quality enhancement plan · top ten topics in rank order 11 table 3. rfp submission scores...
TRANSCRIPT
2019 - 2024
QUALITY ENHANCEMENT PLAN
List Of Tables, Figures and Appendices 5 Executive Summary 6
Introduction 7
Topic Selection 8
Strategic Plan 8
Topic Selection 10
Review of Institutional Data 13
Development 16
Introduction to Literature Review 16
Defining Essential Skills 16 Acquiring Essential Skills 20
Contextualizing Essential Skills 21
Theoretical Framework for Building Courses 22
Pedagogical and Andragogical Approach 22
Employees as Role Models of the Essential Skills 23
Identification of Specific Essentials Skills for the QEP 24
Developing Baseline Data on Essential Skills 26
Distilling the List Down to Three Essential Skills 29
Desired Student Learning Outcomes 31
Implementation 36
Overview of Essential Skills in the Curriculum 37
QEP Commitment #1 40
QEP Commitment #2 46
QEP Commitment #3 47
Assessment 49
Micro-Assessment: Assessing Student Learning 51
Macro-Assessment: Assessing the Overall Success of the QEP 53
Timeline 56
Administrative Structure 64 Role of the QEP Director 65
Resources 66
References 68
Appendices 73
TABLE OF CONTENTS
MISSISSIPPI GULF COAST COMMUNITY COLLEGE
4 MGCCC QEP 2019
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5MGCCC QEP 2019
Table 1. Media Used to Communicate with Stakeholders 11Table 2. Top Ten Topics in Rank Order 11Table 3. RFP Submission Scores According to Rubric 12Table 4. Essential Skills for Successful Transition from Student to Employee Based on Literature 17Table 5. Attributes of Essential Skills by Organization 18Table 6. MGCCC Employer Satisfaction Survey 26Table 7. MGCCC Employee Survey of Student Attainment of Essential Skills 27Table 8. Student Graduation Survey 27Table 9. MGCCC Business/Industry Partner Response to Identify Top Essential Skills 30Table 10. Establishing Baseline Data with the QEP Rubric After Intervention 34Table 11. Career Programs Implementation of Essential Skills by Course 39Table 12. Overview of Three QEP Commitments: Intervention and Assessment 55Table 13. MGCCC Timeline: Four-Semester Overview of Implementation and Assessment Plan 63 Table 14. Five-Year Cost Estimate to Implement QEP, Including Pre-Planning Year 66
Appendix A. Topic Selection Committee 73Appendix B. Scholarships 74Appendix C. QEP: Call for Topics 75Appendix D. QEP Topic Proposal Rubric 76Appendix E. QEP - Request for Proposals 77Appendix F. QEP - Call for Feedback 78Appendix G. QEP - Survey 80Appendix H. Topic Development Committee 81Appendix I. Mississippi Gulf Coast Chamber of Commerce 82Appendix J. Right Signals 83Appendix K. QEP Listening and Speaking Rubrics 87Appendix L. QEP Logo Contest 89Appendix M. QEP Planning Process 91Appendix N. Dr. Brad Bailey’s Biography 97
Figure 1. Infographic of MGCCC Key Demographics and Core Student Information 7Figure 2. Topic Selection Process 10Figure 3. QEP Feedback Survey: Combined First and Second Preferences 13Figure 4. CCSSE Data on Essential Skills 14Figure 5. Comparing the Survey Results: Employers, Employees, and Students 28Figure 6. MGCCC Business/Industry Partner Response for the QEP (2nd Survey) 29Figure 7. Evolution of Three SLOs 31Figure 8. The Three SLOs: Implementation Over Four Semesters 32Figure 9. QEP Commitment #1 and Implementation of Three SLOs 40Figure 10. Listening and Speaking Taught Over Four Semesters 42/52Figure 11. Illustration of the QEP Assessment 49Figure 12. QEP Organizational Chart 64
List of Tables
List of Appendices
List of Figures
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6 MGCCC QEP 2019
Executive Summary
Deeply embedded in the educational, economic, social, and cultural life of Stone, Harrison, Jackson, and George Counties, Mississippi Gulf Coast Community College (MGCCC) is a vibrant institution that strives to provide “superior instruction through traditional and technological formats to offer workforce pathways, certificates, diplomas, and associate transfer and applied degrees” (Mission Statement). MGCCC’s Strategic Plan 2020 identifies four commitments that guide all decisions at the institution: Teaching and Learning, Student Success, Community Engagement and Partnerships, and Culture of Innovation. These commitments ensure that our programs prepare students to excel in all areas of their lives. The College has cultivated relationships with local and national businesses and organizations that have allowed us to develop programs that equip graduates with 21st century skills that qualify them to become productive members of the workforce and academia. Aligning with the four commitments, our Quality Enhancement Plan (QEP) is an integral part of serving the needs of our students and stakeholders.
Its purpose is to “propagate a culture of essential skills improvement among Career students by aligning academic and support services with best practices and resources that empower students to take ownership of their essential skills needs related to attendance/punctuality, listening, and speaking.”
Undergirding all of MGCCC’s commitments is a robust data infrastructure that yields actionable quantitative and qualitative data, including feedback from all of the College’s stakeholders. When College stakeholders speak, the College listens, and during the QEP Topic Selection Process, both employers and students identified essential skills as an area of need. Consequently, the QEP Topic Selection Committee submitted a request for proposals to students, partners in business and industry, and employees. From among several strong proposals, the submission from the Pi Epsilon chapter of Phi Theta Kappa,“Soft Skills for Hard Work,” emerged as the selected topic. This student group’s research combined with research conducted by the College’s Institutional Research department and feedback from
local employers revealed a deficiency in students’ essential skills. Ultimately, attendance/punctuality, listening, and speaking proved to be the areas of greatest need. It became evident that while MGCCC was doing an excellent job of teaching students hard skills, it had neglected to place the same level of emphasis on essential skills. Using this data, the QEP Topic Development Committee worked to design a practical and effective solution to deliver engaging essential skills training to Career students. The final product of these efforts is Embracing Essential Skills!, MGCCC’s Quality Enhancement Plan. This initiative provides an opportunity to have both an immediate and lasting impact on the careers of students. The development and implementation of modules that teach attendance/punctuality, listening, and speaking skills in Career classes and the redesign of Public Speaking I constitute the core actions of the QEP. During each semester of their programs, Career students acquire and develop a new aspect of the essential skills while intentionally practicing the essential skills that they have already learned. We anticipate that this immersion into essential skills training will result in profound behavioral change among MGCCC Career students, subsequently strengthening the College with more polished students and the employers that hire MGCCC students with more refined employees. A pilot of the QEP in Smart Start Pathways, a prerequisite for students embarking on selected Career pathways, suggests that our goals are realistic. For example, 43% of students entering the pilot (before intervention) met expected outcomes on nonverbal listening while 82% of students who completed the pilot met expected outcomes. We aim to replicate this success with all of our Career students. The QEP presents opportunities for meaningful growth for MGCCC students. While the QEP focuses on Career programs, we envision scaling essential skills training to a broader audience over time, if manageable. After reflecting on QEP-specific data collected from Career programs, the QEP Implementation Committee will identify the most successful elements of the plan and refine the implementation process, creating a framework to propagate a culture of essential skills across the institution.
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In 1911, the citizens of the Mississippi Gulf Coast embarked on a journey to provide quality education by establishing the Harrison County Agricultural High School. The institution soon emerged as a junior college and was awarded accreditation by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) in 1929. The College has remained committed to full compliance with SACSCOC accreditation requirements for ninety years. In 1987, Mississippi Gulf Coast Junior College became Mississippi Gulf Coast Community College (MGCCC).
The purpose of the QEP is straightforward. MGCCC will propagate a culture of essential skills improvement among Career students by aligning academic and support services with best practices and resources that empower students to take ownership of their essential skills needs related to attendance/punctuality, listening, and speaking.Figure 1. Infographic of MGCCC Key Demographics and Core Student Information.
MGCCC serves the 389,385 citizens of southeast Mississippi with two-year university transfer, Career and Technical, workforce training, and community education programs. The institution has developed into three comprehensive campuses and seven centers operating as one unified college. The locations range from rural areas in the northern part of the District to a designated metropolitan area of the state, cities of Gulfport and Biloxi.
As a globally competitive learning community with an entrepreneurial spirit that cultivates student success, Gulf Coast aims to provide the very best learning opportunities for South Mississippi residents. The vision of Mississippi Gulf Coast Community College is to remain at the forefront of innovation and academic excellence on a regional and national level. For example, MGCCC has a 97.7 percent graduation rate among student athletes, a 93.7 percent job placement rate for Career and Technical and Health Science graduates, and a 95.9 percent licensure exam passage rate among health sciences students.
The mission of Mississippi Gulf Coast Community College is “to meet the educational and community needs in George, Harrison, Jackson, and Stone counties by providing superior instruction through traditional and technological formats to offer workforce pathways, certificates, diplomas, and associate transfer and applied degrees. The College embraces lifelong learning, productive citizenship, service learning, and leadership development in a dynamic and innovative learning environment.“ MGCCC is authorized to award Associate of Arts, Associate of Science, Associate of Applied Science, and Associate of Applied Science in Occupational Education degrees as well as certificates and diplomas. Official Fall 2018 enrollment totaled 9,049 students. Figure 1 features student enrollment characteristics, core student information, and key demographics.
48% Almost 1/2 of the MGCCC student
population is enrolled in online courses.
Online Enrollment
Teaching & Learning
Student-to- Teacher
Ratio20:1
Job Placement for MGCCC’s Career & Technical programs is 5% HIGHER
than the state average.
MGCCC Enrollment
Workforce Training and Other Non-Credit
Students
Credit Students
54% 46%
97% MGCCC nursing programs
have an average placement rate of more than 97% in a
two-year period.
Veterans make up more than 9% of the MGCCC student
population.
53% of all MGCCC students are between the ages of 18-21.
About Our Students
Male Students
Female Students
White African-American Hispanic/Latino Asian Other
61%24%
6%6%
3%
61% White
24% African-American
6% Hispanic/Latino
3% Asian
6% Other
Student Ethnicity
64%
36%
MGCCC Credit Enrollment
Part-Time Students
Full-Time Students
INTRODUCTION
60%40%
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8 MGCCC QEP 2019
With over 100 years of educational experience, MGCCC has a history of developing and implementing programs to provide educational opportunities for targeted populations with established support systems for members of its service district. In July 2017, the College President, Dr. Mary S. Graham, and Executive Council* appointed a QEP Topic Selection Committee that included four faculty members, three staff members, three students, four administrators, and an institutional researcher (Appendix A). The committee developed an approach to determine the QEP topic, and the College President, Executive Council, and Board of Trustees approved this approach in August 2017. The approach to QEP topic selection and development of the QEP were first filtered through MGCCC’s mission, Strategic Plan 2020 (2011), and planning process.
The QEP topic selection committee designed this approach to maximize participation and to provide media through which all stakeholders’ voices could be heard. Students are the primary stakeholders in the institution, and the committee hoped to receive topics and proposals from students.
The Pi Epsilon chapter of Phi Theta Kappa (Jackson County Campus) submitted a proposal on soft skills, and while it initially ranked second in the rubric scoring, it emerged as the clear choice during the request for feedback phase. During that phase, students were second only to employees in raw number of responses, and they favored the soft-skills proposal by a wide margin.
Few factors motivate faculty as much as students asking to be taught a particular set of skills and devoting their time and energy to acquiring that set of skills. The commitment from students generated responsibility and enthusiasm across the institution.
The success of MGCCC lies in the strength of its strategic plan, developed every ten years, and annual planning that takes place within each division. MGCCC adopted Strategic Plan 2020 (2011), which details its four Institutional Commitments: 1) Teaching and Learning, 2) Student Success, 3) Community Engagement and Partnerships, and 4) Culture of Innovation. All college stakeholders play a part in the development of the strategic plan, and the four Institutional Commitments support the college’s mission, vision, and values.
The Institutional Commitments serve as a framework for the annual planning process that begins prior to the fall semester each year and concludes in the spring. Every division and department within the institution establishes goals for the upcoming year, and the goals correlate to one or more of the institutional commitments. As a formative assessment, college leaders evaluate the goals throughout the year, and as a summative assessment, the divisions and departments review the results and determine how to use the results to make plans for the future of their divisions and the institution as a whole.
Strategic Plan
Institutional Commitment #1 – Teaching and Learning
Students served on the committee, submitted topics and proposals, and provided feedback on all of the proposals.
The QEP not only demonstrates MGCCC’s commitment to excellence, it also supports Strategic Plan 2020 and is a direct result of the planning process.
The students’ investment in their education and in the institution as a whole endows their proposal with a remarkable sense of urgency.
The first commitment, Teaching and Learning, fosters an environment that “develops and maintains innovative and market-driven programs focusing on employability of students in a global market” and emphasizes methodologies that “create and support a student-centered learning environment that encourages active learning” (Strategic Plan 2020, 2011). This responsibility demands that MGCCC instructors teach skills that directly make students’ employable.
TOPIC SELECTION
* MGCCC’s Executive Council is comprised of the President, Executive VP of Teaching & Learning/Community Campus, Executive VP of Enrollment Management/Student Success, Executive VP of Finance/Administration, Executive Vice President of Institutional Advancement, and 3 Campus VPs.
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The second commitment, Student Success, embraces student support programs. This initiative “provides employment support services for students and alumni” and “supports student success and retention through counseling, advisement, [and] study skills.” Student success begins before a student enters the classroom, and it extends beyond college completion. Student-opinion surveys and assessments of student learning outcomes reflect student success throughout a student’s community college career; however, data that support student success after completing a degree or certificate at MGCCC are equally important. For example, comprehensive data exist to show the success rate of students who transfer to a university upon completion of their two-year degree. Other data show student success in the workplace once a student has earned a certificate, diploma, or degree. The Employer Satisfaction Survey indicates whether essential skills in the workplace are demonstrated. The findings of the data and the surveys, as well as feedback from Career advisory councils, will be discussed under the Development section of the QEP.
with valuable information regarding workforce needs. Advisory councils or comprised of industry partners who not only employ the college’s graduates, but also provide valuable feedback on the performance of the students they employ and future changes in the industry that may affect all or part of a program. The feedback allows Career instructors, as well as college leadership, to make informed decisions during the planning process.
The QEP leverages community partnerships in three ways:
1. Community partners helped choose the topic.
2. Community partners give feedback on students’ essential skills needs (Employer Satisfaction Survey)
3. Business and industry partners provide real-world examples for classroom instruction through Advisory Councils to enhance essential skills training.
Therefore, the curriculum must include skills that are relevant and applicable to employment, and the andragogy should incorporate active learning strategies. Institutional Commitment #2 – Student Success
Institutional Commitment #3 –Community Engagement and PartnershipsThe third commitment, Community Engagement and Partnerships, involves embracing and expanding local, regional, and national partnerships. In addition to the partnerships between MGCCC and the state or regional universities, the institution strives to forge partnerships with area businesses and industries in order to “create effective and sustainable pathways for students to complete educational goals to reach career and life outcomes.” Additionally, the college is committed to “assess[ing] workforce development needs and align[ing] training and career/tech programs to targeted industries” (Strategic Plan 2020, 2011). The creation of an advisory council for each Career and Technical (CTE) program and on-going meetings with council members provide the college
The final commitment, Culture of Innovation, promotes an entrepreneurial atmosphere that encourages risk-taking, innovation, and collaboration. This commitment “foster[s] a collegial environment reflecting an entrepreneurial foundation in instruction, student services and administration supported by faculty/staff and student development with incentives to foster innovation” (Strategic Plan 2020, 2011). For example, students proposed the topic chosen as MGCCC’s QEP. Additionally, MGCCC students are becoming leaders on a national level, winning national competitions based on academic and skill attainment, and receiving prestigious scholarships for their academic and leadership abilities (Appendix B). This includes atypical academic pursuits for community colleges. For example, through the Mississippi IDeA Network of Biomedical Research (INBRE) grant, students conduct significant research and contribute to the biomedical field on a national scale. The entrepreneurial environment of the college not only allows students to pursue excellence in innovative
Institutional Commitment #4 – Culture of Innovation
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10 MGCCC QEP 2019
ways, it also cultivates a risk-taking atmosphere, which allows employees to be creative and inventive within their own disciplines.
The committee made it a priority to distribute the call for topics as broadly as possible because of the integral, reciprocal relationships that exist between the college and its stakeholders. The college serves a diverse and vibrant district replete with business and industry, thousands of current, former, and prospective students, hundreds of talented and committed employees, current and former members of the military, and a number of vital community organizations, each of which constitutes a critical part of the college’s identity and each of which has specific needs. While each group has unique needs and makes unique contributions to the college, the groups complement each other to accomplish the college’s mission and to fulfill its commitments. Therefore, it was crucial that each stakeholder had a voice in the topic selection process. Table 1 shows the media through which the committee reached each distinct group of stakeholders:
From adopting a new technology within a classroom to building new state-of-the-art facilities, MGCCC empowers its stakeholders to pursue excellence in ways that support the mission, Strategic Plan 2020, and the Quality Enhancement Plan of the institution.
With the college’s mission and Strategic Plan 2020 (2011) guiding it, the QEP Topic Selection Committee – comprised of faculty, staff, student, and administrative representatives from both academic and Career-Technical disciplines – employed the approach approved by the Board of Trustees in August 2017. The approach established a four-phase plan: 1. Call for Topics, 2. Request for Proposals, 3. Call for Feedback, and 4. Final Selection as seen in Figure 2. In each phase of the plan, the committee focused on maximizing input from all of the college’s stakeholders. Therefore, MGCCC’s ongoing, comprehensive planning and evaluation processes led to the identification of the topic in two ways. First, the approach was part of a normal submission process for innovative ideas – the Innovators Awards. Second, through this approach the college’s planning guided the discussion and institutional data informed and distilled the topics.
During Phase One: Call for Topics, the college invited stakeholders to submit topic ideas for the QEP. MGCCC’s President, Dr. Mary S. Graham, emailed a survey requesting topics to more than 12,000 stakeholders, faculty, staff, students, partners in business and industry, and community organizations (Appendix C). The college created a Web page and an email address solely for QEP-related inquiries, and the QEP Topic Selection Committee members held face-to-face listening sessions on each campus, at each center, and with advisory groups to gather topic ideas.
Topic Selection
Call for Topics
Request for Proposals
Call for Feedback
FinalSelection
Phase 1
Phase 2
Phase 3
Phase 4
Emailed to Stakeholders on August 24, 2017
Emailed to Stakeholders on September 21, 2017
Survey sent on November 10, 2017 with a deadline of
December 12, 2017
Topic Approved by Board of Trustees on
January 17, 2018
Figure 2. Topic Selection Process
Phase #1 – Call for Topics
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1 Advising 28
2 Online Learning Experience 26
3 Soft Skills/Life Skills 23
4 Health & Wellness 22
5 Career Coaching 21
6 Critical Thinking Skills 18
7 Study Skills 18
8 Technology 16
9 Math Skills 15
10 Communication Skills 14
Stakeholders responded well, yielding 462 responses. The committee analyzed the responses, and the top ten topics ranked as illustrated in Table 2:
STAKEHOLDERS MEDIUM OF CONTACTGroup Website Email Print Piece Listening Session Newsletter
Students X X X X
Faculty X X X X X
Parents X X
Business & Industry X X X
Board of Trustees X X X X
Community X X
Staff X X X X X
Administrators X X X X X
Counselors X X X X X
Alumni X X
Military X X X
Higher Ed/Transfer Institutions
X X
Local Area High Schools
X X
Legislators X X
Student Activities & Organizations
X X X X X
ABE/HSE/Continuing Education
X X X X X
Public Relations/Local Media
X X
Student Support Services
X X X X X
Distance Learning X X
Civic Groups X X
Local/State Government
X X
Retirees/Life-Long Learning
X X
Foundation X X X X X
BSU & Wesley X X
Coordinators X X X X X
Community Education Programs
X X
Table 1Media Used to Communicate with Stakeholders
Table 2Top Ten Topics in Rank Order
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Taking the top proposals from the RFP process according to the rubric score, the committee gathered qualitative and quantitative feedback during Phase Three: Call for Feedback. The committee presented a PowerPoint presentation on the top six proposals (Appendix F) and held listening sessions at every campus and center and with Career-Technical education advisory councils to gather qualitative feedback.
For the quantitative feedback, the MGCCC Human Resources office distributed a survey to stakeholders via email; in order to ensure a high response rate, this survey was attached to the Intent to Return to Work email (Appendix G). The survey included a summary of each proposal and offered stakeholders the opportunity to choose their preferred proposal (quantitative feedback). In addition, the survey provided stakeholders with an opportunity to give comments on each proposal (qualitative feedback). Of the 379 stakeholders who provided feedback, 199 were employees, 124 were students, and nine were community partners. The survey asked respondents to rank their first and second choices, and the results are illustrated in Figure 3.
Phase #2 – Request for Proposals Phase #3 – Call for FeedbackDuring this phase, the committee wrote a Request for Proposals (RFP) for the QEP and invited all stakeholders to submit a proposal. The RFP included a rubric (Appendix D) by which the proposals would be graded and required that submissions support Strategic Plan 2020 (2011). The top ten topics from Phase I (Table 2) were included in the RFP as suggested topics for the proposals, but stakeholders were not limited to those topics. Dr. Graham emailed the RFP to stakeholders on September 21, 2017 (Appendix E). Committee members promoted the RFP to stakeholders in a variety of ways, such as displaying posters in high-traffic areas at each campus and center. Ultimately, stakeholders submitted twelve proposals. The committee formed a subcommittee composed of student, administrative, academic, and Career-Technical representatives charged with evaluating the proposals according to the rubric included in the RFP (Appendix D). The rubric included an item measuring whether or not the proposal contained “Mission Alignment.” The subcommittee scored the proposals, and the outcome is detailed in Table 3.
