FOR INITIATION AND CONTINUATION

Assuring Capacity

Charted a feasible timeline for development, implementation, and assessment

Developed an organizational structure - identified functions to be performed- determined reporting lines

- drafted job descriptions for key roles

Budgeted operational costs

Acquired necessary facilities

Gained commitment from Board of Regents

PACE Organizational Chart

PACE Center Undergraduate Academic Center

BROAD-BASED INVOLVEMENT IN DEVELOPMENT AND IMPLEMENTATION

Development of Plan

QEP Task Force developed plan over 2 years - QEP Task Force (43 member representation of

divisions, colleges, faculty, staff, and students) - QEP Task Force Planning Groups (6 subgroups --

advising, mentoring, student support services, budget, assessment, and marketing)

- QEP Executive Task Force (14 members representing all subgroups)

QEP Task Force - developed framework, including student learning

outcomes (fall 2008)

- strategized actions (spring 2009)

- determined timeline, organizational structure, budget, & assessment (summer 2009)

- finalized plan details (fall 2009)

Implementation of Plan

PACE Leadership provided by - PACE Administration, a new administrative group

reporting to the Provost - PACE Council, a representative group providing

guidance in achieving the PACE goals - PACE Assessment Committee, a subgroup overseeing

assessment activities

PACE organization identified for each action and initiative including functions to be performed and reporting lines

Support from three divisions (Academic Affairs, Student

Affairs, and Information Technology) essential to continued success of PACE

ASSESSMENT OF THE PLAN

Assessing the Plan

Assessments will be led by the PACE Assessment Coordinator and PACE Assessment Committee

Each of the six student learning outcomes are assessed through multiple measures

Assessments for each action provide specific data to instructors / service providers

Assessment plan includes additional measures to ascertain overall effectiveness - Matriculation, persistence, satisfaction, and efficiency of

progression

Assessments

Data include - Formative and Summative

- Direct and Indirect

- Quantitative and Qualitative

Details of assignments and instruments / rubrics to be developed simultaneously

Assessment timeline allows for three full years of data collection prior to submission of Impact Report

Timeline for the Future

Spring & Summer 2011– Hire Dean and Assistant Dean

2011 - 2012– Pilot University Seminar units; portfolio software, and

assessments– Establish PACE Council

2012 - 2013– Involve incoming freshmen with PACE Center advising– Appoint and develop College Faculty Liaisons

Spring 2013– Officially open new PACE Center

Intended Consequences

Student success -- In developing and implementing their educational plan

-- In clarifying their career goals

Higher levels of satisfaction

Efficiency of progression

Increased graduation rates

Click here for QEP Video