exploring the qep topic: the past, present, and future paths to compliance
TRANSCRIPT
Exploring the QEP Topic: The Past, Present, and Future Paths to Compliance
Developing the QEP9 Steps to a QEP
Step One
Selecting the Topic
• Explain the purpose of the QEP• Ensure widespread participation by all pertinent
institutional groups• Base selection on empirical data• QEP can extend, modify ,redirect, or strengthen an
improvement that is already underway• QEP significant to the institution as a major enhancement
to student learning• Exploration and research with limited number of faculty,
administrators, and students
Step One - What Has Been Done
Criteria Evidence
Explain the Nature and Purpose of the QEP to members of the institutional community
Convocation 2006/2007
Del Mar College Faculty Page Website
Brochure for Solicitation of Topics
Initial Exploration and research about the topics
Steering Committee-Review Topics
Del Mar College Faculty Page Website -White Papers of Topics
Ensure widespread participation by all pertinent institutional groups
Convocation 2006/2007
Faculty Invited to Write White Papers/ Focus Group Discussions
Step One - What Has Been Done
Topics Categorized1. Applied Content Model2. Math Across the Discipline3. Orientation as a Planned Event4. Freshman Seminar5. Engagement 1st Yeat Advising6. Learning Communities7. Math Applied Technical Math8. Critical Thinking9. Student Portfolios10. Developing Excellence Through Training11. Supplemental Instruction12. Reading Across the Discipline
Step One –What Has Been Done
White Papers On QEP Topics
Assessment Related To Topic
Supplemental Instruction Based on empirical data from several core courses
Integrating Math Instruction into Technical Programs
No empirical data provided
E-Portfolios: Digitalizing Learning Outcomes
No empirical data provided
Step One –What Has Been Done
FOCUS GROUPS
SURVEY RESULTS
Positive Comments Negative Comments
Community and Employer Focus Groups (n=5)
•Makes a difference for students who needs help
•SI students can zero in on problem areas
•Can SI students able to teach others?
•Do the SI students have the ability and patience to teach others?
Faculty II Focus Groups (N=9)
•Good Experience with peer teaching
•Can help with learning fundamental subject-math
•Intensive assessment would be involved
•How do we identify at risk courses
Overall Comments of Focus Groups for Supplemental Instruction
Positive Comments Negative Comments
Student Focus Groups (N-8)
•Can be beneficial especially in high risk subjects if structured
•Sees as a crutch
•Questions instructors methods of instruction
Employee Focus Groups (N-11)
• Students can relate to each other
• Good experience with peer tutoring
• Will enhance but cannot do it alone
•Funding an issue?
Faculty Focus Groups (N-14)
•Good concept
•Any help would be beneficial
•Low number of students participate
•SI leader could affect outcome
•Course instructor must be committed
Supplemental Instruction Continued
Positive Comments Negative Comments
Community and Employer Focus Groups (n=5)
•Have math lab requirement for all math classes
•DMC must
•Students not getting out because lack math background
•High Schools need to teach math
Faculty II Focus Groups (N=9)
•Needs to extend beyond tech program
•Math as driving need for student graduation success
•Not convinced would work at the College in the whole
•How will it be instructed?
Overall Comments of Integrating Math Instruction into Technical Programs
Positive Comments Negative Comments
Student Focus Groups (N-8)
•Can be beneficial
•Help students see the importance of math in their field of study
Employee Focus Groups (N-11)
• Important to teach students who cannot think for themselves
• Good for nursing
•Not convinced will work at the College on the whole
•How will it be instructed?
Faculty Focus Groups (N-14)
•Tech students need math
•Math a drawback
•Students not selected for specific programs weak in math
Integrating Math Instruction into Technical Programs Continued
Positive Comments Negative Comments
Community and Employer Focus Groups (n=5)
•Help students see their progress
•Instill self-discipline
•Can influence student values
Faculty II Focus Groups (N=9)
•Helps students see importance of courses
•Allows student see their progression from simple to complex
•Time factor for keeping up with portfolio for student is challenging
•Monitoring a challenge
Overall Comments of Portfolios
Positive Comments Negative Comments
Student Focus Groups (N-8)
• Sees the benefits of a portfolio
• Good backup of academic work
• Not compatible with all programs
• Hard to put together
Employee Focus Groups (N-11)
• Overall insight to student learning
•Allows student to see progression
•Time factor challenging
•Monitoring a factor
Faculty Focus Groups (N-14)
•Effective for reinforcing topics
•Give student sense of accomplishment
•Use as tool for potential employers
•Students do not know what they are
•Difficult to apply occupational ed. outcomes
•Who evaluates
Step One - What Has Been Done
CriteriaEnsure widespread participatio:n by all pertinent institutional groups.Administration SACS CONF; 2006& 2007 Convocation
Newsletter; brochure’ emails
Faculty/Staff 2006& 2007 Convocation Newsletter; brochure’ emails; Focus Group Surveys
Students Round Table Focus Group Surveys/ Roundtable discussions on White Papers
Alumni/Community Round Table Focus Group Surveys/ Roundtable discussions on White Papers
Trustees
Step One - Continuing the Process
“The topic needs to be sufficiently broad to be viewed as significant to the institution and as a major enhancement of student learning.”