After collecting and evaluating this data, the QEP Topic Selection Committee met again, and it concluded that “Soft Skills for Hard Work” had broad-based support of institutional constituencies. Furthermore,the topic aligned with the college’s mission and Strategic Plan 2020 (2011). Finally, this topic also met a need indicated by the Career advisory councils and employer satisfaction surveys as will be discussed under the Development section of the QEP.
1 Advisement 68
2 Soft Skills 65
3 Learning Communities 64
4 Critical Thinking 62
5 New Student Orientation 62
6 Competency Credit 61
7 Bulldog Innovation 58
8 Online Learning 49
9 Listening Skills 47
10 The Three R’s 47
11 Kinesthetic Learner 40
12 Untraditional Students 38
Table 3RFP Submission Scores According to Rubric
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The QEP Topic Selection Committee noted that the advisory councils identified essential skills as a major need in the local industry, and this voiced need by the advisory councils weighed into the decision to adopt essential skills as the QEP topic.
Advisory council members offered qualitative feedback on the need for essential skills through the advisory council meetings and, later, through the surveys associated with the topic selection process – specifically Phase III: Call for Feedback.
“Developing ‘soft skills’ could be the most important contribution of higher education.”
In addition to facilitating listening sessions and administering surveys, the QEP Topic Selection Committee utilized institutional data to filter each topic through the fabric of students’ documented needs. Institutional data helped the committee distill each topic into the specific student learning outcomes most needed for student success. The committee reviewed a wide range of institutional data including results from the advisory councils, Community College Survey of Student Engagement (CCSSE), Employer Satisfaction Survey, Student Graduation Survey, and MGCCC employee surveys. A brief summary of institutional data is provided for review.
Advisory Council Feedback Each of the CTE programs at MGCCC has an advisory council made up of leaders and experts in each respective program’s industry - businesses that hire MGCCC graduates. The examination of institutional data began with our advisory councils because those groups are well positioned to give feedback on the deficiencies of MGCCC graduates.
The CTE advisory councils play a significant role in shaping the curriculum of the Career and Technical programs and in the selection of a quality enhancement plan for the institution.
Review of Institutional Data
A local Massage Envy franchisee, Nick Alexander, conveyed this need clearly during an advisory council meeting, “Massage Therapists need more than just massage therapy skills; they need to be able to speak to clients, promote themselves, and not be timid.”
Figure 3. QEP Feedback Survey: Combined First & Second Preferences
Career Soft Skills - 26.781% (N=203)
Student Advisement - 19.789% (N=150)
Critical Thinking - 19.525% (N=148)
Orientation - 15.172% (N=115)
Online Learning Communities - 9.894% (N=75)
Competency Based Education - 8.839% (N=67)
0 50 100 150 200
6 120 77
5 95 50
6 88 54
93 22
50 25
5 38 24
Community Partner/Employer Employee Student
- Advisory Council Member
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A local employer offered insight to this need for essential skills during Phase III: Call for Feedback, which allowed confidential feedback from all stakeholders:
In today’s global job market, information expands so fast that most “hard skills” learned today will be revised or outdated before today’s graduate reaches the midpoint of his/her career. Many recent graduates entering the job market consider their need to learn ends upon graduation. Employers look for “soft skills” including effective verbal communication (thinking and expressing themselves clearly and to the point), clear writing skills (rapidly being lost in this age of texting and emojis), critical thinking skills and, most important, an attitude that enables candidates to work well with others, with customers, and with their supervisors.
In relationship to attendance, Question 4(s) of the CCSSE asked how often students skip class. Among respondents, 38.40% indicated that they skip class sometimes, often, or very often. This result demonstrates an opportunity for improvement among MGCCC students in regard to attendance.
While the CCSSE survey shows that Mississippi Gulf Coast Community College students generally meet or exceed national and cohort averages, the committee did identify some gaps.
“This proposal seems to understand that today’s employers hire for attitude and train for skill.”
CCSSEMississippi Gulf Coast Community College administers the Community College Survey of Student Engagement (CCSSE), and the QEP Development Committee analyzed this data to verify that it aligned with the data collected from the previously discussed sources. The committee identified questions on the CCSSE related to several essential skills, including attendance/punctuality, listening, and speaking – See Figure 4.
Figure 4. CCSSE Data on Essential Skills
ATTEND LISTEN
SPEAK
61.60%31.60%
4.50%2.30%4s. Skipped
class
4r. Had serious conversations with students who differ from you
29.10%20.50%
12.60%
37.80%
Never
Sometimes
Often
Very Often
4.70%
31.30%31.30%
32.70%
4a. Asked questions in class or contributed to class discussions
4b. Made a class presentation 25.80%
23.20%
37.90%
11c. Speaking clearly and effectively
28.30%
31.90%
28.30%
11.50%13.10%
- Local employer
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Even though MGCCC students generally outperform students at larger colleges on many CCSSE metrics, the committee concluded that the college may fall short in producing students with the essential skills requested by employers.
The QEP Topic Selection Committee also considered the Employer Satisfaction Survey, MGCCC employee surveys, and Student Graduation Survey. The results indicated a stark difference between the essential skills training needs indicated by students (self-assessment) versus local employers and MGCCC employees. These results will be discussed in the next section titled Development of the QEP Including Literature Review.
Other Institutional Data
Phase #4 – Final Selection
“Soft Skills for Hard Work,” a proposal submitted by a student organization, was the first choice and recommendation of the committee.
With confidence that it was acting in the best interest of the institution and its stakeholders, the committee moved into Phase Four: Final Selection. Before presenting the top three topics to the College President and Executive Council, the QEP Topic Selection Committee verified that each of the topics were aligned with the college’s mission and Strategic Plan 2020 (2011). In addition, the committee used institutional data to evaluate the importance and appropriateness of each of the final topics.
Representatives from the committee met with the College President and Executive Council on January 12, 2018 and presented its recommendation.
After some discussion about how to define “Career Soft Skills,” the Executive Council suggested re-naming the topic “Essential Skills” in order to better meet the needs of institutional constituencies as they were articulated during listening sessions and on surveys.
With this change in terminology, the College President and Executive Council accepted the committee’s recommendation and presented it to the Board of Trustees, who approved it unanimously on January17, 2018. While the topic selection process lasted for about four months, MGCCC’s planning and active engagement with stakeholders began long before, making the topic selection process effective and efficient.
By using the term “essential skills” instead of “soft skills,” the Executive Council sought to transform students and employees’ perceptions of the importance of this particular set of skills.
For listening, Question 4(r) of the CCSSE reads, “Had serious conversations with students who differ from you.” Among respondents, 29.10% indicated that they never had a such a conversation. This result indicates an opportunity for improvement among MGCCC students to listen, especially to differing points of view.
Several items on the CCSSE offered insight on speaking. Question 4(a) examined whether students asked questions in class or contributed to class discussions. Among students, 36% responded that they never or sometimes asked questions or contribute to class discussion, which is an opportunity for improvement. Question 4(b) asked if students made a presentation in class. The results indicated that 25.80% never made a class presentation. This statistic indicated a need to give students more opportunities to present in class. Finally, question 11(c) asked students about “speaking clearly and effectively.” Among students, 11.50% responded that they never spoke clearly and effectively, while 28.30% indicated that they sometimes spoke clearly and effectively. This response demonstrates that many students know they are not speaking clearly and effectively, which offers an opportunity for improvement.
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gathering that result in failure in the workplace, as well as less than desirable performance in academia (Lorenzo & Dziuban, 2006). In 1918, the Carnegie Foundation for the Advancement of Teaching released Charles Mann’s survey results of 1,500 engineers who believed that “80 percent of career success is due to soft skills while 20 percent is due to hard skills”
A century later, that premise continues to hold true because essential skills (i.e., soft skills, career readiness skills, or employability skills) have garnered renewed attention in educational institutions, as well as the business community. Over the past two decades, a number of research studies and formal surveys have identified essential skills as lacking in individuals entering the 21st century workforce. Career success hinges on developing specific job-related or hard skills and competencies in combination with the nonspecific essential skills that employers seek. The ACT WorkKeys’ authors call these skills foundational and portable skills—foundational in that they are the basis for additional tasks and learning, and portable in that they are not job specific but can be applied to a variety of personal characteristics needed for job success (NCRC, 2018).
Defining Essential SkillsIn an attempt to define essential skills, the QEP Development Committee investigated the topic with the following definitions being perhaps the most ubiquitous. Capelli and Won (2013) define soft skills as “understanding people and possessing the ability to manage them in social contexts.” “Soft skills are the employability skills that speak to a worker’s interpersonal skills and character,” according to the Office of Disability Employment Policy (ODEP, 2010, p. 1-2). Although terminology and definitions vary throughout the literature, Darity (2008) believes that skills are divided into intrapersonal skills (self-
Following the Board of Trustees’ approval of Essential Skills as the QEP topic, the College President and MGCCC’s Executive Council appointed a QEP Development Committee that included faculty, staff, a community stakeholder, and a student, representing the various components of the MGCCC District (Appendix H). The QEP Development Committee met during spring semester 2018 to review the literature and identify best practices related to essential skills for employment. The Development Committee used Strategic Plan 2020 (2011), planning documents, and research to guide the discussion and outcomes for students. The committee asked the following questions to guide the research:
• What are the most current, literature-based best practices for essential skills?
• What is MGCCC currently doing to address essential skills?
• What steps can MGCCC take to best implement essential skills for students?
• What are the most pertinent student learning outcomes for essential skills?
Development of the QEP Including Literature Review
Introduction to Literature Review
In the current economy, businesses seek employees who demonstrate expertise not only in work-related aptitudes, but who also have the ability to interact well with coworkers and who conduct themselves in a professional manner.
This ability leads to the development of successful business relationships which ensure Career success. In the literature, a wide spectrum of employers discuss the lack of essential skills in the current American workforce, and this topic is found throughout associated literature on the subject (Darity, 2008; Harris & Rogers, 2008; Lippman, et al., 2015; NACE, 2018; NSSA, 2018; SCANS, 2000; Tymon, 2011; Wonderlic, 2012). Consensus exists among businesses and educational institutions that students often lack appropriate skills, personal attributes, critical thinking techniques, technology use, and information
DEVELOPMENT
- (NSSA, 2017).
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regulating characteristics, such as time- and self-management, improvements in performance and learning, awareness of rights and responsibility) and interpersonal skills (abilities and attitudes that affect relationships with others). Finally, MGCCC adopted the definition of essential skills given by Lippman et al. (2015, p. 4):
“A broad set of skills, competencies, behaviors, attitudes, and personal qualities that enable people to effectively navigate their environment, work well with others, perform well, and achieve their goals.”
Key Essential SkillsResearch has shown myriad, and often overlap-ping, terms for essential skills that are vital for career success. The literature indicates that the following relevant components of essential skills exist for successful transition from student to em-ployee -- see Table 4 (Capelli & Won, 2013; Darity, 2008; NACE, 2018; NCCER, 2018; NSSA, 2018; PCC, 2017; PCS, 2006; SCANS, 2000; Wonderlic, 2012):
INTRAPERSONAL SKILLS AINTERPERSONAL SKILLS
Higher Order/Creative/Critical Thinking
Awareness of Others’ Feelings and Needs
Problem Solving Interaction with Others
Decision Making Understanding How to Motivate Individuals
Integrity Management and Organization Skills
Positive Self-Concept Communication Skills
Professionalism Developing Rapport with Others
Self-Management/Self-Control/Responsibility
Nonverbal and Listening Skills
Digital Technology Leadership
Work Ethic Teamwork/Collaboration
Adaptability and Flexibility Cultural Sensitivity
Initiative Global/Intercultural Fluency
Table 4Essential Skills for Successful Transition from Studentto Employee Based on Literature
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From this extensive list, the QEP Development Committee began to identify general characteristics that individuals should possess in order to succeed in their careers. As previously noted from the literature, commonalities emerged with regard to general terminology—soft skills, employability skills, career readiness skills, essential skills, interpersonal skills, generic skills, and social competence. However, the specificity of which skills are essential is more difficult to determine, as the list above indicates. Although extensive literature exists, Lippman et al. (2015, p. 13) contend that “there is little coherence and communication to agree on terminology and definitions for each specific skill, as well as their priority.” He further states that there is a need for common terms and definitions because employers differ in their definitions of desired skills (Lippman et al., 2015). Several organizations and developers of soft skill diagnostic tools have sought to bring consensus on the core attributes
that represent essential skills as summarized in Table 5 (i.e., Wonderlic, National Association of Colleges and Employers [NACE], Secretary’s Commission on Achieving Necessary Skills [SCANS], National Soft Skills Association [NSSA], National Center for Construction Education and Research [NCCER], and National Career Readiness Certificate [NCRC]). While disparate views exist, a comparison of the essential skills identified by these organizations reveals those core essential skills that are common. Table 5 illustrates this comparison of essential skills among organizations and includes feedback from MGCCC’s local advisory councils. Among these commonly identified attributes, the skills that the local advisory councils identified represent the needs of businesses and industries in the MGCCC District: punctuality/attendance, interview – follow up/attire, communication – oral/written, teamwork/collaboration, interpersonal relationships, problem solving/analytical/creativity, and time management.
Table 5Attributes of Essential Skills by Organization
Skills Wonderlic NACE SCANS NSSA NCCER NCRC Local Advisory Committee
Interpersonal/Relationships P P PListening P P PCommunication - Oral/Written P P P P P PProfessionalism P P PTeamwork/Collaboration P P P PCultural Sensitivity P PSelf-Management P PCritical Thinking P PProblem Solving/Analytical/Creativity P P P P P PInitiative P PComputer/Digital Technology PAdaptability/Flexibility PPlanning
Decision Making P POrganization
Leadership P PWork Ethic P PInformation Processing PResponsibility/Commitment P P PSelf-Esteem PSociability PIntegrity/Honesty PTime Management P PPunctuality/Attendance P PDependability PConflict Resolution PInterview-Follow-Up/Attire PApplied Mathematics PReading for Information PLocating Information P
Local Advisory Councils
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There was consensus throughout the review of literature that job-related hard skills are more readily identifiable than essential skills, and assessment or measurement of hard skills is less challenging than with essential skills (Wonderlic, 2012). Part of this challenge stems from the terminology used to describe essential skills. For example, what characteristics are included in the concept of professionalism? While one entity lists work ethic separately from professionalism, another incorporates work ethic in professionalism. The United States Department of Labor Office of Disability Employment Policy (ODEP, 2010) states: “Work ethic or professionalism is really the worker’s ability to adapt to employers’ expectations for behavior, dress, responsibility, initiative, enthusiasm, and honesty.”
According to Lippman, et al. (2015, p. 5-6) there is still an essential skills “gap” noted by many employers, and their research study concluded that essential skills were critical for workplace success. For example, the literature clearly outlined the core nonverbal behaviors commonly associated with active listening (Richmond & McCroskey, 2008) and effective speaking (Morreale et al., 2007):
Other factors that could impact the attainment of essential skills are socio-economic levels, gender, presence of conflict, and regional differences (Lippman, et al., 2015). Quandt (2017) describes a two-fold problem—society’s reliance on technology and education’s reliance on standardized testing. Text messaging and an abundance of social media have replaced effective communication, teamwork, and a sound work ethic, while standardized testing prevents learning critical essential skills that ensure career success (Quandt, 2017).
Research shows that employers desire job candidates with a solid foundation of essential skills, and they trust and value the essential skills over the hard skills (Beaton, 2017). Omoth (2016) and Loretto (2017) also concur that employers are impressed when job applicants demonstrate a strong set of essential skills, which are good indicators of a person’s ability to perform the job. Therefore, the intrinsic value of essential skills must be addressed to ensure that future workers are equipped with the necessary skills to succeed.
Listening• Eye Contact• Facial Expressions• Gestures/Body Movement• Posture• Mitigates Distraction
Speaking• Eye Contact• Facial Expressions• Gestures/Body Movement• Posture• Attire Appropriate to the Situation
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Colleges should recognize that essential skills are vital to adequately prepare graduates to enter the workforce and to achieve career success. Darity (2008) believes that essential skills affect recruiting, predict career progression, and raise individual productivity. For example, in a survey conducted at Google, STEM (science, technology, engineering, and math) skills came in last when compared with the personal qualities identified by its employees as vital to career satisfaction and success (NSSA, 2017). Several initiatives at high schools and colleges are teaching students to become more responsible and independent, along with encouraging communication and the ability to advocate for oneself (Adams, 2013). Darity (2008, p. 22) avows the importance of these initiatives, “With the shift from manufacturing to services and with the diffusion of computer technology and information systems, the demand for soft skills in the labor market has increased.” Although there is no clear agreement about the process of how to cultivate essential skills in adults, there is the view that emotional intelligence and essential skills are developed early in life (Cappelli & Won, 2013).
However, Tymon (2011, p. 845) argues that these skills “can be trained and developed,” and he further asserts that “educational stakeholders need to be more realistic about what can be developed in the higher education curriculum.” Tymon (2011) supports the view that employability may be more easily developed outside of formal curriculum although many expect higher education institutions to prepare students for the workplace, which is part of the reason why this QEP focuses on skill development in a variety of scenarios. At the least, an awareness of desirable workplace skills should be addressed at the educational level. As the number of college graduates increases, competition for jobs also increases, and graduates should be aware that additional skills and attributes are required for job success (Tymon, 2011). Burris (2018) predicts that by 2021 there will be a shortage of 1.5 million craft professionals. She further contends that enrolled college students believe their majors alone will lead to a good job. Meanwhile, employers determine whether potential employees have the required core competencies for the available job, and then they look for the presence of essential skills in determining job placement (CareerBuilder, 2018).
Acquiring Essential Skills
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In any situation, essential skills enable individuals to relate with others – be it family, workplace, religious setting, or the society as a whole (Durowoju & Onuka, 2014). Therefore, educators, in preparing students for workplace success, must define the quintessential skills and provide opportunities for students to enhance the very attributes that are almost imperceptible and difficult to determine.
Studies have shown that essential skills tend to lead to better academic outcomes and that students with stronger essential skills are more likely to advance academically. There is also agreement that practicing essential skills can lead to a successful job search, especially in the interview settings. These essential skills increase the likelihood of being hired and keeping the job and ensure increased earnings (Lippman, et al., 2015). Mastery of essential skills also leads to happier individuals who are more successful (NSSA, 2018). Career success is not guaranteed, but with the attainment of essential skills, the likelihood of success increases exponentially. The business community and educational insti-tutions alike will realize the benefits of student and employee success when essential skills are part of an individual’s personal attributes.
In combination with attaining essential skills, students must be able to communicate those skills to potential employers. Flawless résumés – the one document that must be perfect, according to Guffey and Loewy (Guffy & Loewy, 2016) – and good interview skills are essential in obtaining a job. However, keeping the job depends not only on those concrete job-related skills but also on the essential skills required for success. LaFrance (2018) asserts that some individuals naturally exhibit essential skills, but, when lacking, essential
skills can be nurtured over time through teaching and training. She also quotes employers who say that just about any work-related skill can be taught in the workplace, but some soft skills are difficult, if not impossible, to teach on the job (LaFrance, 2018).
Contextualizing Essential Skills
“We hire for hard skills. We fire for soft skills.”
-Rick Stephens Senior Vice President of
Human Resources, Boeing Corp
Every aspect of a person’s life ultimately depends on the essential soft skills for relationship success—whether personal or professional.
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Theoretical Framework for Building CoursesThe QEP Development Committee wanted to base any courses built to address the essential skills were based on a sound theoretical framework; the courses are discussed in the Implementation section. When educators set standards and provide fair and firm assessments for students, the students develop job-related skills while becoming aware of essential skills that are required for job success (SCANS, 2000). While learning essential skills, students should construct knowledge as it relates to real-world work experiences (SCANS, 2000).
The implementation strategy to build a curriculm addresses a broad range of student learning, from Bloom’s (1956) higher order thinking skills to recognized achievement of these skills. Achieving the implementation of the specific skills (i.e., three SLOs) will leverage a constructivist approach and employ the Right Signals Initiative – a reframed credentialing strategy – to ensure the relevance of the training. The pioneer of the constructivist approach was Bartlett in 1932 (Good & Brophy, 1990). Piaget, Dewey, and Knowles were also influential leaders in constructivism (Rickey, 1995). Constructivists emphasize situated learning, which places learning in context (Hung, Looi, & Koh, 2004). Learners are seen as active instead of passive. In other words, learners should not merely be presented with information; they should be permitted to construct knowledge (Rickey, 1995).
The purpose of the Right Signals Initiative is to “demonstrate a new credentialing model that recognizes multiple quality credentials to send ‘the right signals’ to employers, students, and colleges about the meaning of these credentials.” The Right Signals framework is similar to Bloom’s (1956) taxonomy, but the focus moves beyond the domains of learning into the domains of recognized achievement. Therefore, the QEP Development Committee wrote the SLOs for this QEP based upon the Right Signals framework (Appendix J).
The constructivist approach places instructors as facilitators and advisors, while students assume the central role of learning. The Right Signals Initiative approach allows for many levels of learning. The
combination of constructivism and the Right Signals Initiative provides a platform (i.e., career classroom) where students gain knowledge, apply skills and behaviors, analyze appropriate behavior, and value
In addition to a sound theoretical framework, the QEP Development Committee also wanted to employ effective, research-based strategies to teach essential skills to adult learners. Ferrera and LaMeau (2015, p. 160) offer insight on a sound pedagogical and andragogical approach: “Skills are learned and are increased through training, education, and practice.” As advocates of skills audits and inventories, they believe traditional and adult students completing these assessments will become aware of their own individual attributes, as well as being able to identify areas of strengths and weaknesses. Awareness of these personal characteristics will be of value in developing competencies that lead to career success and to personal relationship success. When people realize the personal qualities they possess, they are able to market themselves more effectively and be attractive to potential employers (Ferrara & LeMeau, 2015). The ultimate goal for employers is to hire employees who are dependable, trustworthy, and good at their jobs (AJE, 2018).
Durowoju and Anuka (2014, p. 608) suggest assessing essential skills using direct, indirect, or a combination of “teacher-made tests, standardized tests, oral questions, projects, hands-on or practical tests, oral quizzes or examination, direct classroom observations, questionnaires, interview, self-report inventories, observation, anecdotal records, attitudinal scale, interest scale/inventory, checklist, and socio-metric techniques.” One assessment method will not be acceptable in all circumstances.
Pedagogical and Andragogical Approach
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Colleges can begin to meet employers’ demand for essential skills by defining specific skills and identifying the best methods for teaching those skills. The Office of Disability Employment Policy (ODEP, 2010) suggests three options for developing essential skills:
• Experiential learning of soft skills may be acquired through interactive teaching opportunities that provide experience, practice, reinforcement, and reflection.
• On-the-job training using a coach in the workplace setting may also create soft-skill learning opportunities, but persuading businesses to use this technique may be difficult if learning takes precedence at the expense of workplace productivity.
• Creating workplace simulations where soft skills are taught to workplace entrants as hard skills are being learned. This third method seems to be preferred over the other two methods, allowing the teacher to control the teaching agenda while simultaneously creating an improved classroom environment where soft skills are being used.
Teaching and Assessing Essential Skills
Teaching nontraditional students presents challenges when instructors address essential skills because their needs vary due to personal and professional experiences, socio-economic status, and other factors (Kruzic, 2016). Students who have extensive work experience with multiple professional role models have seen employability skills demonstrated, while those without experience may have had no role models to emulate. Nontraditional students may have increased numbers of responsibilities outside of the classroom that could also interfere with their ability to engage in activities designed to increase their awareness and understanding of career readiness skills (Kruzic, 2016). As it relates to MGCCC’s QEP, nontraditional students may find it challenging to gain knowledge via informal settings (e.g., clubs and
Therefore, teacher involvement is paramount in discovering best practices for measuring essential skills.
Educators should be more than vehicles through which curriculum passes; they should be role models—knowing that each student observes and learns from the adults in their life (Ajahu, 2018).
Employees as Role Modelsof the Essential Skills
organizations) because of competing responsibilities. Regardless, Durowoju and Anuka (2014, p. 608) believe that essential skills can be “taught, acquired, nurtured, and assessed over time,” and that the “total” person should be developed by teaching both hard and essential skills.
Ajahu added that students must be held to high expectations while given high levels of support. Faculty must give attention not only to the content of the course, but also must consider the physical image that they convey which influences the students (Carr et al., 2009). For example, Kohl (2012) advocates teaching students respect by showing them respect in the classroom. She also advocates for a positive environment where students learn to model acceptable behavior.
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Identification of Specific Essential Skills for the QEPInformed by the literature, the QEP Development Committee identified several specific essential skills. All essential skills identified by MGCCC advisory councils were given consideration because that constituency has intimate knowledge of the skills that MGCCC students possess. As previously discussed and illustrated in Table 5 (page 18), Attributes of Essential Skills by Organization, the commonly identified essential skills attributes were punctuality/attendance, interview – follow up/attire, communication – oral/written, teamwork/collaboration, interpersonal relationships, problem solving/analytical/creativity, and time management. The QEP Development Committee cross-referenced the various skills identified by the organizations and found that more than one organization, including the MGCCC advisory councils, identified some of the skills. That is, the organizations “agreed” on the value of some of the essential skills. The following list of essential skills stem from these common areas of need:
Additionally, students in one study expressed consensus regarding observation of role models as instrumental in their development of essential skills. Through their interaction with others, these students were able to observe essential skills modeled by teachers and to participate in activities designed to encourage essential skill development. Even though these individuals believed that, ultimately, they were personally responsible for attaining the essential skills, they desired role models to imitate. The culmination of the complete educational process must include models that inspire professional growth, as well as the skills required to complete work requirements (Bergh et al., 2014). For this reason, all MGCCC Career instructors will be trained to learn and model the essential skills taught to students within the scope of this QEP.
Educators as role models is not a new concept because students often emulate adults in their lives both in and out of the classroom. According to those who encourage students to become educators, the following tips are important to encourage teachers to be good role models. (EducationDegree.com, 2018):
“When a young person, even a gifted one, grows up without proximate living examples of what she may aspire to become – whether lawyer, scientist, artist, or leader in any realm – her goal remains abstract. Such models as appear in books or on the news, however inspiring or revered, are ultimately too remote to be real, let alone influential. But a role model in the flesh provides more than inspiration; his or her very existence is confirmation of possibilities one may have every reason to doubt, saying, ‘Yes, someone like me can do this.”
(Justice Sonia Sotomayor, 2013, pp. 226-227).
• Be organized • Be on time• Dress appropriately• Be humble• Show empathy• Perform volunteer work• Point out the positive• Avoid social media with students• Give lectures about role models• Encourage students to think for themselves
Role Model Tips
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• Attendance/Punctuality (Punctuality/attendance)
• Attire (Interview – follow up/attire and interpersonal relationships)
• Email Etiquette (Interpersonal relationships and communication – written)
• Social Media (Interpersonal relationships and communication – oral/written)
• Résumé (Communication – written)• Interview (Interview – follow up/attire)• Speaking and Listening with Coworkers/Peers
(Interpersonal relationships, communication oral, and teamwork/collaboration)
• Speaking and Listening to Customers (Interpersonal relationships and communication oral, problem solving/analytical/creativity)
MGCCC has a District Workforce Council that is a cross section of all employers across the district – derived from a combination of leaders from the various advisory councils. The District Workforce Council endorsed the list of essential skills identified by the QEP Development Committee in April 2018 – see picture below. Additionally, the Gulf Coast Chamber of Commerce endorsed the identified
Through additional research and input from the stakeholders, the QEP development team narrowed the focus from a short list of topics to 3.
• Attendance/Punctuality• Listening• Speaking
These three essential skills are addressed in more detail in the section titled “Final Choice of Three Essential Skills.”
The following narrative describes the process of how the QEP Development Committee narrowed the topics down to three and established baseline measurements for assessment.
District Workforce Council endorses essential skills.
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Employer Satisfaction SurveyFirst and foremost, MGCCC sought feedback on the quality of essential skills among MGCCC graduates through an annual employer satisfaction survey. Based on the response of employers through advisory councils and Phase III: Call for Feedback, the annual employer satisfaction survey included questions that directly related to the identified specific essential skills. The results of the employer satisfaction survey indicated that MGCCC graduates do exhibit a perceived deficit in certain areas of essential skills. The survey asked employers to respond to each statement using a four-point Likert scale with 4 indicating strongly agree and 1 indicating strongly disagree. As indicated by the means shown in Table 6 below, employers expressed satisfaction overall, but there is room for improvement. Although the means fall in the average range, the essential skills being addressed seemed to be about equal as far as determining importance. However, attire and communication ranked higher than most of the other traits. Table 6 illustrates the means in rank order from highest to lowest.
ESSENTIAL SKILL TOPIC
ESSENTIAL SKILL STATEMENT n MEANa
Attire MGCCC graduates come to work with the appropriate attire.
31 3.32
Email Etiquette MGCCC graduates use professional email etiquette when sending corre-
spondence via email.
24 3.29
Communication: Co-Worker/Peers
MGCCC graduates maintain excellent communication, both in terms of listen-ing and speaking, with their co-work-
ers/peers.
30 3.17
Punctuality/Attendance
MGCCC graduates are punctual and report to work on time, each and every
day, as scheduled.
31 3.16
Interview MGCCC graduates were well prepared for their job interview.
31 3.16
Communication: Customers
MGCCC graduates maintain excellent customer service, as it relates to listen-
ing and speaking, to customers.
26 3.15
Résumé The résumés of MGCCC graduates are professionally written and accurately
reflect their skills, education, and work history.
25 3.00
Social Media MGCCC graduates ensure that their social media presence is professional
and projects a positive image.
21 3.00
a. The means were calculated on a 4.0 scale with 4 indicating strongly agree and 1 indicating strongly disagree.
Table 6MGCCC Employer Satisfaction Survey
Developing Baseline Data on Essential SkillsAfter identifying the topic and narrowing the focus to a short list of specific essential skills, the QEP Development Committee wanted to verify the depth of need as it relates to the identified essential skills. Initially, the intent of the baseline data was to discern if a gap existed in perceived essential skills attainment between employers and students as well as between MGCCC employees and students. Simultaneously, the QEP Development Committee wanted to establish baseline data points from which growth could be measured, which was accomplished in a qualitative manner as it relates to the baseline data as prescribed in the Assessment section. The QEP Development Committee identified the specific essential skills most needing intervention through institutional data (e.g., employee feedback, employer feedback, student feedback) and the literature review. The baseline data on essential skills needed to be identified among three groups: employers, MGCCC employees, and students. After gathering the data within each group, the QEP Development Committee compared results among the three groups.
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Employee SurveysNext, MGCCC employees completed a survey that measured their perception of students’ essential skills while attending MGCCC. The MGCCC employees responded to the same specific essential skills on which the employers gave feedback. The employers were focused on MGCCC students while at work, while the MGCCC employees measured students at school. The results of the MGCCC employee survey revealed that MGCCC students do exhibit a perceived deficit in certain areas of essential skills. MGCCC employees were asked to respond to each statement using a four-point Likert scale with 4 indicating strongly agree and 1 indicating strongly disagree. As evidenced by the results shown in Table 7 below, employees perceived that students’ attainment of essential skills was limited. In every area, employees ranked students consistently below average. Table 7 lists the means in rank order from highest to lowest.
ESSENTIAL SKILL TOPIC
ESSENTIAL SKILL STATEMENT n MEANa
Attire MGCCC graduates come to work with the appropriate attire.
621 2.89
Email Etiquette MGCCC graduates use professional email etiquette when sending corre-
spondence via email.
532 2.83
Communication: Co-Worker/Peers
MGCCC graduates maintain excellent communication, both in terms of listen-ing and speaking, with their co-work-
ers/peers.
280 2.76
Punctuality/Attendance
MGCCC graduates are punctual and report to work on time, each and every
day, as scheduled.
491 2.72
Interview MGCCC graduates were well prepared for their job interview.
323 2.71
Communication: Customers
MGCCC graduates maintain excellent customer service, as it relates to listen-
ing and speaking, to customers.
354 2.63
Résumé The résumés of MGCCC graduates are professionally written and accurately
reflect their skills, education, and work history.
495 2.54
Social Media MGCCC graduates ensure that their social media presence is professional
and projects a positive image.
NA NA
Table 7MGCCC Employee Survey of Student Attainment of Essential Skills
Student Graduation SurveyFinally, MGCCC graduates were asked to give feedback on the identified essential skills so that a gap analysis could be made. Through the Student Graduation Survey, students responded to a self-assessment of their essential skills in the workplace and essential skills at school. Students were asked to respond to each statement using a four-point Likert scale with 4 indicating strongly agree and 1 indicating strongly disagree.
The data in Table 8 show that students’ perceptions of their own attainment of essential skills were considerably elevated. The lowest mean, 3.44, was the essential skill of punctuality and attendance, and the highest, 3.56, was in communication. With this response, one can assume that students feel that they have the skills necessary for success. Table 8 details the means in rank order from highest to lowest.
ESSENTIAL SKILL TOPIC
ESSENTIAL SKILL STATEMENT n MEANa
Communication: Customers
MGCCC graduates maintain excellent customer service, as it relates to listen-
ing and speaking, to customers.
314 3.56
Attire MGCCC graduates come to work with the appropriate attire.
430 3.53
Email Etiquette MGCCC graduates use professional email etiquette when sending corre-
spondence via email.
433 3.53
Communication: Co-Worker/Peers
MGCCC graduates maintain excellent communication, both in terms of listen-ing and speaking, with their co-work-
ers/peers.
435 3.52
Résumé The résumés of MGCCC graduates are professionally written and accurately
reflect their skills, education, and work history.
397 3.48
Interview MGCCC graduates were well prepared for their job interview.
432 3.48
Social Media MGCCC graduates ensure that their social media presence is professional
and projects a positive image.
398 3.48
Punctuality/Attendance
MGCCC graduates are punctual and report to work on time, each and every
day, as scheduled.
432 3.44
Table 8Student Graduation Survey
a. The means were calculated on a 4.0 scale with 4 indicating strongly agree and 1 indicating strongly disagree.
a. The means were calculated on a 4.0 scale with 4 indicating strongly agree and 1 indicating strongly disagree.
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Comparing the Survey Results: Employers, Employees, and GraduatesWhen the results of these three surveys were compared, some trends began to emerge. Figure 5 illustrates these findings. For example, graduates rated themselves higher in every category when compared to the feedback given by employers and MGCCC employees. Conversely, MGCCC employees rated students lower in every category when compared to the results indicated by employers and students’. MGCCC employees did not rate students on “listening and speaking to customers” because they have little basis to give feedback on this metric. Meanwhile, employers rated students somewhere in between these two extremes on every
metric. As it relates to MGCCC students, the data revealed a gap in essential skills attainment when comparing the employers’ ratings of students and students’ self-assessment. Likewise, the data revealed a gap in essential skills attainment when comparing MGCCC employees’ ratings and students’ self-assessment. As a general finding, MGCCC employees are the most critical of students’ essential skills, and the students self-assessment consistently indicated the highest scores. Employers rated students in the middle on every essential skill.
Employers (N=31) MGCCC Graduate (N=435)MGCCC Employee (N=722)
Appropriate Attire at Class/Work
Punctuality/Attendance
Résumé Writing
Email Etiquette
Interview Skills
Listening and Speaking to Co-Workers/Peers
Listening and Speaking to Customers
Social Media Management
2.89
2.72
2.76
2.54
2.71
2.83
2.63
Figure 5. Comparing the Survey Results: Employers, Employees, and Students
3.32
3.533.16
3.443.00
3.48
3.293.48
3.003.56
3.15
3.533.16
3.483.17
3.52
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Distilling the List Down to Three Essential SkillsAs discussed, the extensive literature review resulted in a protracted list of essential skills that are recognized by several organizations shown in Table 5 (page 18), Attributes of Essential Skills by Organization. Focus groups (consisting of students, faculty, and stakeholders) responded to the initial surveys that resulted in identifying a short list of essential skills. The committee researched and agreed upon this list of essential skills, but after this initial research, the QEP Development Team acknowledged that the list was beyond the scope of the success attainable in this QEP. The general consensus was that further focus was needed to reduce the number of essential skills to manageable, yet significant traits preferred by businesses when hiring MGCCC graduates.
During the listening sessions and qualitative feedback from all stakeholders, two of the items were modified. Initially, the first survey focused on “listening and speaking to coworker/peers” and “listening and speaking with customers.” That is, the focus was on the target of the interaction (i.e., coworker, peers, and customers) as opposed to the interaction itself (i.e., listening and speaking). Through feedback and reflection, the QEP Development Committee decided to focus on listening and speaking exclusively to shift the focus to the skill itself (i.e., listening and speaking). Therefore, the second survey focused on “listening” and “speaking” to customers and coworkers/peers; that is the two variables became the two skills. Figure 6 represents a second survey sent to employers in order to distill this list down further.
Figure 6. MGCCC Business/Industry Partner Response for the QEP (2nd survey)
Attendance/Punctuality: Employees are present and punctual.
Attire: Employees display an awareness of appropriate, professional attire within specific contexts.
Listening: Employees implement effective listening strategies when communicating with customers and coworkers/peers.
Speaking: Employees implement effective speaking strategies designed to construct productive, professional relationships with customers and coworkers/peers.
Email Etiquette: Employees produce clear and professional emails.
Social Media: Employees identify what personal/work-related information should or should not be shared in social media.
Résumé: Potential employees design an error-free and appropriate résumé for employment.
Interview: Potential employees utilize strategies for successful interviewing.
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In an attempt to determine the essential skills that our industry partners truly desired to address, the QEP Development Team, once again, shared the original list of essential skills with our industry and business partners. The QEP Development Committee asked 211 employers to select their top three choices on the survey instrument shown below. Among employers surveyed, 71 industry partners responded.
The survey results are shown below in Table 9 in rank order from highest to lowest. Based on this data, the
QEP Development Team selected the top three—Attendance/Punctuality, Listening, and Speaking—to adopt for the QEP. These three were the obvious choices among industry partners, garnering 62% of the vote, with the remaining five traits receiving 38% collectively. The remaining five essential skills are vital to success in business and industry, and it is feasible that they may become initiatives outside of the QEP.
ESSENTIAL SKILLS TOPIC
ESSENTIAL SKILL STATEMENT n Percentage of Total
Attendance/Punctuality
Employees are present and punctual. 46 23.35%
ListeningEmployees implement effective listening strategies when communicating with customers and coworkers/peers.
41 20.81%
SpeakingEmployees implement effective speaking strategies designed to construct productive, professional relationships with customers and coworkers/peers.
36 18.27%
AttireEmployees display an awareness of appropriate, professional attire within specific contexts.
22 11.17%
Interview Potential employees utilize strategies for successful interviewing.
18 9.14%
Social MediaEmployees identify what personal/work-related information should or should not be shared in social media.
13 6.60%
Résumé Potential employees design an error-free and appropriate résumé for employment.
11 5.58%
Email Etiquette Employees produce clear and professional emails.
10 5.08%
Table 9MGCCC Business/Industry Partner Response to Identify Top Essential Skills
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To achieve this purpose, the QEP focuses on three Student Learning Outcomes (SLOs). The Development Committee chose the top three essential skills indicated by local businesses (see Table 9) as the focus of the QEP. That is the three essencial skills evolved into the three SLOs for the QEP (see figure 7). Specifically, customized training became the focus of the QEP Development Team to ensure that Career students involved in the QEP successfully met objectives for each of the top three SLOs. Figure 8 (pg. 32) illustrates the three Student Learning Outcomes (SLOs).
Defined areas of focus within Listening and Speaking were developed to measure these behaviors. The focus would be nonverbal communication in semester one, effective workplace communication in semester two, and situational work communication in semester three. The fourth semester would focus on making effective presentations in Public Speaking. Corresponding rubrics to measure SLO #2 (listening) and SLO #3(speaking) can be found in Appendix K.
With this narrowed scope, the committee chose to focus on attendance/ punctuality, listening, and speaking.
• SLO # 1 – Attendance and Punctuality: Students
will be present and punctual.
• SLO #2 - Listening: Students will demonstrate proficiency in listening in the following areas: Nonverbal, Workplace (Summarization), Situational (Follow-Up Questions), and Presentations.
• SLO #3 – Speaking: Students will demonstrate proficiency in speaking in the following areas: Nonverbal, Workplace (Use of Language), Situational (Content), and Presentations.
The Final Choice of Three Essential Skills
After reviewing the literature and identifying best practices that support the QEP, the QEP Development Committee established a set of three student learning outcomes (SLOs). Institutional data informed the SLOs, and they naturally evolved from the institution’s planning process. The QEP Development Committee met on a regular basis. This group consisted of individuals with specific content knowledge related to the QEP topic (i.e., essential skills) and expertise in pedagogy and andragogy. Membership is included in Appendix H. Representatives from MGCCC also attended the 2018 SACSCOC Institute on Quality Enhancement and Accreditation to enhance their understanding of how to support the development of a QEP focused on essential skills. After attending the Institute and subsequent meetings, the QEP Development Committee arrived at the following purpose for the MGCCC QEP:
Mississippi Gulf Coast Community College will propagate a culture of essential skills improvement among MGCCC Career students by aligning academic and support services with best practices and resources that empower students to take ownership of their essential skills needs related to attendance/punctuality, listening, and speaking.
DESIRED SLOs
Appropriate Attire at Class/Work
Attendance/Punctuality
Résumé Writing
Email Etiquette
Interview Skills
Listening and Speaking to Co-Workers/Peers
Listening and Speaking to Customers
Social Media Management
Attendance/Punctuality
Listening
Speaking
Attendance/Punctuality
Listening
Speaking
Three Essential Skills Three SLOs
Figure 7. Evolution of Three SLOs.
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“When one realizes that communication is thought to be only 35% verbal and 65% nonverbal, the need for proper decoding of messages on the part of both sender and receiver can be critical.”
Attendance/Punctuality
Listening and Speaking
The literature clearly identifies the importance of attendance and punctuality. Career Sources Network states, “It doesn’t matter how smart, capable and competent you are. If you’re habitually late, be it to work or on deadlines, you run the risk of undermining your professional reputation” (2017). Miriam Dishon-Berkovits and Meni Koslowsky wrote in their paper, “Determinants of Employee Punctuality,” that a tardy employee “may have a negative influence on employees who arrive on time, specifically on those who have to ‘cover’ for him or her” (2002, p.723).