Student learning can be defined as
Step One- Continuing the Process
“ Broad-Based institutional process identifying key issues emerging from institutional assessment”
EXPLORATION OF THE– Institutional Culture– Strategic Planning– Goals – Mission – Assessment Result
Step One- Continuing the Process
POSSIBLE ASSESSMENTS
DEL MAR COLLEGE INTERNAL ASSESSMENTS
Survey Feedback Idea Evaluations
Student Satisfaction CCSSEE
Nationally Standardized Measures
National Community College Benchmark Standards
Attendance Figures Statistical Profile
“Institutions are encouraged to base their selection of the topic for the QEP on empirical data and analysis of these data”
Step One- Continuing the Process
Del Mar College’s Graduation Rate and Transfer Rate
Findings of the Del Mar College’s Assessments
National Community College Benchmark Standards (2007)
Completed Degree in 3 years
Transferred in 3 years
Completed or Transferred in 3 years
FTIC- Fall 2003
(n=985)
8.64%
(n=85)
12.20%
(n=120)
20.83%
Step One- Continuing the Process
Core Course Retention, Success Rate and Completion Rates
National Community College Benchmark Standards (2007)
Retention
(Stayed in class and received a Grade of
A-F)
Success Rate
(Received A Grade of A-C)
Completer Success
English Comp I
(n=2,088)
78% 61.1% 78.2%
English Comp II
(n=889)
62.6% 50.2% 80.2%
College Algebra
(n=780)
62% 40.7% 65.7%
Speech
(n=121)
78.5% 66.9% 85.2%
Step One- Continuing the Process
Findings of the Del Mar College’s Assessments
Statistical Profile- FTIC Testing in Developmental Education
Fall 2004
(N-2036)
Fall 2005
(N-1840)
Fall 2006
(N-1647)
Fall 2007
(N-1129)Dev. English 34 % 27% 25% 34.5%
Dev. Math 68% 60% 61% 63.5%
Dev. Reading 31% 25% 22% 37%
Total(One or More Dev. ED)
71% 62.5% 63.5% 73.4%
College Level or Exempt
29% 37.5% 36.5% 26.6%
Step One- Continuing the Process
Findings of the Del Mar College’s Assessments
National Community College Benchmark Standards (2007)
Retention
(Stayed in class and received a Grade of A-F)
Success Rate
(Received A Grade of A-C)
Completer Success
Developmental English
78 % 55% 70%
Developmental Math
68% 36% 53%
Developmental Reading
77% 53% 69%
Step One- Continuing the ProcessFindings of the Del Mar College’s Developmental Education Data Compared to the National Study of Baseline Data ( Gerlaugh et.al, 2007)
Retention
(Stayed in class and received a Grade of A-F)
Success Rate
(Received A Grade of A-C)
Completer Success
Developmental English
78 %
(Natl- 83%)
55%
(Natl- 73%)
70%
(Natl- NA)
Developmental Math
68%
(Natl- 80%)
36%
(Natl- 68%)
53%
(Natl- NA)
Developmental Reading
77%
(Natl- 83%)
53%
(Natl- 76%)
69%
(Natl- NA)
Findings of the Del Mar College’s FTIC Developmental Education
National Community College Benchmark Standards (2007)
Developmental Students Retention and Success in First College-Level Courses
FALL
2004
COHORT
(Completed as of Fall 2005)
Retention
(Stayed in class and received a Grade of A-F)
Success Rate
(Received A Grade of A-C)
Completer Success
Math
(N-248) 78.6% 56% 71.2%
English
(N-204) 79.4% 64.2% 80.8%
Step One- Continuing the Process
Step One-Narrowing the Focus
White Papers Results• Not based on institutional
empirical data
• Math, in general, appears to biggest concern
• Management and monitoring of portfolios appear to be a challenge
• SI appears to have valid support, but can be incorporated as a component of the overal QEP topic
Assessment Results
• Low graduation rates
• Low Success rates in Core Class
• 60-73% of FTIC students enroll in one or more DEV. Ed Class
• Low Success Rate in Dev. Ed Classes
After Examining the Topics and the Analyzing the Institutional Empirical Data What Would Be A QEP Topic that will focus on student learning….
• Increase student learning based on research and best practices
• Enhance the climate for student learning
• Benefit the institution
Model QEP’s• A Formula for Success in College Mathematics – Abraham Baldwin
Agricultural College
• Focus On Reading- West Kentucky Community & Technical College
• Moving Mathematical Mountains – Southeast KentuckyCommunity and Technical College
• Connections to College Success: Enhancing Developmental Education – Hazard Community and Technical College
• Quest for Excellence in Mathematics: Facilitating Growth In Mathematical Learning Skills – Hinds Community College
What Was Their Plan?
A Formula for Success in College Mathematics – Abraham Baldwin Agricultural College
• Annual Math Faculty Retreats
• Faculty Learning Communities and Course Revisions
• Design Expert Learning Courses for Instructors and Students
• Computer Lab and Testing Lab
• Supplemental Instruction
• Tutorial Program including Video Training and Web Tutoring
• Course Portfolio
• Placement Testing and Advising
What Was Their Plan?
Focus On Reading- West Kentucky Community & Technical College
• Faculty Learning Circle Workshop• Professional Development Campus Wide- Best Practices Training• College Reading Group Activities• Selection of Book• Library Book Reading• Reading Contests• Phi Theta Kappa Book Drive• Popular Material Lease Program
What Was Their Plan?
Moving Mathematical Mountains – Southeast KentuckyCommunity and Technical College
What Was Their Plan?
Connections to College Success: Enhancing Developmental Education – Hazard Community and Technical College
•
Developing the QEPSteps to A QEP
• Step Two – Defining the Student Learning Outcomes• Step Three – Researching the Topic• Step Four – Identifying the Actions to be Taken • Step Five – Establishing the timeline for
Implementation• Step Six – Organizing for Success• Step Seven- Identifying Necessary Resources • Step Eight- Assessing the Success of the QEP• Step Nine – Preparing the QEP for Submission to the
COC