Diana DeLonzor, author of Never Be Late Again: 7 Cures for the Punctually Challenged, writes that managers are less likely to promote employees who are perennially late (2003). The majority of respondents in a York College of Pennsylvania survey titled Professionalism in the Workplace said that the best way to get dismissed from a job is to have poor attendance and a “lack of punctuality” (2010).
Several pieces of literature highlight communication skills as being the most important skills for the 21st century learners.
In the “workplace, employers are looking for graduates that are not only proficient in content, but also in essential skills. These skills are referred to as 21st
The Three SLOs
Figure 8. Three SLOs
SLO #1
ATTENDANCE/PUNCTUALITY
SLO #2
LISTENING
SLO #3
SPEAKING
A. Nonverbal
B. Summarization
C. Follow-up Questions
D. Presentation Listening
A. Nonverbal
B. Use of Language
C. Content
D. Public Speaking
1st Semester (Hours 1-15)
2nd Semester (Hours 16-30)
3rd Semester (Hours 31-45)
4th Semester (Hours 45-60)
A. AttendanceB. Punctuality
Century Skills and include the ability to comprehend material quickly, solve problems, and manage time. When it comes to desired skills in the...workplace, communication tops the list.” Both educators and people in the workplace cite communication skills as limited. “While this generation is very technologically savvy, students do not know how to effectively communicate” (Owens, 2015, p.2).
Communication can be both verbal and nonverbal as well as spoken and written. Listening and speaking are key components of any relationship or organization. Stephen Covey promotes effective communication in his book, Seven Habits of Highly Effective People as summarized in “Habit 5: Seek First to Understand, Then to Be Understood” (Covey, 2004).
Many employees are guilty of listening with an intent to reply while Covey suggests one should listen with the intent to understand. Verbal communication involves both listening and speaking. In any organization, listening is a key to effective workplace relationships between organizational members:
Figure 8. The Three SLOs: Implementation Over Four Semesters
- Lipscomb University, (2014)
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SLO # 1 – Attendance and Punctuality: Students will be present and punctual. A. Career students will attend class 91% of the contact hours. B. Career students will be on time for 95% of the classroom meetings that they attend.
SLO #2 – Listening*: Students will demonstrate proficiency in listening in the following areas: A. Nonverbal: 82% of students will exhibit physical behaviors that support active listening by scoring a 3 (Effective) or 4 (Exemplary) on a 4-point rubric. B. Active Listening in the Workplace (Summarization): 75% of students will summarize proficiently the request made by a customer or coworker by scoring a 3 (Effective) or 4 (Exemplary) on a 4-point rubric. C. Situational Listening in the Workplace (Identifying Follow-up Questions): 50% of students will identify appropriate follow-up questions in response to a request made by a customer or coworker by scoring a 3 (Effective) or 4 (Exemplary) on a 4-point rubric. D. Presentation Listening: 61% of students will identify relevant information given during a presentation by scoring a 3 (Effective) or 4 (Exemplary) on a 4-point rubric.
SLO #3 – Speaking*: Students will demonstrate proficiency in speaking in the following areas: A. Nonverbal: 85% of students will exhibit physical behaviors that support the verbal message by scoring a 3 (Effective) or 4 (Exemplary) on a 4-point rubric. B. Workplace Speaking (Use of Language):75% of students will use pronunciation, grammar, and articulation appropriate to the audience by scoring a 3(Effective) or 4 (Exemplary) on a 4-point rubric. C. Situational Workplace Speaking (Content): 75% of students will speak effectively across a variety of workplace contexts by scoring a 3 (Effective) or 4 (Exemplary) on a 4-point rubric. D. Public Speaking: 82% of students will identify relevant information and integrate the information logically into a presentation by scoring a 3 (Effective) or 4 (Exemplary) on a 4-point rubric.*Appendix K contains the rubrics.
Listening and Speaking Distilled
The Development Committee acknowledged that a deficit in listening and speaking was, ultimately, about communication. When done effectively, communication is a two-way interactional process requiring both listening and speaking (Suinn, 2006). Distilling the core skills of listening and speaking further, the research indicated appropriate behaviors associated with excellence in each of the areas. This led to greater specificity, focus areas, within the two facets of communication (i.e. listening and speaking):
Nonverbal Communication—ability for students to use effective physical behavior that supports active listening and the verbal message.
Workplace Communication—ability for students to summarize and repeat as a representation of active listening, and students using pronunciation, grammar, and articulation appropriate to the audience.
Situational Communication—ability for students to ask appropriate questions to demonstrate good listening skills, and the ability for students to speak effectively across a variety of workplace contexts.
Presentations— ability for students to identify relevant information given during a presentation for active listening, and students will identify relevant information and integrate the information logically into a presentation.
Implementation of each focus area (e.g., nonverbal, workplace, situational, presentation) will introduce a pair of SLOs, one listening SLO and one speaking SLO, each semester.
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Baseline Data for SLOsPrior to implementation, the Topic Selection Committee sent a questionnaire to all stakeholders in order to establish a baseline of students’ essential skills. The questionnaire was sent electronically to all CTE advisory council members and local employers through the Annual CTE Employer Survey, to all full-time MGCCC employees as an addendum to their Intent to Return form, and to all Spring 2018 Graduates through the MGCCC Graduate Exit Survey. The second chapter –Topic Selection – discusses the full results. In addition, baseline data on attendance was based on the attendance recorded in Career programs during the fall 2018 semester.
The QEP Implementation Committee ran a condensed pilot of the QEP in a Smart Start course, a class designed to prepare students for entry into selected Career programs, to establish baseline data for the rubrics.
The course is a prerequisite for entry into Career programs funded through the BP Restore Act, and the students are representative of the majority of Career students. Using rubrics that the QEP Development Committee designed to assess listening and speaking (Appendix K), the instructor evaluated students exhibiting listening and speaking skills after intervention. This data was used to establish the baseline for students’ proficiency in essential skills. Table 10 illustrates the baseline proficiency of students after essential skills intervention in the pilot program. The Smart Start course employed the interventions that will be used throughout the four semester QEP implementation. The goal for the first year of implementation (AY 2019) is in alignment with the results of the pilot. The Development Committee set a goal of increasing SLO attainment of listening and speaking (defined as scoring a three or higher on the rubrics) by 1% each year over the five-year implementation strategy.
SLO % Successfully Demonstrated
Competency AfterIntervention
Goal for AY2019
Goal for AY 2024*(5th year report)
Goal for AY 2021*
Listening Rubric (SLO #2)
2a (1st Semester) 82% 82% 87% 68%
2b (2nd Semester) 75% 75% 80% 53%
2c (3rd Semester) 50% 50% 54% 45%
2d (4th Semester) 61% 61% 65% 45%
Speaking Rubric (SLO #3)
3a (1st Semester) 85% 85% 90% 68%
3b (2nd Semester) 75% 75% 80% 76%
3c (3rd Semester) 75% 75% 79% 76%
3d (4th Semester) 82% 82% 86% 65%
Table 10Establishing Baseline Data with the QEP Rubric After Intervention
* The goal for the first year of implementation (AY 2019) is in alignment with the results of the pilot. The Development Committee set a goal of increasing SLO attainment of listening and speaking (defined as scoring a three or higher on the rubrics) by 1% each year over the five-year implementation strategy.
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Attainment of the SLOs will enhance learning, and the effect of SLO achievement is designed to increase employability among the college’s Career students. Their understanding of attendance and punctuality will make them more reliable and accountable to employers. Proficiencies in listening and speaking will allow them to communicate effectively and appropriately with customers and co-workers. Comprehension and demonstration of the three SLOs will prove beneficial for the students and their overall success in the workplace, which supports the purpose statement of the QEP: Mississippi Gulf Coast Community College will propagate a culture of essential skills improvement among MGCCC Career students by aligning academic and support services with best practices and resources that empower students to take ownership of their essential skills needs related to attendance/punctuality, listening, and speaking.
The purpose statement aligns with MGCCC’s Institutional Commitments (Teaching and Learning, Student Success, Community Engagement and Partnerships, and Culture of Innovation) from the College’s Strategic Plan 2020, which is discussed above in the section Topic Selection.
The three SLOs will be taught and assessed in a variety of ways that will support MGCCC’s mission and institutional commitments. The Implementation section (p.36) will discuss in more detail how the SLOs correspond with the mission and institutional commitments.
Impact of SLO Achievement
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Actions to Be ImplementedIn summer 2018, the QEP Development Committee cultivated and refined actions for implementation and assessment. The implementation plan creates a roadmap to reach the purpose of the QEP:
In order to fulfill this purpose, the QEP Development team identified three QEP Commitments that provide a framework to facilitate the implementation and assessment of the QEP. The term QEP “commitment” is used in lieu of “goal” or “institutional outcome” because that terminology aligns with Strategic Plan 2020 and better describes the disposition of the institution toward the QEP – a commitment to be kept rather than a goal to be reached.
QEP Commitment #1 The college will build a foundation to facilitate students’ attainment of the three SLOs.
QEP Commitment #2The college will partner with MGCCC stakeholders to gather feedback on the effectiveness of the training.
QEP Commitment #3 The college will commit resources to initiate, implement, and sustain the QEP, assessing its overall effectiveness throughout various phases of the process.
In alignment with Strategic Plan 2020, these three QEP Commitments flow from the Institutional Commitments of “Teaching and Learning” and “Community Engagement and Partnerships.” Teaching and Learning was chosen as the primary implementation point for the QEP, and Community Engagement and Partnerships was chosen as a source of feedback on the effectiveness of the QEP implementation. In addition, focusing on this implementation strategy stems from MGCCC’s mission to “meet the educational and community needs” of our district while inspiring “lifelong learning” and facilitating students to become “productive citizens.”
Presented below are the implementation strategies for the three QEP Commitments, which includes the three SLOs (i.e., three essential skills). First, background information is provided to contextualize the implementation strategy within the structure of MGCCC. Next, the implementation strategy will be discussed.
To propagate a culture of essential skills improvement among MGCCC Career students by aligning academic and support services with best practices and resources that empower students to take ownership of their essential skills needs related to attendance/punctuality, listening, and speaking.
IMPLEMENTATION
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Overview of Essential Skills in the CurriculumCareer students will be exposed to the three essential skills (three SLOs) from the beginning of their coursework and consistently reminded of the skills throughout their journey at Gulf Coast.
Instead of designing courses aimed primarily at success while in school (e.g., first year experience), embedding the essential skills throughout the Career curriculum and in Public Speaking I will help students internalize the essential skills and allow them to experience success while in school and in the workplace.
Framework for EmbeddingEssential Skills in Career Curriculum
The Career students’ programs will culminate in a course (Public Speaking I) that helps polish the three essential skills. During the last 15 hours of the A.A.S. or A.A.S.O.E. degree, students in all Career programs are required to take 15 hours of university parallel courses. Among these final 15 hours, the QEP Development Committee identified the Public Speaking I (SPT 1113) course as the most appropriate forum in which to teach essential skills.
The QEP Development Committee established the goal of behavioral change in students as related to the three essential skills, which evolved into the three SLOs in the QEP (i.e., Attendance/Punctuality, Listening, and Speaking).
Wendy Wood (2014) explained this pattern of behavioral change during her session at the American Psychological Association’s 122nd Convention, “We find patterns of behavior that allow us to reach goals. We repeat what works, and when actions are repeated in a stable context, we form associations between cues and response.”
The focus of the QEP will be on the Career programs. Therefore, the QEP Development Committee partnered with the Career faculty to embed the focus of the three essential skills (three SLOs) throughout the Career programs.
The Committee acknowledged that one course would not suffice to elicit long-term behavioral change because new habits need to be formed in students.
QUALITY ENHANCEMENT PLAN
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Structure of CTE Programs: Stackable Credentials
The QEP Development Committee collaborated with the Career instructors to embed the three essential skills (three SLOs) in each semester of the Career program and within every credential level. This collaboration began during a QEP Summit held with all Career faculty on January 8, 2019. The QEP Summit was a workshop to help educate the Career faculty on the goals (i.e., SLOs) and logistics of the QEP, and the Career faculty engaged in discussions on QEP implementation strategies. The stackable-credentials model for CTE programs allows each program to be designed over four semesters, with 15 hours in each semester. With input from Career instructors, the committee identified specific classes during each semester to introduce and develop two of the essential skills: Listening and Speaking. In addition, one of the three essential skills, Attendance/Punctuality, will be addressed and encouraged in every course in the Career programs. This approach will allow students to “repeat what works” and repeat those actions in a “stable context” in order to “form associations between cues and response” (Wood, 2014).
All MGCCC CTE programs are designed with stackable credentials. As defined by the US Department of Labor, stackable credentials are “a sequence of credentials that can be accumulated over time to build up an individual’s qualifications and help that individual to move along a Career pathway to further education and different responsibilities, and potentially higher paying jobs” (United States Department of Labor, 2010). That is, students start by achieving one credential and work up to higher-level credentials by taking more classes and building skills. MGCCC adopted stackable credentials for all CTE programs for several reasons. First, stackable credentials provide students with intermediate goals along their path to the A.A.S. or A.A.S.O.E. degree. Second, it creates points in the curriculum for employers to better understand the competencies. Third, this approach supports the educational needs of the non-traditional students and provides several meaningful exit points.
MGCCC’s CTE programs are designed to include stackable credentials that support student achievement at multiple points along the path to an Associate of Applied Science degree: 30 credit hours – Certificate; 45 credit hours – Diploma; and 60-64 credit hours – A.A.S. or A.A.S.O.E. degree. Industry demand, innovative approaches to learning by the faculty, and support of the College’s Board of Trustees shaped this process. These industry credentials include areas such as American Welding Society (AWS), National Incident Management System (NIMS), National Center for Construction Education and Research (NCCER), and National Council Licensure Examination (NCLEX). Faculty initiated and supported all of these moves:
“I think that this will give our students ‘points of accomplishment’ as they work towards degree completion.”
- John Poelma, MGCCC Electronics Instructor and Technical Department Chair.
Implementation inCareer Programs: Defining Career and Technical ProgramsAs noted, the focus of the QEP will be on the Career programs. Therefore, a clear distinction between Career and Technical programs is necessary to define the programs considered to be “Career” versus “Technical.” According to the United States Department of Education (2018), Technical programs “teach the science behind the occupation,” while Career programs “focus on hands-on application of skills needed to do the job.” That is, Technical programs include some theory while Career programs usually emphasize the hands-on skills. Table 11 lists MGCCC’s Career programs and the specific classes during each semester where the essential skills will be taught. These courses identify the specific place of implementation in the Career programs.
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Table 11Career Programs Implementation of Essential Skills by Course
Career Program Attendance/ Punctuality
Listening Speaking
1-15 hours
16-30 hours
31-45 hours
46-60 hours
1-15 hours
16-30 hours
31-45 hours
46-60 hours
Auto Collision Repair Technology
All Courses ABT 1313
ABT 1323
ABT 1223
SPT 1113
ABT 1233
ABT 2244
ABT 2334
SPT 1113
Automotive Light Duty Diesel Technology
All Courses ATT 1811
ATT 1134
ATT 2112
SPT 1113
ATT 1811
ATT 1134
ATT 2112
SPT 1113
Automotive Technology All Courses ATT 1811
ATT 1134
ATT 2112
SPT 1113
ATT 1811
ATT 1134
ATT 2112
SPT 1113
Commercial and Residential Construction Technology
All Courses CRM 1114
CRM 1223
CRM 1714
SPT 1113
CRM 1114
CRM 1223
CRM 1714
SPT 1113
Cosmetology All Courses COV 1122
COV 1722
COV 1443
SPT 1113
COV 1122
COV 1722
COV 1443
SPT 1113
Electrical Technology All Courses ELT 1233
ELT 1113
ELT 2423
SPT 1113
ELT 1233
ELT 1113
ELT 2423
SPT 1113
Heating, Air Conditioning, and Refrigeration Technology
All Courses ACT 1003
ACT 1214
ACT 2324
SPT 1113
ACT 1003
ACT 1214
ACT 2324
SPT 1113
Massage Therapy All Courses MGT 1214
MGT 1263
MGT2223
SPT 1113
MGT 1214
MGT 1263
MGT2223
SPT 1113
Millwright/Outside Machinist
All Courses MEC 1113
MEC 1115
MST 2542
SPT 1113
CTE 1143
MEC 1133
MST 2714
SPT 1113
Precision Manufacturing and Machining Technology
All Courses MST 1412
MST 1263
MST 2542
SPT 1113
MST 1313
MST 2812
MST 2714
SPT 1113
Welding Technology All Courses WLT 1173
WLT 1135
WLT 1915
SPT 1113
WLT 1173
WLT 1135
WLT 1915
SPT 1113
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Figure 9. QEP Commitment #1 and Implementation of Three SLOs
QEP Commitment #1 & Implementation of Three SLOs
The College will build a foundation to facilitate students’ attainment of the three essential skills.Career students will be trained on the three essential skills throughout the Career programs.
SLO #1
ATTENDANCE/PUNCTUALITY
SLO #2
LISTENING
SLO #3
SPEAKING
A. Nonverbal
B. Summarization
C. Follow-up Questions
D. Presentation Listening
A. Nonverbal
B. Use of Language
C. Content
D. Public Speaking
1st Semester (Hours 1-15)
2nd Semester (Hours 16-30)
3rd Semester (Hours 31-45)
4th Semester (Hours 46-60)
QEP Commitment #1 and Implementation Strategy for the Three SLOsIn QEP Commitment #1, the college will build a foundation to facilitate students’ attainment of the three essential skills (three SLOs) as illustrated in Figure 9. This commitment harmonizes with the Institutional Commitment of Teaching & Learning. The implementation strategy for this commitment is straightforward, and QEP Commitment #1 will provide the primary means to introduce and instill the three essential skills in students. Following are the three SLOs (three essential skills) and a description of each implementation for the three SLOs.
Overview of Implementation of the SLOsAs noted above, the QEP Development Committee collaborated with all Career instructors to embed the three essential skills (three SLOs) in each semester of every Career program. This approach facilitates implementation over four semesters in each program. One of the three essential skills, Attendance/Punctuality, will be addressed and encouraged in every course in the Career programs and the university parallel courses that Career students take during their final semester of the stackable credentials. In addition, specific classes were identified during each semester to introduce and develop two of the essential skills: Listening and Speaking. Defined areas of focus within Listening and Speaking were developed for each of the four semesters of stackable credentials. This allowed consistent implementation and assessment among all Career programs.
A. AttendanceB. Punctuality
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Implementation of SLO #1: Attendance/Punctuality
MGCCC made a collegewide commitment to focus on improving attendance and punctuality among students. In response to SLO #1, college leaders desired to modernize the way attendance was monitored and recorded, so MGCCC pursued a solution to better track attendance in collaboration with the college’s Information Technology (IT) Department. After research, the college chose Blackboard’s Automated Attendance Monitoring as the solution to aid in monitoring feedback. The installation of this system required the purchase and installation of card readers in every classroom collegewide, which took place during summer and fall 2018. An initial implementation pilot of the attendance system took place during fall 2018. All MGCCC students are required to carry a student identification (ID) card. The new system required students to scan their ID card in order to be counted present.
The new Automated Attendance Monitoring system allowed for real-time feedback on attendance and simulated many of the future work environments for Career students. According to the Career advisory councils and observation of Career instructors, many employers in the Gulf Coast region require employees to “clock in” or “scan in” when arriving to work. The adoption of an automated attendance system helped assimilate students into a culture of scanning in when arriving to class – and soon work. The attendance readers in every classroom were a visual reminder of SLO #1 for all stakeholders every day. In addition, the adoption of scanners gave instructors a platform to discuss the importance of attendance and punctuality throughout the semester, if they observed deficiencies in students.
Career students will attend class 91% of the contact hours and will be on time for 95% of the meetings that they attend.
SLO # 1 – Attendance and Punctuality: Students will be present and punctual. A. Career students will attend class 91% of the contact hours. B. Career students will be on time for 95% of the classroom meetings that they attend.
SLO #2 – Listening*: Students will demonstrate proficiency in listening in the following areas: A. Nonverbal: 82% of students will exhibit physical behaviors that support active listening by scoring a 3 (Effective) or 4 (Exemplary) on a 4-point rubric. B. Active Listening in the Workplace (Summarization): 75% of students will summarize proficiently the request made by a customer or coworker by scoring a 3 (Effective) or 4 (Exemplary) on a 4-point rubric. C. Situational Listening in the Workplace (Identifying Follow-up Questions): 50% of students will identify appropriate follow-up questions in response to a request made by a customer or coworker by scoring a 3 (Effective) or 4 (Exemplary) on a 4-point rubric. D. Presentation Listening: 61% of students will identify relevant information given during a presentation by scoring a 3 (Effective) or 4 (Exemplary) on a 4-point rubric.
SLO #3 – Speaking*: Students will demonstrate proficiency in speaking in the following areas: A. Nonverbal: 85% of students will exhibit physical behaviors that support the verbal message by scoring a 3 (Effective) or 4 (Exemplary) on a 4-point rubric. B. Workplace Speaking (Use of Language): 75% of students will use pronunciation, grammar, and articulation appropriate to the audience by scoring a 3(Effective) or 4 (Exemplary) on a 4-point rubric. C. Situational Workplace Speaking (Content): 75% of students will speak effectively across a variety of workplace contexts by scoring a 3 (Effective) or 4 (Exemplary) on a 4-point rubric. D. Public Speaking: 82% of students will identify relevant information and integrate the information logically into a presentation by scoring a 3 (Effective) or 4 (Exemplary) on a 4-point rubric.
*Appendix K contains the rubrics.
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Implementation of SLOs #2 and #3The QEP Development Committee worked with Career instructors to design four areas of focus for listening and speaking, which would be deployed during the four semesters of the Career programs, demonstrated in Figure 10.
Implementation of each focus area will introduce a pair of SLOs each semester, one listening SLO and one speaking SLO, over four semesters. Each subsequent semester all preceding SLOs will be reinforced throughout the implementation process. Interventions will include an introduction, face-to-face presentation, asynchronous module, student application of skill, and feedback. These interventions are detailed in the following sections according to each semester of implementation.
Figure 10. Listening and Speaking Taught Over Four Semesters
A. Nonverbal
B. Summarization
C. Follow-up Questions
D. Presentation Listening
A. Nonverbal
B. Use of Language
C. Content
D. Public Speaking
1st Semester (Hours 1-15)
2nd Semester (Hours 16-30)
3rd Semester (Hours 31-45)
4th Semester (Hours 46-60)
SLO #2LISTENING
Career students will demonstrate proficiency in listening in the following areas:
SLO #3SPEAKING
Career students will demonstrate proficiency in speaking in the following areas:
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Semester One: Nonverbal CommunicationMGCCC’s Public Speaking instructors will collaboratively develop a sound curriculum to teach nonverbal communication. The Public Speaking instructors will help to develop presentation material, including an online version of the material. During the first year, the Public Speaking instructors will teach the nonverbal curriculum and use the rubrics to assess nonverbal communication. The Career instructors will enhance what is taught by the Public Speaking instructors by providing relevant, real-world scenarios that pertain to the specific career fields that the students are studying. Through co-teaching and on-going training provided by the Public Speaking instructors, the Career instructors will learn to effectively teach and reinforce the material on nonverbal communication in later years. The Public Speaking instructors will be responsible for using the rubrics to assess nonverbal communication throughout this program.
Implementation in the first semester will focus on nonverbal behaviors associated with active listening and nonverbal communication that enhances the verbal message. Interventions will include an introduction, face-to-face presentation, asynchronous module, student application of skill, and feedback. Face-to--face classroom lessons will focus on the teaching of the QEP SLOs 2A and 3A, making relevant connections between the lessons and the workplace, and providing interactive, hands-on activities, and reflection exercises designed to give students the opportunity to learn, make connections, and practice their nonverbal communication skills in relevant, real-world scenarios. Classroom lessons will be reinforced with virtual lessons delivered via the college’s online learning management system (LMS), Canvas.
Near the end of the semester, Public Speaking instructors will evaluate students’ nonverbal communication skills using the QEP Listening and Speaking rubrics – using lines 2A and 3A.
NONVERBAL
SLO #2 – Listening*
A. Nonverbal: 82% of students will demonstrate physical behaviors that support active listening by scoring a 3, or higher, on a 4-point rubric.
SLO #3 – Speaking*
A. Nonverbal: 85% of students will demonstrate physical behaviors that support the verbal message by scoring a 3, or higher, on a 4-point rubric.
*Appendix K contains the rubrics.
MGCCC deploys Canvas, the college’s LMS, in all courses, including all formats. Canvas is also used for all employee development. Therefore, Canvas is ubiquitous for students and employees.
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Semester Two: Effective Workplace Communication
During the second semester, the training on Listening and Speaking will focus on workplace Communication. Students will be asked to employ effective communication strategies in a simulated workplace setting. For listening, the students will be tasked with giving an appropriate and complete summarization of a realistic request that may be made by a customer or coworker in the students’ Career fields. Career instructors will collaborate with Career advisory council members and industry partners to identify relevant material. For speaking, there will be a focus on the content of the workplace interaction: understanding the scenario, clearly stating a position, and offering an effective solution. The Students will also be expected to employ the nonverbal skills learned during the first semester of training.
Implementation in the second semester will focus on effective workplace communication, specifically active listening in the workplace, characterized by the students’ ability to summarize requests, and effective speaking, characterized by the students’ ability to use appropriate language.
Interventions will include an introduction, face-to-face presentation, asynchronous module, student application of skill, and feedback. Face-to-face classroom lessons will focus on the teaching of the QEP SLOs 2B and 3B. These lessons will make relevant connections between the essential skill and the workplace by providing hands-on activities, reflection exercises, and relevant, real-world scenarios. Classroom lessons will be reinforced with virtual lessons delivered via Canvas. Public Speaking instructors will develop an activity designed to reinforce skills learned during the first and second semesters of training.This activity will take place within the context of a mock job interview and will be carried out by trained learning lab instructors.
Near the end of the semester, Public Speaking instructors will evaluate students’ workplace communication skills using the QEP Listening and Speaking rubrics – using lines 2B and 3B.
WORKPLACE
SLO #2 – Listening*
B. Active Listening in the Workplace (Summarization): 75% of students will summarize proficiently the request made by a customer or coworker by scoring a 3, or higher, on a 4-point rubric.
SLO #3 – Speaking*
B. Workplace Speaking (Use of Language): 75% of students will use pronunciation, grammar, and articulation appropriate to the audience by scoring a 3, or higher, on a 4-point rubric.
*Appendix K contains the rubrics.
MGCCC Learning Labs are comprehensive academic tutoring facilities open to all students. In the QEP, the Learning Labs will offer one-on-one tutoring sessions to Career students as needed. These sessions will reinforce the QEP SLOs taught each semester.
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Semester Three: Situational CommunicationStudents will apply healthy communication skills in a variety of situations during the third semester. Ultimately, this semester is about negotiation and problem solving in communication. The students will display an understanding of the appropriate means of communicating in a given scenario. Once again, the scenarios discussed will be derived from a collaboration with Career advisory council members and industry partners. Specifically, they will demonstrate that a given problem or situation is understood, alternatives are stated and evaluated, and appropriate follow-up questions are asked that demonstrate active listening.
Through the scenarios, students will also demonstrate their ability to communicate in a variety of contexts. For example, students must understand the nuanced differences between speaking with a coworker, boss, and customer. Finally, students will also be expected to employ the nonverbal and workplace communication skills learned during the first and second semesters of training. Students will be assessed via the QEP SLO Listening and Speaking rubrics.
Implementation in the third semester will focus on situational communication, specifically situational listening (characterized by the students’ ability to identify and ask appropriate follow-up questions to a request) and effective speaking (characterized by the students’ ability to adapt the message to a variety of workplace contexts). Interventions will include an introduction, face-to-face presentation, asynchronous module, student application of skills,
SITUATIONAL
SLO #2 – Listening*
C. Situational Listening in the Workplace (Identifying Follow-up Questions): 50% of students will identify appropriate follow-up questions in response to a request made by a customer or coworker by scoring a 3, or higher, on a 4-point rubric.
SLO #3 – Speaking*
C. Situational Workplace Speaking (Content): 75% of students will speak effectively across a variety of workplace contexts by scoring a 3, or higher, on a 4-point rubric.
*Appendix K contains the rubrics.
and feedback. Face-to-face classroom lessons will focus on the teaching of the QEP SLOs 2C and 3C.These lessons will make relevant connections between the essential skill and the workplace by providing hands-on activities, reflection exercises, and relevant, real-world scenarios. Classroom lessons will be reinforced with virtual lessons delivered via Canvas. Public Speaking instructors will develop an activity designed to reinforce the skills learned during the first, second, and third semesters of training. This activity will be carried out by trained learning lab instructors.
At the end of the semester, Public Speaking instructors will evaluate students’ situational communication skills using the QEP Listening and Speaking rubrics – using lines 2C and 3C.
LEARNING LAB
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QEP Commitment #2
Semester Four: Customizing a Course toTeach the Essential SkillsPublic Speaking I (SPT 1113) was closely aligned to the three SLOs of the MGCCC QEP. The QEP Development Committee identified SPT 1113 as the course best suited to accomplish the ultimate goals of QEP Commitment #1 and refine or reinforce the three essential skills ( three SLOs) taught to Career students in the first three semesters of training. MGCCC faculty members worked with the committee to redesign the SPT 1113 course based on best practices, research, and needs expressed by local businesses and industries (gathered through Career advisory councils and the Employer Satisfaction Survey). This work began during the QEP Summit held on January 8, 2019. The result was a redesigned SPT 1113 (Public Speaking I) – a three-credit-hour course to teach communication skills to students with a focus on the three essential skills (i.e., Attendance/Punctuality, Listening, and Speaking).
The revised three-hour version of this course (SPT 1113) was piloted for the first time in summer 2019.
All Public Speaking faculty members offered the revised version of SPT 1113 in fall 2019. The course was offered face-to-face and online. Public Speaking I (SPT 1113) is a mandatory part of the general education core for all Career programs, so it ensures each graduate receives essential skills training as part of the Associate of Applied Science degree (A.A.S.) and Associate of Applied Science in Occupational Education (A.A.S.O.E.). In addition, Public Speaking I is a mandatory part of the general education core for the Associate of Arts degree.
PRESENTATION
SLO #2 – Listening*
D. Presentation Listening: 61% of students will identify relevant information given during a presentation by scoring a 3, or higher, on a 4-point rubric.
SLO #3 – Speaking*
D. Public Speaking: 82% of students will identify relevant information and integrate the information logically into a presentation by scoring a 3, or higher, on a 4-point rubric.
*Appendix K contains the rubrics.
In QEP Commitment #2, the college will partner with MGCCC stakeholders to gather feedback on the effectiveness of the training. This commitment harmonizes with Strategic Plan 2020’s Institutional Commitment of Community Engagement and Partnerships. The implementation strategy for this commitment expands the reach of the QEP outside the walls of the college and into the heart of the Gulf Coast workforce. Thus, industry partners and other stakeholders will have the opportunity to offer feedback and engage in the QEP throughout the implementation process.
Industry ParticipationAs previously noted, industry partners provided initial feedback regarding essential skills training during the proposal stage of the QEP. Additionally, the committee asked them to rank the list of essential skills originally identified, allowing MGCCC to narrow its focus on what industry deemed most important: attendance/punctuality, listening, and speaking. As students progress through their classes, MGCCC will continue to seek the support of industry partners in three ways: 1) through an annual survey (Employer Satisfaction Survey, 2) through biannual Career advisory council meetings in which they will be asked specific questions related to the three essential skills,( three SLOs) through curriculum and scenario development for QEP implementation.
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experienced similar training, which includes “why” students need the essential skills to succeed in the workplace. Also, attending the EDP sessions will encourage all employees to embrace the essential skills, holding one another accountable via modeling appropriate behavior and standards of excellence.
Marketing the QEPTo generate additional interest and a sense of ownership in the QEP, the QEP Implementation Committee established a contest to name the QEP and to create a logo for it (Appendix L). Following current trends in marketing, the committee determined that it would be most effective to have the target audience of the QEP (i.e., students) define how it would be branded. Therefore, the contest to name and brand the QEP targeted students, and the winner was awarded a $300 scholarship. Second and third place winners were also given scholarships of $100 and $50, respectively. The QEP Development Committee’s student representative suggested soliciting submissions from students enrolled in fine arts and graphic design classes while still accepting submissions from any student. Nineteen students participated in this contest, suggesting that the committee achieved its goal of engaging the stakeholders in the roll-out of the QEP. The logo illustrated herein was rated as the winner. The QEP Development Committee and Implementation Committee used the logo to promote awareness of the QEP among the stakeholders. The following page offers an example of a poster promoting the QEP.
To achieve Commitment #3, MGCCC determined the personnel needs and the monetary needs required to initiate and implement the QEP. An explanation of the suggested resources (see p. 66 in Resources) was presented to the College President, Executive Council, and Board of Trustees. They pledged to support the efforts of the QEP. The QEP Implementation Committee will closely monitor the expenditure of QEP resources to ensure efficiency, effectiveness, and appropriateness. In addition, a series of QEP training workshops will be developed for all Career faculty through the College’s Employee Development Program (EDP). College policy requires MGCCC employees to obtain 15 hours of training each year. The QEP Implementation Committee will evaluate the effectiveness of the training and make tweaks appropriately, including revisions based on industry feedback and student accomplishment of the SLOs.
Employees as Role Models of the Essential SkillsAs the literature review discussed, employees modeling the essential skills to students is a crucial component to ensure the success of the QEP (i.e., students attaining the skills). The word employees is used specifically in lieu of faculty because all MGCCC employees are important contributors to student success. After all, a great deal of student interaction takes place outside of the classroom. For that reason, MGCCC has an Employee Development Program (EDP) rather than a “professional” development program; all employees will be required to attend a series of EDP sessions related to the QEP. By attending the sessions, the employees can more effectively reinforce what is being taught throughout the Career curriculum because they will have
QUALITY ENHANCEMENT PLAN
QEP Commitment #3
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MUST BE PRESENT
TO WIN!ARRIVING ON TIME TURNS THE ODDS IN YOUR FAVOR.
EFFECTIVE SPEAKING BEGINS WITH ACTIVE LISTENING.
IF YOU WANT TO BE HEARD, YOU HAVE TO LISTEN.
QUALITY ENHANCEMENT PLAN
A CULTURE OF ESSENTIAL SKILLS
Example of Poster for Marketing the QEP
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measured within designated courses, and feedback from stakeholders (i.e., employees, employers, and students) throughout the implementation of the QEP. Assessment will also include an evaulation of the effectiveness of the plan itself. The desired outcome is that the students will learn and be able to apply the three essential skills when they leave MGCCC and enter the next phase of their lives. Figure 11 illustrates the assessment plan, which is based upon the three QEP Commitments and the three SLOs.
The students proposed a framework that “incorporates soft skill development for students with the intention of a higher rate of employability, increased self-confidence and awareness when entering the job market” (Student Proposal, p. 2).
ASSESSMENTMississippi Gulf Coast Community College will implement essential skills training for MGCCC Career students focused on three essential skills (three SLOs)identified during the QEP topic development process, which align with the college mission and institutional commitments from Strategic Plan 2020 (2011). The three SLOs are attendance/punctuality, listening, and speaking. The QEP topic originated from the student body, in which they stated a desire to be more adequately prepared for the workplace.
After receiving feedback from stakeholders, the college determined that essential skills training should focus on the Career programs where students are moving through their programs in cohorts and entering the workforce immediately after graduation.Assessment will include measures of student success tracked over time, curricular student learning outcomes
Figure 11. Illustration of the QEP Assessment
QEP #1QEP
#2
EMPLOYEE
FEEDBAC
K
EMPLOYER
FEEDBACKSTUDENTFEEDBACK
SLO 1 • SLO 2 • SLO 3
QEP #2 QEP #2
QEP #3
INSTITUTIONAL
ANNUAL
REVIEW
ATTENDANCE LISTENING
(Direct)
SPEAKING
(Indire
ct)
(Indirect) (Indirect)
(Direct & Indirect)
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Assessing the QEPThe primary goal of the QEP is to instill the three essential skills that employers desire in our students in order to deliver well-prepared, professional employees to our stakeholders. MGCCC will measure the overall effectiveness of the QEP in three ways. The three measurements align with the three QEP Commitments that provide a framework to facilitate the implementation and assessment of the QEP.
QEP Commitment #1 The college will build a foundation to facilitate students’ attainment of the three SLOs.
Using attendance records and QEP rubrics, Career instructors will collect and submit data on the three essential skills SLOs each academic year during the annual planning process to determine which outcomes were met and which outcomes were not met.
QEP Commitment #2The college will partner with MGCCC stakeholders to gather feedback on the effectiveness of the training.
• Employees: The Office of Institutional Research (IR) will send an essential skills questionnaire to Career faculty and employees annually.
• Employers: √ The Office of Institutional Research (IR) will
send the essential skills questionnaire to Career stakeholders in local businesses and industries annually through the Employer Satisfaction Survey.
√ Program Leads and Deans of Teaching and Learning will collect qualitative feedback from Career industry partners during advisory council meetings biannually.
• Students: Institutional Research will send an essential skills questionnaire to Career students annually.
QEP Commitment #3 The college will commit resources to initiate, implement, and sustain the QEP, assessing its overall effectiveness throughout various phases of the process (Appendix M).
This approach leverages a micro perspective on the attainment of the three SLOs and a macro perspective in regard to the overall effectiveness and implementation of the QEP.
The Career instructors, CTE Chairpersons, QEP Implementation Committee, and QEP Steering Committee will analyze the results of the Institutional Annual Review as a part of the College’s annual planning process.
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Based on the ongoing collection of data, the QEP Implementation Committee will make recommendations for improvement to the QEP Steering Committee, which includes the College President and Executive Council. This mixed methods approach will allow MGCCC to track progress on attendance/punctuality, listening, and speaking while addressing new concerns as they arise.
Micro-Assessment: Assessing Student Learning
In order to obtain consistent and reliable measurements of attendance and punctuality, Blackboard’s Automated Attendance Monitoring scanners have been installed in each classroom collegewide, including the Career classrooms. As students enter the classroom, they will use their MGCCC ID to scan in and record their attendance. Weekly attendance reports will be generated, allowing faculty and IR to analyze the data
SLO # 1 – Attendance and Punctuality: Students will be present and punctual. A. Career students will attend class 91% of the contact hours. B. Career students will be on time for 95% of the classroom meetings that they attend.
over the course of the semester to determine whether attendance and punctuality improve as students learn about the importance of these skills. Additionally, attendance/punctuality will be examined throughout the four semesters as students progress through their programs.
91%ATTENDANCE
RATE
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Listening and speaking skills will be taught in designated courses in every Career program. A rubric will be used to assess students’ attainment of SLO #2 (Listening) and SLO #3 (Speaking). The QEP Development Committee designed the Listening Rubric and Speaking Rubric (Appendix K) with advisement and oversight by persons academically qualified to make the necessary judgments in regard to the rubric design (i.e., Public Speaking instructors). The rubric design was largely based upon a standardized tool, “The Competent Speaker Speech Evaluation Form and Manual.”
“This instrument is a standardized test assessing
The Career and Public Speaking instructors were trained on using the rubric before implementation began. This training was designed to calibrate the use of the rubric among Career and Public Speaking Instructors.
A high percentage of communication is nonverbal (Leathers, 1992; Miller, 2005); therefore, instructors first introduce students to the practice of communicating effectively through nonverbal means. As students progress through their programs of study, Wood, Bruner, and Ross’s (1976) scaffolding approach of teaching listening and speaking will follow. Following nonverbal communication, students progress to effective workforce communication in the second semester and effective situational communication in the third semester. In the fourth semester, students learn to integrate, synthesize, and apply these skills in SPT 1113 (Public Speaking I).
Figure 10. Listening and Speaking Taught Over Four Semesters (Initially referenced on page 42)
A. Nonverbal
B. Summarization
C. Follow-up Questions
D. Presentation Listening
A. Nonverbal
B. Use of Language
C. Content
D. Public Speaking
1st Semester (Hours 1-15)
2nd Semester (Hours 16-30)
3rd Semester (Hours 31-45)
4th Semester (Hours 46-60)
“This instrument is a standardized test assessing public-speaking competencies at the higher-education level. The tool can be used to evaluate persuasive speeches, for testing-in or testing-out (placement) purposes, as a way for instructing and advising students, or to generate assessment data for departmental and institutional accountability. This tool has been used successfully at a variety of institutions.”
-Morreale et al., 2018
SLO #2LISTENING
Career students will demonstrate proficiency in listening in the following areas:
SLO #3SPEAKING
Career students will demonstrate proficiency in speaking in the following areas:
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With broad-based input from all stakeholders, the QEP committee established three QEP Commitments:
QEP Commitment #1 The college will build a foundation to facilitate students’ attainment of the three SLOs.
QEP Commitment #2The college will partner with MGCCC stakeholders to gather feedback on the effectiveness of the training.
QEP Commitment #3 The college will commit resources to initiate, implement, and sustain the QEP, assessing its overall effectiveness throughout various phases of the process.
The QEP implementation Committee will assess the attainment of QEP Commitment #1 by evaluating Career students’ attainment of the three SLOs. The QEP is designed with a multi-tiered implementation and assessment process to mirror the stackable credentials model of Career programs. Students in Career programs can earn a credential or certificate at fifteen and/or thirty hours, a diploma at forty-five hours, and a degree at sixty-hours. Based on research, the committee identified a hierarchy of essential skills (described in the Implementation section) and assigned a particular essential skill to each phase of the stackable credential model.
Macro-Assessment: Assessing the OverallSuccess of the QEP
Scaffolding theories also inform the multifaceted assessment of the Listening and Speaking SLOs. The QEP Development Committee determined that listening and speaking skills build upon each other so that to master listening, and speaking, students must master each distinctive part of the listening and speaking process before advancing to the next phase. Therefore, the committee divided the Listeningand Speaking SLOs into subcategories. Each semester, the instructors will assess a specific skill in the listening and speaking process. This approach to assessment will make identifying deficiencies and remediating them much easier than assessing listening and speaking in general. The assessment data will also enable the committee to revise the QEP, if necessary. Having multiple focus areas for a single SLO facilitates identifying failures and successes in a timely manner. Table 12 (page 55) offers an overview of this scaffolded approach, including outcomes with baseline data, intervention, frequency of measurement, and assessment instrument.
Instructors of the designated courses use prescribed, universal assignments designed to teach the desired listening and speaking strategies and adapt them to the specific context of their courses and Career fields. For example, the nonverbal universal assignment requires students to demonstrate effective nonverbal communication in an interaction with a client or coworker, so the instructor creates a common scenario that often occurs in her or his particular profession to assess students’ abilities. The skill set is the same across careers; however, having students apply the skills in a specific real-world context allows instructors to assess students’ abilities to contextualize the application of the essential skills.
In subsequent courses (i.e., 2nd and 3rd semester), students complete an activity using a realistic customer service scenario to demonstrate proficiency in listening and speaking. These are real scenarios provided as examples by representatives from local businesses and industries (i.e., Career program advisory councils) or scenarios that instructors create based on research. The assessment of the projects is multi-layered. Instructors use rubrics designed specifically to evaluate the essential skills of the QEP. The instructors assess how well students listen to and
speak to customers and score them on the appropriate rubric. Additionally, the business representatives provide feedback on the scenarios used in the course via the advisory councils. Based on this feedback, the college can revise the curriculum and incorporate new teaching methodologies to better meet the needs of our stakeholders.
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To assess QEP Commitment #2 the QEP Implementation Committee will continue to collect feedback from stakeholders through annual surveys and advisory council meetings. Employers, employees, and students will provide feedback through surveys.The Office of Institutional Research and Effectiveness (IR) will send an essential skills questionnaire to Career students, and IR will send essential skills questionnaire to Career faculty and employees. In addition, IR will send an essential skills questionnaire to employers through the Employer Satisfaction Survey. This feedback will be used to refine the focus of the three SLOs being taught in the QEP and to determine the best methods for teaching them. In addition to evaluating graduates through surveys, stakeholders will provide qualitative feedback on students’ attainment of the SLOs via listening sessions (employees and students) and advisory councils (employers). The QEP Implementation Committee will use the feedback to recommend best practices for the implementation of the QEP.
To achieve Commitment #3, Career instructors, CTE Chairpersons, QEP Implementation Committee, and QEP Steering Committee will analyze the results of the Institutional Annual Review and make necessary
adjustments. MGCCC determined the personnel needs and the monetary needs required to initiate and implement the QEP. Each year, the QEP Implementation Committee will closely monitor the expenditure of the QEP resources to ensure efficiency, effectiveness, and appropriateness. In addition, a series of QEP training workshops will be developed for all Career faculty through the College’s Employee Development Plan (EDP). The QEP Implementation Committee will evaluate the effectiveness of the training and make adjustments as needed, including, revisions based on industry feedback and student accomplishment of the SLOs.
Beyond the QEP, the ultimate goal is to implement essential skills training to a broader audience, and using a multi-tiered, multi-phased implementation process will allow the QEP Implementation Committee to assess the effectiveness of the QEP at several stages before considering scaling it to other programs. This approach will help ensure the committee makes data-informed decisions about content and methodology at each phase of the process. Table 12 offers an overview of the assessment of the three QEP commitments.
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QEP COMMITMENTS AND SLOs Intervention Frequency of Measurement
Assessment Instrument
QEP COMMITMENT #1 - THREE ESSENTIAL SKILLS
SLO #1 Attendance and Punctuality Intervention/Response
Semester
Students will be present and punctual. 1A. Career students will attend class 91% of the contact hours. 1B. Career students will be on time for 95% of the classroom meetings that they attend.
• Course lecture and materials• Quiz Attendance/Punctuality• Reinforcement/Accountability Semesters 1-4
Attendance statistics
1A. Absentees1B. Tardies
SLO #2 Listening Intervention Semester
Students will demonstrate proficiency in listening in the following areas: 2A. Nonverbal: 82% of students will demonstrate physical behaviors that support active listening by scoring a 3, or higher, on a 4-point rubric. 2B. Active Listening in the Workplace (Summarization): 75% of students will summarize proficiently the request made by a customer/coworker by scoring a 3, or higher, on a 4-point rubric. 2C.Situational Listening in the Workplace (Identifying Follow-up Questions): 50% of students will identify appropriate follow-up questions in response to a request made by a customer or coworker by scoring a 3, or higher, on a 4-point rubric. 2D.Presentation Listening: 61% of students will identify relevant information given during a presentation by scoring a 3, or higher, on a 4-point rubric.
For each area there will be an introduction, face-to-face presentation, asynchronous module, student application, and feedback.
2A. Nonverbal
2B. Summarization
2C. Follow-up Questions
2D. Presentation Listening
2A. Semester 1
2B. Semester 2
2C. Semester 3
2D. Semester 4
2A. QEP Listening Rubric 2A
2B. QEP Listening Rubric 2B
2C. QEP Listening Rubric 2C
2D. QEP Listening Rubric 2D
SLO #3 Speaking Intervention Semester
Students will demonstrate proficiency in speaking in the following areas: 3A. Nonverbal: 85% of students will demonstrate physical behaviors that support the verbal message by scoring a 3, or higher, on a 4-point rubric. 3B. Workplace Speaking (Use of Language): 75% of students will use pronunciation, grammar, and articulation appropriate to the audience by scoring a 3, or higher, on a 4-point rubric. 3C. Situational Workplace Speaking (Content): 75% of students will speak effectively across a variety of workplace contexts by scoring a 3, or higher, on a 4-point rubric. 3D. Public Speaking: 82% of students will identify relevant information and integrate the information logically into a presentation by scoring a 3, or higher, on a 4-point rubric.
For each area there will be an introduction, face-to-face presentation, asynchronous module, student application, and feedback.
3A. Nonverbal
3B. Use of Language
3C. Content
3D. Presentation Speaking
3A. Semester 1
3B. Semester 2
3C. Semester 3
3D. Semester 4
3A. QEP Speaking Rubric 3A
3B. QEP Speaking Rubric 3B
3C. QEP Speaking Rubric 3C
3D. QEP Speaking Rubric 3D
QEP COMMITMENT #2 - STAKEHOLDER FEEDBACK Response to Feedback Annual/Biannual
The college will partner with MGCCC stakeholders to gather feedback on the effectiveness of the training. A. Employees: The Office of Institutional Research (IR) will send an essential skills questionnaire to Career faculty and employees annually. B. Employers: 3
• IR will send the an essential skills questionnaire to Career stakeholders in local business and industry annually through the Employer Satisfaction Survey.
• Program Leads and Deans of Teaching & Learning will collect qualitative feedback from Career industry partners during advisory council meetings annually.
C. Students: IR will send an essential skills questionnaire to Career students annually.
A. Employees: Feedback will be examined and adjustments made.B. Employers:
• Feedback will be examined to ensure the effectiveness of training after students depart.
• Advisory councils will help tweak scenarios and give real-world feedback on students.
C. Student: Feedback will be examined and adjustments made.
A. Sent each May
B. Employer:• Sent each May• Biannual
advisory council meetings throughout the year
C. Sent each semester
A. Essential Skills Questionnaire B. Employers
• Employer Satisfaction Survey
• Advisory Council Feedback
C. Essential Skills Questionnaire
QEP COMMITMENT #3 - OVERALL QEP ASSESSMENT Response to Assessment Annual
The college will commit resources to initiate, implement, and sustain the QEP, assessing its overall effectiveness throughout various phases of the process.
The instructors, Chairpersons, QEP Implementation Committee, and QEP Steering Committee will analyze the results of the Institutional Annual Review as a part of the College’s annual planning process.
Adjustments to the resources, implementation strategy, assessment strategy, and/or ancillary items as deemed necessary to ensure the success of the QEP.
Examined each June in association
with the Annual Planning Process
All data gathered in association with the QEP
(SLOs, surveys, feedback) will be gathered,
including trending data.
Table 12.Overview of Three QEP Commitments: Intervention and Assessment
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Topic Selection and Development Phase – 2017-2018
TIMELINE
Semester Implementation Assessment Awareness Employee Development
Summer and Fall 2017
QEP Topic Selection Committee convened to identify the QEP
topic.
RFP for QEP topics distributed and proposals collected.
Progress of Selection process through the Four Phases of Topic
Selection.
Communication sent to all college stakeholders from College President inviting submissions for
topic ideas.
Listening sessions to allow stakeholders and
employees to offer topics to consider for
the QEP.
Spring 2018 Board of Trustees approves QEP Topic.
QEP Development Committee convened to review literature
and identify best practices related to essential skills for
employment.
Surveys were sent electronically to
full-time employees, Employers (CTE Advisory Council
members), and spring 2018 graduates.
Communication sent to all college stakeholders encouraging them to vote on the QEP topic
and offer feedback.
QEP Website Launched.
Listening sessions on the top topics.
Summer 2018 QEP Development Committee continued to meet to research,
review survey results, and develop a plan to define the
purpose of QEP.
MGCCC purchased Blackboard Automated Attendance
Monitoring System to track and record student attendance.
Convening of QEP Development
Committee and development of the
topic—Essential Skills.
Updates posted on the QEP Website, including an outline of the Four
Phase Process to Determine the QEP.
The following tables provide a timeline of major components and activities of the QEP. These are only projections of the initiative over seven years. The activities and timeline will shift and evolve in response to the challenges and realities of implementing the QEP. Conducting a pilot project and collecting initial surveys allowed the College to establish baseline data. Upon implementation, assessing every aspect of the project each year allows the QEP Implementation Committee to continually adjust in the pursuit of attaining the
overall QEP goals. In addition to the adjustments made each year, the College will compile an Institutional Annual Review of the QEP to ensure that activities, resources, assessment instruments, and training allow the project to facilitate essential skills attainment. The QEP Implementation Committee will work with all stakeholders to make the adjustments needed and track all changes so that it can be included in the Fifth Year Impact Report.
Phase 4:Final
Selection
Topic Approved by Board of Trustees on January 17, 2018
Phase 3:Call for
Feedback
Survey sent on November 10, 2017 with a deadline of December 12, 2017
Phase 2:Request for Proposals
Phase 1:Call for Topics
Emailed to Stakeholders on September 21, 2017
Emailed to Stakeholders on August 24, 2017
MISSISSIPPI GULF COAST COMMUNITY COLLEGE
57MGCCC QEP 2019
Pre-planning stage – 2018-2019
Semester Implementation Assessment Awareness Employee Development
Fall 2018 Initial implementation and pilot of the
Blackboard Automated Attendance Monitoring system. Baseline date for attendance derived from Career program attendance for Fall
2018.
Baseline data on attendance based on Career Program attendance for Fall
2018.
Campus VPs and Deans of Teaching & Learning discussed
the attendance readers at Campus Fall
Convocations.
Faculty members involved in the pilot
program completed a training session with IT on how to use the attendance readers.
Spring 2019 Pilot project launched to establish baseline
data for SLOs using the QEP rubric.
Met with MGCCC Public Speaking
faculty to redesign SPT 1113 to teach
communication skills to students with focus on three essential skills.
Annual Employer Satisfaction Survey
conducted with industry partners.
Training/info sessions for all stakeholders to
explain QEP.
QEP Summit held with all Career faculty.
Summer 2019 Revised version of SPT 1113 was offered for
the first time.
The QEP Development Committee examined
the results of the assessments from
the pilot, considered qualitative feedback on
the QEP rubrics, and adjusted to improve the implementation
approach.
SLO results were compiled from the pilot
project to establish a baseline threshold
from which to measure success.
Incoming and returning students are informed about the QEP during orientation (new) and
registration (returning).
Table tents, posters, etc. distributed across
campus.
QEP webpage is updated
Training/info sessions for all stakeholders to
explain QEP.
Focused training with Career faculty on QEP’s three essential skills and baseline data related to
the QEP.
EMPLOYEE TRAINING CARRIED OUT BY THE EMPLOYEE DEVELOPMENT PROGRAM.
MISSISSIPPI GULF COAST COMMUNITY COLLEGE
58 MGCCC QEP 2019
YEAR 1 – AY 2019-2020 (Semesters 1 and 2 of Implementation)
Semester Implementation Assessment Awareness Employee Development
Fall 2019 First stage of the QEP implementation is
introduced to Career programs.
Revised version of SPT 1113 offered.
SACSCOC On-Site visit
Public Speaking instructors collect
and submit data on three essential skills to determine which outcomes were met
and not met.
During Fall Convocation for Faculty and Staff,
employees are informed about upcoming QEP; Table tents, posters,
etc. distributed across campus.
Employers and other external stakeholders are informed through
a series of state-of-the-college meetings.
Training/info sessions for all new stakeholders to explain QEP, including
New Employee Orientation.
Employees attend training session related to
the QEP.
Training session for Public Speaking
instructors to ensure calibration of
rubric assessment and consistent
implementation. Career instrustors were included
for awareness.
Spring 2020 Revised version of SPT 1113 will be offered.
Three essential skills will be embedded in each
Career programs within every credential level.
Review of QEP with Career advisory councils of each Career program
Public Speaking instructors collect
and submit data on three essential skills to determine which outcomes were met
and not met.
Annual surveys to and listen sessions for employees, students,
and employers.
Stakeholders are informed about ongoing
QEP; Table tents, posters, etc. distributed
across campus.
QEP Web page is updated.
Training/info sessions for all new stakeholders to
explain QEP.
Summer 2020 Assess and evaluate impact of QEP and make modifications for the next
semester.
Public Speaking instructors collect
and submit data on three essential skills to determine which outcomes were met
and not met.
The QEP Steering Committee and Implementation
Committee examine the results of the
Institutional Annual Review and make
adjustments.
External stakeholders are informed about
ongoing QEP; Incoming and returning students are informed about the QEP during orientation (new) and registration
(returning).
Table tents, posters, etc. distributed across
campus.
Training/info sessions for all new stakeholders to
explain QEP.
2A. Nonverbal1st Semester
2nd Semester
3A. Nonverbal
2B. Summarization 3B. Use of Language
MISSISSIPPI GULF COAST COMMUNITY COLLEGE
59MGCCC QEP 2019
YEAR 2 – AY 2020-2021 (Semesters 3 and 4 of Implementation)
Semester Implementation Assessment Awareness Employee Development
Fall 2020 Based on the examination of the Institutional Annual
Review, the QEP Implementation Committee will
collaborate with Career instructors to make adjustments on the
implementation of the three essential skills in each Career program
and within every credential level.
Revised version of SPT 1113 will be offered.
Public Speaking Instructors collect
and submit data on three essential skills to determine which outcomes were met
and not met.
Stakeholders are informed about ongoing
QEP; Table tents, posters, etc. distributed
across campus.
Employers are informed about the QEP through
advisory councilmeetings.
QEP web page is updated.
Training/info sessions for all new stakeholders to
explain QEP.
Career instructors attend training session with external professional.
Training session for Public Speaking
instructors to ensure calibration of
rubric assessment and consistent
implementation. Career instrustors were included
for awareness.
Spring 2021 Revised version of SPT 1113 will be offered.
Three essential skills embedded in each
Career program within every credential level.
Public Speaking instructors collect
and submit data on three essential skills to determine which outcomes were met
and not met.
Annual surveys to and listen sessions for employees, students,
and employers.
Stakeholders are informed about ongoing
QEP; Table tents, posters, etc. distributed
across campus.
Employers are informed about the QEP through
advisory council meetings.
QEP web page is updated.
Training/info sessions for all new stakeholders to
explain QEP.
Summer 2021 Assess and evaluate impact of QEP and
make modifications for the next semester.
The QEP Steering Committee and Implementation
Committee examine the results of the
Institutional Annual Review and make
adjustments.
Stakeholders are informed about ongoing
QEP; Table tents, posters, etc. distributed
across campus.
Employers are informed about the QEP through
advisory council meetings.
QEP web page is updated.
Training/info sessions for all new stakeholders to
explain QEP.
2C. Follow-up Questions3rd Semester
4th Semester
3C. Content
3D. Public Speaking2D. Presentation Listening
MISSISSIPPI GULF COAST COMMUNITY COLLEGE
60 MGCCC QEP 2019
YEAR 3 – AY 2021-2022 (First Opportunity to Assess Graduates)
Semester Implementation Assessment Awareness Employee Development
Fall 2021 Based on the examination of the Institutional Annual
Review, the QEP Implementation Committee will
collaborate with Career instructors to make adjustments on the
implementation of the three essential skills in each Career program
and within every credential level.
Revised version of SPT 1113 will be offered.
Public Speaking instructors collect
and submit data on three essential skills to determine which outcomes were met
and not met.
Stakeholders are informed about ongoing
QEP; Table tents, posters, etc. distributed
across campus.
Employers are informed about the QEP through
advisory council meetings.
QEP web page is updated.
Training/info sessions for all new stakeholders to
explain QEP.
Employees attend training session related to
the QEP.
Training session for Public Speaking
instructors to ensure calibration of
rubric assessment and consistent
implementation. Career instrustors were included
for awareness.
Spring 2022 Revised version of SPT 1113 will be offered.
Three essential skills embedded in each
Career program within every credential level.
Public Speaking instructors collect
and submit data on three essential skills to determine which outcomes were met
and not met.
Annual surveys to and listen sessions for employees, students,
and employers.
Graduation Exit survey completed by
graduates.
Stakeholders are informed about ongoing
QEP; Table tents, posters, etc. distributed
across campus.
Employers are informed about the QEP through
advisory council meetings.
QEP web page is updated.
Training/info sessions for all new stakeholders to
explain QEP.
Summer 2022 Assess and evaluate impact of QEP and
make modifications for the next semester.
The QEP Steering Committee and Implementation
Committee examine the results of the
Institutional Annual Review and make
adjustments.
Stakeholders are informed about ongoing
QEP; Table tents, posters, etc. distributed
across campus.
Employers are informed about the QEP through
advisory council meetings.
QEP web page is updated.
Training/info sessions for all new stakeholders to
explain QEP.
MISSISSIPPI GULF COAST COMMUNITY COLLEGE
61MGCCC QEP 2019
YEAR 4 – AY 2022-2023
Semester Implementation Assessment Awareness Employee Development
Fall 2022 Based on the examination of the Institutional Annual
Review, the QEP Implementation Committee will
collaborate with Career instructors to make adjustments on the
implementation of the three essential skills in each Career program
and within every credential level.
Revised version of SPT 1113 will be offered.
Public Speaking instructors collect
and submit data on three essential skills to determine which outcomes were met
and not met.
Stakeholders are informed about ongoing
QEP; Table tents, posters, etc. distributed
across campus.
Employers are informed about the QEP through
advisory councilmeetings.
QEP web page is updated.
Training/info sessions for all new stakeholders to
explain QEP.
Employees attend training session related to
the QEP.
Training session for Public Speaking
instructors to ensure calibration of
rubric assessment and consistent
implementation. Career instrustors were included
for awareness.
Spring 2023 Revised version of SPT 1113 was offered.
Three essential skills embedded in each
Career program within every credential level.
Public Speaking instructors collect
and submit data on three essential skills to determine which outcomes were met
and not met.
Annual surveys to and listen sessions for employees, students,
and employers.
Graduation Exit survey completed by
graduates
Stakeholders are informed about ongoing
QEP; Table tents, posters, etc. distributed
across campus.
Employers are informed about the QEP through
advisory council meetings.
QEP web page is updated.
Training/info sessions for all new stakeholders to
explain QEP.
Summer 2023 Assess and evaluate impact of QEP and
make modifications for the next semester.
The QEP Steering Committee and Implementation
Committee examine the results of the
Institutional Annual Review and make
adjustments.
Stakeholders are informed about ongoing
QEP; Table tents, posters, etc. distributed
across campus.
Employers are informed about the QEP through
advisory council meetings.
QEP web page is updated.
Training/info sessions for all new stakeholders to
explain QEP.
MISSISSIPPI GULF COAST COMMUNITY COLLEGE
62 MGCCC QEP 2019
YEAR 5 – AY 2023-2024
Semester Implementation Assessment Awareness Employee Development
Fall 2023 Based on the examination of the Institutional Annual
Review, the QEP Implementation Committee will
collaborate with Career instructors to make adjustments on the
implementation of the three essential skills in each Career program
and within every credential level.
Revised version of SPT 1113 will be offered.
Public Speaking instructors collect
and submit data on three essential skills to determine which outcomes were met
and not met.
Stakeholders are informed about ongoing
QEP; Table tents, posters, etc. distributed
across campus.
Employers are informed about the QEP through
advisory council meetings.
QEP web page is updated.
Training/info sessions for all new stakeholders to
explain QEP.
Employees attend training session related to
the QEP.
Training session for Public Speaking
instructors to ensure calibration of
rubric assessment and consistent
implementation. Career instrustors were included
for awareness.
Spring 2024 Revised version of SPT 1113 will be offered.
Three essential skills embedded in each
Career program within every credential level.
Public Speaking instructors collect
and submit data on three essential skills to determine which outcomes were met
and not met.
Annual surveys to and listen sessions for employees, students,
and employers.
Graduation Exit survey completed by
graduates
Stakeholders are informed about ongoing
QEP; Table tents, posters, etc. distributed
across campus.
Employers are informed about the QEP through
advisory council meetings.
QEP web page is updated.
Training/info sessions for all new stakeholders to
explain QEP.
Summer 2024 Assess and evaluate impact of QEP and
make modifications for the next semester.
The QEP Steering Committee and Implementation
Committee examine the results of the
Institutional Annual Review and make
adjustments.
Stakeholders are informed about ongoing
QEP; Table tents, posters, etc. distributed
across campus.
Employers are informed about the QEP through
advisory council meetings.
QEP web page is updated.
Training/info sessions for all new stakeholders to
explain QEP.
MISSISSIPPI GULF COAST COMMUNITY COLLEGE
63MGCCC QEP 2019
Quali
ty En
hanc
emen
tPlan
for E
mbr
acing
Esse
ntial
Skills
of M
ississ
ippi G
ulf Co
ast C
omm
unity
Colle
ge Ca
reer
Stud
ents
(Four
-Sem
este
r Ove
rview
of Im
plem
enta
tion a
nd A
ssessm
ent P
lan
Esse
ntial
Skills
St
uden
t Lea
rning
Objec
tives
1stSe
mes
ter
Cont
ent E
mpha
sis:N
onve
rbal
2ndSe
mes
ter
Wor
kplac
e (Su
mmar
izatio
n)3rd
Sem
este
r Co
nten
t Emp
hasis
: Situ
ation
al 4th
Sem
este
r Co
nten
tEmp
hasis
:Pre
sent
ation
SLO
1 -At
tend
ance
&
Punc
tuali
ty
QEP S
tude
nt In
terv
entio
n –Tr
aining
& Ed
ucat
ion§
Cour
se Le
cture
and M
ateria
ls§
Quiz
on At
tend
ance
/Pun
ctuali
ty§
Ongo
ing Re
infor
ceme
nt/A
ccou
ntab
ility
Asse
ssmen
t of S
LO 1:
Atte
ndan
ce st
atisti
cs, in
cludin
g per
cent
of
§1A
-Abs
ent r
ecor
ds in
Care
er co
urse
s§
1B -T
ardy
reco
rds i
n Car
eer c
ourse
s
QEP S
tude
nt In
terv
entio
n –Tr
aining
& Ed
ucat
ion§
Cour
se Le
cture
and M
ateria
ls§
Ongo
ing Re
infor
ceme
nt/A
ccou
ntab
ility
Asse
ssmen
t of S
LO 1:
At
tend
ance
stati
stics,
inclu
ding p
erce
nt of
§
1A -A
bsen
t rec
ords
in Ca
reer
cour
ses
§1B
-Tar
dy re
cord
s in C
aree
r cou
rses
QEP S
tude
nt In
terv
entio
n –Tr
aining
& Ed
ucat
ion§
Cour
se Le
cture
and M
ateria
ls§
Ongo
ing Re
infor
ceme
nt/A
ccou
ntab
ility
Asse
ssmen
t of S
LO 1:
At
tend
ance
stati
stics,
inclu
ding p
erce
nt of
§
1A -A
bsen
t rec
ords
in Ca
reer
cour
ses
§1B
-Tar
dy re
cord
s in C
aree
r cou
rses
QEP S
tude
nt In
terv
entio
n –Tr
aining
& Ed
ucat
ion§
Cour
se Le
cture
and M
ateria
ls§
Ongo
ing Re
infor
ceme
nt/A
ccou
ntab
ility
Asse
ssmen
t of S
LO 1:
At
tend
ance
stati
stics,
inclu
ding p
erce
nt of
§
1A -A
bsen
t rec
ords
in Ca
reer
cour
ses
§1B
-Tar
dy re
cord
s in C
aree
r cou
rses
SLO
2 -Lis
tenin
gQE
P Stu
dent
Inte
rven
tion –
Train
ing&
Educ
ation
on 2A
§Int
rodu
ction
to no
nver
bal li
stenin
g skil
ls§
Face
-to-fa
ce pr
esen
tation
and a
sync
hron
ous m
odule
§Ap
plica
tion o
f non
verb
al lis
tenin
g skil
ls§
Feed
back
on ab
ility t
o per
form
Asse
ssmen
t of S
LO 2A
:Co
mmun
icatio
n spe
cialis
ts wi
ll obs
erve
and a
ssess
a sta
ndar
d acti
vity i
n wee
k 15 u
sing l
ine 2A
(Non
verb
al) of
th
e QEP
Liste
ning R
ubric
QEP S
tude
nt In
terv
entio
n –Tr
aining
& Ed
ucat
ion on
2B§
Intro
ducti
on to
summ
ariza
tion t
echn
iques
for li
stenin
g§
Face
-to-fa
ce pr
esen
tation
and a
sync
hron
ous m
odule
§Ap
plica
tion o
f sum
mariz
ation
liste
ning s
kills
§Fe
edba
ck on
abilit
y to p
erfo
rm
Asse
ssmen
t of S
LO 2B
:Co
mmun
icatio
n spe
cialis
ts wi
ll obs
erve
and a
ssess
a sta
ndar
d acti
vity i
n wee
k 15 u
sing l
ine 2B
(Sum
mariz
ation
) of
the Q
EP Li
stenin
g Rub
ric
QEP S
tude
nt In
terv
entio
n –Tr
aining
& Ed
ucat
ion on
2C§
Intro
ducti
on to
follo
w-up
ques
tions
for l
isten
ing
§Fa
ce-to
-face
pres
entat
ion an
d asy
nchr
onou
s mod
ule§
Appli
catio
n of f
ollow
-up q
uesti
ons l
isten
ing sk
ills§
Feed
back
on ab
ility t
o per
form
Asse
ssmen
t of S
LO 2C
:Co
mmun
icatio
n spe
cialis
ts wi
ll obs
erve
and a
ssess
a sta
ndar
d acti
vity i
n wee
k 15 u
sing l
ine 2C
(Iden
tifyin
g Fo
llow-
up Q
uesti
ons)
of th
e QEP
Liste
ning R
ubric
QEP S
tude
nt In
terv
entio
n –Tr
aining
& Ed
ucat
ion on
2D§
Intro
ducti
on to
activ
e list
ening
durin
g a pr
esen
tation
§Fa
ce-to
-face
pres
entat
ion
§De
mons
tratio
n of a
ctive
liste
ning d
uring
pres
entat
ion§
Feed
back
on ab
ility t
o per
form
Asse
ssmen
t of S
LO 2D
:Co
mmun
icatio
n spe
cialis
ts wi
ll obs
erve
and a
ssess
a sta
ndar
d acti
vity i
n wee
k 15 u
sing l
ine 2D
(List
ening
to a
Pres
entat
ion) o
f the
QEP
Liste
ning R
ubric
SLO
3 –Sp
eakin
gQE
P Stu
dent
Inte
rven
tion –
Train
ing&
Educ
ation
on 3A
§Int
rodu
ction
to no
nver
bal s
peak
ing sk
ills§
Face
-to-fa
ce pr
esen
tation
and a
sync
hron
ous m
odule
§Ap
plica
tion o
f non
verb
al sp
eakin
g skil
ls§
Feed
back
on ab
ility t
o per
form
Asse
ssmen
t of S
LO 3A
:Co
mmun
icatio
n spe
cialis
ts wi
ll obs
erve
and a
ssess
a sta
ndar
d acti
vity i
n wee
k 15 u
sing l
ine 3A
(Non
verb
al) of
th
e QEP
Spea
king R
ubric
QEP S
tude
nt In
terv
entio
n –Tr
aining
& Ed
ucat
ion on
3B§
Intro
ducti
on to
effec
tive u
se of
lang
uage
in w
orkp
lace
§Fa
ce-to
-face
pres
entat
ion an
d asy
nchr
onou
s mod
ule§
Appli
catio
n of e
ffecti
ve us
e of la
ngua
ge in
wor
kplac
e§
Feed
back
on ab
ility t
o per
form
Asse
ssmen
t of S
LO 3B
:Co
mmun
icatio
n spe
cialis
ts wi
ll obs
erve
and a
ssess
a sta
ndar
d acti
vity i
n wee
k 15 u
sing l
ine 3B
(Use
of La
ngua
ge)
of th
e QEP
Spea
king R
ubric
QEP S
tude
nt In
terv
entio
n –Tr
aining
& Ed
ucat
ion on
3C§
Intro
ducti
on to
effec
tive c
onte
nt in
situ
ation
s §
Face
-to-fa
ce pr
esen
tation
and a
sync
hron
ous m
odule
§Ap
plica
tion o
f effe
ctive
cont
ent in
situ
ation
s§
Feed
back
on ab
ility t
o per
form
Asse
ssmen
t of S
LO 3C
:Co
mmun
icatio
n spe
cialis
ts wi
ll obs
erve
and a
ssess
a sta
ndar
d acti
vity i
n wee
k 15 u
sing l
ine 3C
(Con
tent
) of t
he
QEP S
peak
ing Ru
bric
QEP S
tude
nt In
terv
entio
n –Tr
aining
& Ed
ucat
ion on
3D§
Intro
ducti
on to
effec
tive p
rese
ntati
on sk
ills§
Face
-to-fa
ce pr
esen
tation
§
Demo
nstra
tion o
f effe
ctive
pres
entat
ion sk
ills§
Feed
back
on ab
ility t
o per
form
Asse
ssmen
t of S
LO 3D
:Co
mmun
icatio
n spe
cialis
ts wi
ll obs
erve
and a
ssess
a sta
ndar
d acti
vity i
n wee
k 15 u
sing l
ine 3D
(Pub
lic Sp
eakin
g) of
the Q
EP Sp
eakin
g Rub
ric
Stud
ent F
eedb
ack
QEP E
ssent
ial Sk
ills St
uden
t Sur
vey –
Care
er st
uden
ts ev
aluate
aspe
cts of
the Q
EP Es
sent
ial Sk
ills pr
ogra
m.QE
P Esse
ntial
Skills
Stud
ent S
urve
y –Ca
reer
stud
ents
evalu
ate as
pects
of th
e QEP
Esse
ntial
Skills
prog
ram.
QEP E
ssent
ial Sk
ills St
uden
t Sur
vey –
Care
er st
uden
ts ev
aluate
aspe
cts of
the Q
EP Es
sent
ial Sk
ills pr
ogra
m.QE
P Esse
ntial
Skills
Stud
ent S
urve
y –Ca
reer
stud
ents
evalu
ate as
pects
of th
e QEP
Esse
ntial
Skills
prog
ram.
Emplo
yer
Feed
back
An
nual
Emplo
yer S
urve
y –Fe
eder
emplo
yers
who h
ired
rece
nt M
GCCC
grad
uate
s in C
aree
r pro
gram
s rep
ort d
egre
e of
satis
factio
n with
the g
radu
ates:
#1 at
tend
ance
and
punc
tuali
ty, #2
liste
ning s
kills
and #
3 spe
aking
skills
.
Annu
al Em
ploye
r Sur
vey –
Feed
er em
ploye
rswh
o hire
d re
cent
MGC
CC gr
adua
tes i
n Car
eer p
rogr
ams r
epor
t deg
ree
of sa
tisfac
tion w
ith th
e gra
duate
s: #1
atte
ndan
ce an
d pu
nctu
ality,
#2 lis
tenin
g skil
ls an
d #3 s
peak
ing sk
ills.
Emplo
yee
Feed
back
QEP E
ssent
ial Sk
ills Em
ploye
e Sur
vey –
Care
er fa
culty
and
Comm
unica
tion S
pecia
lists
evalu
ate as
pects
of th
e QEP
Es
sent
ial Sk
ills pr
ogra
m.
QEP E
ssent
ial Sk
ills Em
ploye
e Sur
vey –
Care
er fa
culty
and
Comm
unica
tion S
pecia
lists
evalu
ate as
pects
of th
e QEP
Es
sent
ial Sk
ills pr
ogra
m.
Semester Implementation Assessment Awareness Employee Development
Fall 2023 Based on the examination of the Institutional Annual
Review, the QEP Implementation Committee will
collaborate with Career instructors to make adjustments on the
implementation of the three essential skills in each Career program
and within every credential level.
Revised version of SPT 1113 will be offered.
Public Speaking instructors collect
and submit data on three essential skills to determine which outcomes were met
and not met.
Stakeholders are informed about ongoing
QEP; Table tents, posters, etc. distributed
across campus.
Employers are informed about the QEP through
advisory council meetings.
QEP web page is updated.
Training/info sessions for all new stakeholders to
explain QEP.
Employees attend training session related to
the QEP.
Training session for Public Speaking
instructors to ensure calibration of
rubric assessment and consistent
implementation. Career instrustors were included
for awareness.
Spring 2024 Revised version of SPT 1113 will be offered.
Three essential skills embedded in each
Career program within every credential level.
Public Speaking instructors collect
and submit data on three essential skills to determine which outcomes were met
and not met.
Annual surveys to and listen sessions for employees, students,
and employers.
Graduation Exit survey completed by
graduates
Stakeholders are informed about ongoing
QEP; Table tents, posters, etc. distributed
across campus.
Employers are informed about the QEP through
advisory council meetings.
QEP web page is updated.
Training/info sessions for all new stakeholders to
explain QEP.
Summer 2024 Assess and evaluate impact of QEP and
make modifications for the next semester.
The QEP Steering Committee and Implementation
Committee examine the results of the
Institutional Annual Review and make
adjustments.
Stakeholders are informed about ongoing
QEP; Table tents, posters, etc. distributed
across campus.
Employers are informed about the QEP through
advisory council meetings.
QEP web page is updated.
Training/info sessions for all new stakeholders to
explain QEP.
Tabl
e 13
MG
CCC
Tim
elin
e: F
our-S
emes
ter O
verv
iew
of I
mpl
emen
tatio
n an
d A
sses
smen
t Pla
n
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64 MGCCC QEP 2019
The QEP Implementation Committee is the primary body charged with the successful execution of the QEP. This committee is led by the QEP Director and consists of several subcommittees: Facilitation, Resources, Budget, Marketing, Employee Development, and Assessment. The individuals serving on the QEP Implementation Committee will represent a cross-section of the College that will ensure the effective and efficient implementation of the QEP. Each summer, the QEP Implementation Committee will review the Institutional Annual Review and make recommendations for changes to the QEP Steering Committee.
In order to ensure coordination of the QEP, the President, Executive Council*, Associate Vice President of Institutional Research and Effectiveness, and the QEP Director will serve as the QEP Steering Committee. The QEP Steering Committee will meet regularly to evaluate progress in attaining the goals and outcomes of the QEP. The QEP Steering Committee will also review the Institutional Annual Review and approve recommended changes to the QEP implementation. Figure 12 illustrates the lines of responsibility for the implementation and sustainability of the QEP, and the QEP Director reports to the Executive Vice President of Teaching and Learning/Community Campus.
Administrative Structure to Implement the QEP
Figure 12. QEP Organizational Chart
ADMINISTRATIVE STRUCTURE
* MGCCC’s Executive Council is comprised of the President, Executive VP of Teaching & Learning/Community Campus, Executive VP of Enrollment Management/Student Success, Executive VP of Finance/Administration, Executive Vice President of Institutional Advancement, and 3 Campus VPs.
ORGANIZATIONAL CHART
PRESIDENT
Executive Council
QEP DIRECTOR
AVPInstitutional Research &
Effectiveness
Facilitation Subcommittee
QEP DIRECTOR
QEP IMPLEMENTATION COMMITTEE
ResourcesSubcommittee
Budget Subcommittee
MarketingSubcommittee
Employee Development Subcommittee
AssessmentSubcommittee
CTE Department Chairs
Assistant Deans of Teaching & Learning
Dean of Enrollment
Assistant Deans ofLearning Resources
Centers
Career Faculty
Technical Faculty
Assistant Comptroller
Deans of Business
Students
AVPInstitutional Relations
Webmaster
Students
Deans of Student Services
Improvement of StudyFaculty
Career Faculty
Technical Faculty
Deans of Teaching & Learning
AVP Institutional Research & Effectiveness
Public Speaking Faculty
CAREER STUDENTS
QEP STEERING COMMITTEE
Career Faculty
VP Jefferson Davis
Campus
VP Perkinston Campus & George County
Center
EVP Administration
& Finance
EVPStudent Services
& Enrollment Management
EVP Institutional
Advancement
EVP Teaching & Learning/Community Campus
VP Jackson County
Campus
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65MGCCC QEP 2019
Dr. Brad Bailey, Public Speaking Instructor, has been identified as the QEP Director. Dr. Bailey’s background and experience are included in Appendix N.
The MGCCC QEP Director will facilitate the implementation, maintenance, and assessment of the QEP in collaboration with the QEP Implementation Committee, QEP Steering Committee, Associate VP of Institutional Research & Effectiveness, Deans of Student Services, Deans of Teaching & Learning, Public Speaking Instructors (i.e., Public Speaking I instructors), and Career program instructors.
The QEP Director’s specific duties include, but are not limited to, maintaining the QEP timeline, cultivating the three QEP commitments, and achieving the three SLOs. Through the QEP Implementation Committee and under the oversight of the QEP Steering Committee, the QEP Director will facilitate implementation and assessment of the QEP, ensure awareness of the QEP, organize employee development sessions in support of the QEP, manage the budget and resources, and facilitate the writing of the QEP Fifth-Year Interim Report (Impact Report of the Quality Enhancement Plan for MGCCC).
The Director will be responsible for maintaining the QEP implementation timeline (pages 56-62 of the QEP document). The timeline details QEP activities related to implementation and assessment. In addition, the timeline describes marketing efforts and employee development accomplished via MGCCC’s existing and robust Employee Development Program. The QEP Director will facilitate these tasks via the chairs of the appropriate sub-committee of the overall QEP Implementation Committee.
Through the QEP Implementation Committee, specifically the Facilitation Subcommittee, the QEP Director will oversee the implementation plan of the QEP. The QEP Director will supervise the actions of the QEP Course Creator, the Public Speaking instructors, and the career program instructors directly involved in the implementation of the QEP. The Facilitation Subcommittee will be chaired by a Dean
of Teaching & Learning who will help ensure that faculty involved in the implementation are doing so with validity.
The QEP Director will help facilitate data collection for the purpose of assessing the QEP through the Assessment Subcommittee of the QEP Implementation Committee. The QEP Director will be responsible for training the Public Speaking instructors (who serve as data collectors) in procedures to ensure valid and reliable data for the assessment of the QEP. The QEP Director will collect and organize data that will be passed on, via standard channels for SLO reporting, to the College’s Associate Vice President for Institutional Research and Effectiveness.
Through the QEP Implementation Committee, specif ical ly the Employee Development Subcommittee, the QEP Director will coordinate the delivery of employee development sessions needed by college employees to effectively implement the QEP. The QEP Director will work with the leader of the Employee Development Subcommittee to recruit experts to facilitate training through MGCCC’s Employee Development Program. With the QEP Course Creator, the QEP Director will develop virtual trainings sessions that can be delivered via MGCCC’s existing course management platform, Canvas; this will help ensure consistent training throughout the College district.
The QEP Director will promote awareness of the QEP to the College’s internal and external stakeholders via the Marketing Subcommittee of the QEP Implementation Committee. The Marketing Subcommittee will work with MGCCC’s Marketing Department to develop marketing materials that will be used to create and maintain awareness of the QEP.
Role of the QEP Director
Dr. Brad Bailey, QEP Director
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66 MGCCC QEP 2019
After careful consideration of the fiscal resources needed to develop and implement the QEP, the College can fiscally support this initiative. MGCCC’s President and Executive Council approved the QEP budget in Summer 2018. The total cost for the initial start-up phase and five years of operations is $1,270,125. Table 14 provides a detailed breakdown of the budget for the implementation of the QEP for the first five years, including a pre-planning year. The budget includes funding for personnel costs and operating expenses, with the initial startup costs reflected in the pre-planning phase.
College administration and the QEP Development Committee recognized the scope of the QEP and the human capital needed to ensure a successful implementation and positive results. Therefore, approximately 60% of the QEP resources each year will be directed toward personnel, which is over $100,000 each year over the five-year implementation period.
Personnel costs include the salary and benefits of the QEP Director. The QEP Director, Dr. Brad Bailey, is a
full-time faculty member, but 40% of his time will be dedicated to the QEP, which is reflected as part of his base salary and included in the $40,315 annual budget. This amount also includes a stipend and benefits of $9,360 for additional work on the QEP outside of his normal working hours, such as summer semesters.
Personnel costs also include the Public Speaking instructors that will help Career instructors embed the QEP into the Career courses. There are seven full-time Public Speaking I instructors that will serve in this capacity. For each Public Speaking instructor, 20% of their full-time load will be solely dedicated to the implementation of the QEP, which is reflected as part of their base salary and included in the $100,974 annual budget.
Personnel costs also include time allotted for an Institutional Researcher and a Curriculum Developer. The IR representive will aid in the assessment and compilation of reports. The Curriculum Developer will help to design asynchronous training for faculty members and students in the Canvas shell and work with the QEP Director to develop lesson plans to
Personnel
RESOURCES
PERSONNEL
Expenses Pre-Planning
FY2020 FY2021 FY2022 FY2023 FY2024
QEP Director
Course Developer
Special Contracts(Public Speaking Instructors)
and Institutional Research)
$9,360
$7,020
—
$40,315—
$100,974
$40,315
—
$100,974
$40,315
—
$100,974
$40,315
—
$100,974
$40,315
—
$100,974
EXPENSES
Marketing
Student Incentives
Listening Sessions
Employee Development
Equipment(Automated Attendance)
—
$450
—
—
$387,600
$5,000
$2,000
$2,000
$10,000
$14,000
$4,000
$2,000
$2,000
$10,000
$14,000
$3,750
$2,000
$2,000
$10,000
$14,000
$3,500
$2,000
$2,000
$10,000
$14,000
$3,000
$2,000
$2,000
$10,000
$14,000
TOTAL EXPENSE BUDGET $404,430 $174,289 $173,289 $173,039 $172,789 $172,289
Table 14Five-Year Cost Estimate to Implement QEP, Including Pre-Planning Year
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67MGCCC QEP 2019
implement the QEP instructional material.In addition to the resources outlined in Table 14, MGCCC is committed to financially supporting Career faculty members. The Career faculty are uniquely qualified to educate students about essential skills in their respective subjects/Career pathways because the vast majority have extensive experience in those careers. The Career instructors maintain relationships with business and industry partners and stay abreast of changes within the fields. Personnel expenditures (i.e., faculty salaries) are a direct investment in the primary medium through which students will gain essentials skills – the classroom.
In addition to personnel, the QEP Development Committee identified several operating expenses necessary to implement the QEP with excellence. The operating expenses cover marketing, student incentives, listening sessions, employee development, and equipment.
The budgeted marketing costs are for the purpose of introducing the QEP to all College stakeholders, enhancing awareness of the QEP among stakeholders, augmenting the QEP content in Career courses among participants, and bringing awareness to the community and business partners. The marketing budget is intended to allow for a wide variety of purchases to promote the QEP, such as posters, signage, pens, card holders for cell phones, table tents, cups, yard signs, stickers, and similar items.
Student incentives will be offered to encourage students to respond to surveys/feedback requests. For example, the College may offer students a chance to win one of several Amazon gift cards if they complete a survey associated with the QEP. A line item is budgeted in order to provide meals to business and industry partners, students, or employees while conducting the listening sessions – as discussed above under the Assessment section.
Employee development costs have been budgeted to provide ongoing training for personnel. The intent of this budget line is to allow for a broad spectrum of purchases or support. This could include meals
Operating Expenses
served during training sessions, materials needed to conduct training or promote the QEP, and materials needed for classroom implementation. This line item would also allow for employees to travel and/or attend conferences or workshops. Similarly, the employee development budget will allow the QEP Implementation Committee to bring in an outside expert/trainer to work with faculty/employees.
Lastly, a budget line is provided to retrofit all College classrooms to capture automated attendance records. The College President, Executive Council, and QEP Development Committee felt strongly that this step needed to be taken immediately to adopt this technology to track classroom attendance and punctuality. The Board of Trustees approved this capital project to install automated attendance readers. The cost of the Automated Attendance project is a one-time cost for existing classrooms, and $14,000 is allotted for annual maintenance of the automated attendance system equipment.
Funding sources committed to the QEP budget include the Education and General Fund budget for personnel and operating expenses, along with funds from the Capital Improvements Fund for the cost associated with the Blackboard Automated Attendance equipment. The QEP budget for personnel and operating expenses will be sustained through the Education and General Fund budget as a recurring item.
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Appendices
Appendix A
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Two students received the prestigious Jack Kent Cooke Transfer Scholarship. Earlier this spring, a record-breaking five students at Gulf Coast were selected as semifinalists for the scholarship, for which nearly 3,000 students apply each year.
Another student was one of only two in the nation selected to receive the 2018 GEICO Pathway to Completion Associate Degree Scholarship.
Two students were selected for the Mississippi Rural Physicians Scholarship Program through the University of Mississippi Medical Center.
Three Phi Theta Kappa students were named 2018 Coca-Cola Leaders of Promise Scholars and received $1,000 scholarships.
A Gulf Coast student was one of only 10 in the nation to be named a Pearson Scholar, receiving a scholarship of $5,000 as well as a Tennessee Valley Authority scholarship for $2,250.
Another student was named a 2019 New Century Workforce Pathway Scholar and will receive a $1,250 scholarship. She is the only student in Mississippi selected to receive the scholarship. More than 2,000 students were nominated, with only 50 students receiving the award.
Eighteen students won awards at state Phi Beta Lambda competitions for career and technical students in February. Two students were also named state officers.
Twenty-four students won at the state SkillsUSA competitions. Winners compete at national competitions held in Louisville, Kentucky, during June each year.
Thirty-seven high school students graduated with both a high school diploma and an associate degree through MGCCC’s Collegiate Academy in May 2019. In partnership with nine high schools, the college currently has 122 students attending the Academy, and participation continues to grow.
Appendix B
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Appendix C
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Appendix D
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Appendix E
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Appendix F
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79MGCCC QEP 2019
MISSISSIPPI GULF COAST COMMUNITY COLLEGE
80 MGCCC QEP 2019
Appendix G
MISSISSIPPI GULF COAST COMMUNITY COLLEGE
81MGCCC QEP 2019
Appendix H
MISSISSIPPI GULF COAST COMMUNITY COLLEGE
82 MGCCC QEP 2019
Appendix I
MISSISSIPPI GULF COAST COMMUNITY COLLEGE
83MGCCC QEP 2019
Appendix JRight Signals
MISSISSIPPI GULF COAST COMMUNITY COLLEGE
84 MGCCC QEP 2019
MISSISSIPPI GULF COAST COMMUNITY COLLEGE
85MGCCC QEP 2019
MISSISSIPPI GULF COAST COMMUNITY COLLEGE
86 MGCCC QEP 2019
MISSISSIPPI GULF COAST COMMUNITY COLLEGE
87MGCCC QEP 2019
Appendix K
Mis
siss
ipp
i Gu
lf C
oa
st C
om
mu
nity
Co
lleg
e G
en
era
l Ed
uca
tion
Co
mm
itte
e
QE
P L
iste
nin
g R
ub
ric
*Ta
rge
t n
on
verb
al b
eh
avi
ors
fo
r sp
ea
kin
g d
eri
ved
fro
m:
Mo
rre
ale
, S
. P
., M
oo
re,
M.
R.,
Ta
ylo
r K
. P
., S
urg
es-
Ta
turm
, D
.,
&
Hu
lbe
rt-J
oh
nso
n,
R.,
(e
ds)
. (2
00
7).
Th
e c
om
pe
ten
t sp
ea
ker
E
valu
atio
n f
orm
an
d m
an
ua
l. W
ash
ing
ton
, D
.C.:
Na
tion
al
C
om
mu
nic
atio
n A
sso
cia
tion
.
2C (
Fo
llow
-up
Q
ues
tio
ns)
:
Stu
dents
will
dem
onst
rate
th
e a
bili
ty to id
entif
y appro
priate
follo
w-u
p
quest
ions
to a
request
m
ade b
y a c
ust
om
er
or
cow
ork
er.
Stu
dent id
entif
ies
no follo
w-u
p
quest
ions.
Stu
dent id
entif
ies
an
appro
priate
follo
w-u
p q
uest
ion
but does
not elic
it enough
info
rmatio
n to s
atis
fy the
request
.
Stu
dent id
entif
ies
appro
priate
fo
llow
-up q
uest
ions
that elic
it su
ffic
ient in
form
atio
n to s
atis
fy the
request
.
Stu
dent id
entif
ies
appro
priate
fo
llow
-up q
uest
ions
that elic
it th
e
pre
cise
info
rmatio
n n
eeded to
satis
fy the r
equest
, fu
lly
dem
onst
ratin
g a
deep
unders
tandin
g o
f th
e
em
plo
yer’s/
cust
om
er’s
mis
sion.
2D (
Pre
sen
tati
on
):
Stu
dents
will
dem
onst
rate
th
e a
bili
ty to id
entif
y re
leva
nt co
nte
nt giv
en
during a
pre
senta
tion.
Stu
dent does
not id
entif
y re
leva
nt
info
rmatio
n.
Stu
dent id
entif
ies
rele
vant
conte
nt but fa
ils to c
om
pre
hend
its p
urp
ose
in the p
rese
nta
tion.
Stu
dent id
entif
ies
rele
vant
info
rmatio
n a
nd c
om
pre
hends
its
purp
ose
in the p
rese
nta
tion.
Stu
dent id
entif
ies
rele
vant
conte
nt, c
om
pre
hends
the
purp
ose
, and m
ake
s new
co
nnect
ions
base
d o
n
pre
senta
tion c
onte
nt.
QU
ALIT
Y E
NH
AN
CEM
EN
T P
LA
N
Miss
issip
pi G
ulf C
oast
Com
mun
ity C
olle
ge G
ener
al E
duca
tion
Com
mitt
ee
QEP
List
enin
g Ru
bric
*Tar
get n
onve
rbal
beh
avio
rs fo
r spe
akin
g de
rived
from
:
M
orre
ale,
S. P
., M
oore
, M. R
., Ta
ylor K
. P.,
Surg
es-T
atur
m, D
.,
& H
ulbe
rt-Jo
hnso
n, R
., (e
ds).
(200
7). T
he c
ompe
tent
spe
aker
Eva
luat
ion
form
and
man
ual.
Was
hing
ton,
D.C
.: Na
tiona
l
Com
mun
icatio
n As
socia
tion.
QEP
List
enin
g St
uden
t Lea
rnin
g Ob
ject
ives
:
2A (N
onve
rbal
): St
uden
ts w
ill de
mon
stra
te a
ppro
pria
te n
onve
rbal
beh
avio
rs th
at s
uppo
rt ac
tive
liste
ning
. 2B
(Sum
mar
izatio
n): S
tude
nts
will d
emon
stra
te th
e ab
ility
to s
umm
arize
pro
ficie
ntly
the
requ
est m
ade
by a
cus
tom
er o
r cow
orke
r.
2
C (F
ollo
w-up
Que
stio
ns):
Stud
ents
will
dem
onst
rate
the
abilit
y to
iden
tify
appr
opria
te fo
llow-
up q
uest
ions
to a
requ
est m
ade
by a
cus
tom
er o
r cow
orke
r. 2D
(Pre
sent
atio
n): S
tude
nts
will d
emon
stra
te th
e ab
ility
to id
entif
y re
leva
nt c
onte
nt g
iven
durin
g a
pres
enta
tion.
Sam
plin
g M
etho
dolo
gy:
Q
EP L
iste
ning
SLO
s Ar
ea o
f Opp
ortu
nity
Pr
ofic
ient
SL
O R
epor
ting
Inef
fect
ive
(1)
Adeq
uate
(2)
Ef
fect
ive
(3)
Exem
plar
y (4
)
Num
ber o
f St
uden
ts
Asse
ssed
Num
ber o
f St
uden
ts w
/ Su
cces
sful
ly
Dem
onst
rate
d Co
mpe
tenc
y 2A
(Non
verb
al):
St
uden
ts w
ill de
mon
stra
te
appr
opria
te n
onve
rbal
be
havio
rs th
at s
uppo
rt ac
tive
liste
ning
.
Stud
ent E
FFEC
TIVE
LY e
xhib
its
ONE
OR
FEW
ER o
f the
non
verb
al
beha
viors
* com
mon
ly as
socia
ted
with
act
ive lis
teni
ng.
Ta
rget
beh
avio
rs:
eye
cont
act
facia
l exp
ress
ions
ge
stur
es/b
ody
mov
emen
t po
stur
e m
itigat
es d
istra
ctio
ns
Stud
ent E
FFEC
TIVE
LY e
xhib
its
AT L
EAST
TW
O o
f the
non
verb
al
beha
viors
* com
mon
ly as
socia
ted
with
act
ive lis
teni
ng.
Ta
rget
beh
avio
rs:
eye
cont
act
facia
l exp
ress
ions
ge
stur
es/b
ody
mov
emen
t po
stur
e m
itigat
es d
istra
ctio
ns
Stud
ent E
FFEC
TIVE
LY e
xhib
its
AT L
EAST
THR
EE o
f the
no
verb
al b
ehav
iors
* com
mon
ly as
socia
ted
with
act
ive lis
teni
ng.
Ta
rget
beh
avio
rs:
eye
cont
act
facia
l exp
ress
ions
ge
stur
es/b
ody
mov
emen
t po
stur
e m
itigat
es d
istra
ctio
ns
Stud
ent E
FFEC
TIVE
LY e
xhib
its
AT L
EAST
4 o
f the
non
verb
al
beha
viors
com
mon
ly as
socia
ted
with
act
ive lis
teni
ng.
Ta
rget
beh
avio
rs:
eye
cont
act
facia
l exp
ress
ions
ge
stur
es/b
ody
mov
emen
t po
stur
e m
itigat
es d
istra
ctio
ns
2B (S
umm
ariza
tion)
: St
uden
ts w
ill de
mon
stra
te
the
abilit
y to
sum
mar
ize
prof
icien
tly th
e re
ques
t m
ade
by a
cus
tom
er o
r co
work
er.
Stud
ent f
ails
to s
umm
arize
any
of
the
maj
or p
oint
s of
the
requ
est.
Stud
ent s
umm
arize
s so
me,
but
no
t all o
f the
maj
or p
oint
s of
the
requ
est.
Stud
ent s
umm
arize
s th
e m
ajor
po
ints
of t
he re
ques
t.
Stud
ent s
umm
arize
s th
e m
ajor
poi
nts
and
inclu
des
supp
ortin
g de
tails
of t
he
requ
est.
QEP
List
enin
g Ru
bric
: For
Ass
essi
ng S
LO #
2 (A
-D)
Miss
issip
pi G
ulf C
oast
Com
mun
ity C
olle
ge G
ener
al E
duca
tion
Com
mitt
ee
QEP
List
enin
g Ru
bric
*Tar
get n
onve
rbal
beh
avio
rs fo
r spe
akin
g de
rived
from
:
M
orre
ale,
S. P
., M
oore
, M. R
., Ta
ylor K
. P.,
Surg
es-T
atur
m, D
.,
& H
ulbe
rt-Jo
hnso
n, R
., (e
ds).
(200
7). T
he c
ompe
tent
spe
aker
Eva
luat
ion
form
and
man
ual.
Was
hing
ton,
D.C
.: Na
tiona
l
Com
mun
icatio
n As
socia
tion.
2C (F
ollo
w-up
Qu
estio
ns):
St
uden
ts w
ill de
mon
stra
te
the
abilit
y to
iden
tify
appr
opria
te fo
llow-
up
ques
tions
to a
requ
est
mad
e by
a c
usto
mer
or
cowo
rker
.
Stud
ent i
dent
ifies
no fo
llow-
up
ques
tions
.
Stud
ent i
dent
ifies
an
appr
opria
te fo
llow-
up q
uest
ion
but d
oes
not e
licit
enou
gh
info
rmat
ion
to s
atisf
y th
e re
ques
t.
Stud
ent i
dent
ifies
appr
opria
te
follo
w-up
que
stio
ns th
at e
licit
suffi
cient
info
rmat
ion
to s
atisf
y th
e re
ques
t.
Stud
ent i
dent
ifies
appr
opria
te
follo
w-up
que
stio
ns th
at e
licit
the
prec
ise in
form
atio
n ne
eded
to
satis
fy th
e re
ques
t, fu
lly
dem
onst
ratin
g a
deep
un
ders
tand
ing
of th
e em
ploy
er’s/
cust
omer
’s m
issio
n.
2D (P
rese
ntat
ion)
: St
uden
ts w
ill de
mon
stra
te
the
abilit
y to
iden
tify
rele
vant
con
tent
give
n du
ring
a pr
esen
tatio
n.
Stud
ent d
oes
not i
dent
ify re
leva
nt
info
rmat
ion.
St
uden
t ide
ntifie
s re
leva
nt
cont
ent b
ut fa
ils to
com
preh
end
its p
urpo
se in
the
pres
enta
tion.
Stud
ent i
dent
ifies
rele
vant
in
form
atio
n an
d co
mpr
ehen
ds it
s pu
rpos
e in
the
pres
enta
tion.
Stud
ent i
dent
ifies
rele
vant
co
nten
t, co
mpr
ehen
ds th
e pu
rpos
e, a
nd m
akes
new
co
nnec
tions
bas
ed o
n pr
esen
tatio
n co
nten
t.
*T
arge
t non
verb
al b
ehav
iors
for l
isten
ing
and
spea
king
der
ived
from
: Mor
real
e, S
. P.,
Moo
re,
M. R
., Ta
ylor
K. P
., Su
rges
-Tat
urm
, D.,
& H
ulbe
rt-J
ohns
on, R
., (e
ds).
(200
7). T
he c
ompe
tent
sp
eake
r Eva
luat
ion
form
and
man
ual.
Was
hing
ton,
D.C
.: N
atio
nal C
omm
unic
atio
n As
soci
atio
n.
MISSISSIPPI GULF COAST COMMUNITY COLLEGE
88 MGCCC QEP 2019
Mis
siss
ippi
Gul
f Coa
st C
omm
unity
Col
lege
Gen
eral
Edu
catio
n C
omm
ittee
Q
EP
Spe
akin
g R
ubric
*Tar
get N
onve
rbal
Beh
avio
rs fo
r S
peak
ing
Der
ived
Fro
m:
R
ichm
ond,
V. P
., M
cCro
skey
, J. C
., &
Hic
kson
, M. (
2008
).
Non
verb
al b
ehav
ior
in in
terp
erso
nal r
elat
ions
.
B
osto
n, M
A: P
ears
on/A
llyn
& B
acon
.
3C (C
onte
nt):
S
tude
nts
will
dem
onst
rate
th
e ab
ility
to s
peak
ef
fect
ivel
y ac
ross
a v
arie
ty
of w
orkp
lace
con
text
s,
exec
utin
g de
liver
y an
d ad
aptin
g to
aud
ienc
e,
setti
ng, a
nd o
ccas
sion
.
Stu
dent
doe
s no
t dem
onst
rate
an
awar
enes
s of
con
text
whe
n sp
eaki
ng.
Stu
dent
dem
onst
rate
s an
aw
aren
ess
of c
onte
xt b
ut fa
ils to
ad
apt v
olum
e, r
ate,
tone
, and
/or
styl
e ap
prop
riate
ly.
Stu
dent
dem
onst
rate
s an
aw
aren
ess
of c
onte
xt, i
dent
ifies
cu
es o
f a s
hifti
ng c
onte
xt,
inco
rpor
ates
del
iver
y sk
ills
suita
ble
to th
e to
pic,
and
ada
pts
som
e el
emen
ts o
f vol
ume,
rat
e, to
ne, a
nd
styl
e.
Stu
dent
dem
onst
rate
s a
keen
aw
aren
ess
of c
onte
xt, i
dent
ifies
su
btle
cue
s of
a s
hifti
ng c
onte
xt,
inco
rpor
ates
exc
eptio
nal d
eliv
ery
skill
s su
itabl
e to
the
topi
c, a
nd
effo
rtle
ssly
ada
pts
volu
me,
rat
e,
tone
, and
sty
le c
hose
n sp
ecifi
cally
fo
r th
e au
dien
ce.
3D (P
rese
ntat
ion)
: S
tude
nts
will
dem
onst
rate
th
e ab
ility
to id
entif
y,
orga
nize
, and
inte
grat
e re
leva
nt c
onte
nt in
to a
pr
esen
tatio
n.
Stu
dent
doe
s no
t ide
ntify
rel
evan
t co
nten
t.
Stu
dent
iden
tifie
s so
me
rele
vant
co
nten
t, bu
t the
pre
sent
atio
n la
cks
orga
niza
tion
and
logi
cal
stru
ctur
e.
Stu
dent
iden
tifie
s re
leva
nt c
onte
nt,
and
the
pres
enta
tion
is o
rgan
ized
an
d co
nvey
s th
e m
eani
ng a
nd
purp
ose
to th
e au
dien
ce.
Stu
dent
fully
iden
tifie
s re
leva
nt
cont
ent;
orga
niza
tion
of
pres
enta
tion
is lo
gica
l; an
d ef
fect
ivel
y co
nvey
s th
e m
eani
ng
and
purp
ose
to th
e au
dien
ce.
Miss
issip
pi G
ulf C
oast
Com
mun
ity C
olle
ge G
ener
al E
duca
tion
Com
mitt
ee
QEP
Spe
akin
g Ru
bric
*T
arge
t Non
verb
al B
ehav
iors
for S
peak
ing
Deriv
ed F
rom
:
Rich
mon
d, V
. P.,
McC
rosk
ey, J
. C.,
& Hi
ckso
n, M
. (20
08).
Non
verb
al b
ehav
ior i
n in
terp
erso
nal r
elat
ions
.
B
osto
n, M
A: P
ears
on/A
llyn
& Ba
con.
QEP
Spea
king
Stu
dent
Lea
rnin
g Ob
ject
ives
:
3A (N
onve
rbal
): St
uden
ts w
ill de
mon
stra
te th
e ab
ility
to e
ffect
ively
com
mun
icate
info
rmat
ion
and
idea
s us
ing
nonv
erba
l beh
avio
rs th
at s
uppo
rt th
e ve
rbal
mes
sage
. 3B
(Use
of L
angu
age)
: Stu
dent
s wi
ll dem
onst
rate
the
abilit
y to
use
pro
nunc
iatio
n, g
ram
mar
, voc
abul
ary,
and
arti
cula
tion
appr
opria
te to
the
audi
ence
. 3C
(Con
tent
): St
uden
ts w
ill de
mon
stra
te th
e ab
ility
to s
peak
effe
ctive
ly ac
ross
a v
arie
ty o
f wor
kpla
ce c
onte
xts,
exe
cutin
g de
liver
y an
d ad
aptin
g to
aud
ienc
e, s
ettin
g, a
nd o
ccas
ion.
3D
(Pre
sent
atio
n): S
tude
nts
will d
emon
stra
te th
e ab
ility
to id
entif
y, o
rgan
ize, a
nd in
tegr
ate
rele
vant
con
tent
into
a p
rese
ntat
ion.
Sam
plin
g M
etho
dolo
gy:
Q
EP S
peak
ing
SLO
s
Area
of O
ppor
tuni
ty
Prof
icie
nt
SLO
Rep
ortin
g
Inef
fect
ive
(1)
Adeq
uate
(2)
Ef
fect
ive
(3)
Exem
plar
y (4
)
Num
ber o
f St
uden
ts
Asse
ssed
Num
ber o
f St
uden
ts w
/ Su
cces
sful
ly
Dem
onst
rate
d Co
mpe
tenc
y 3A
(Non
verb
al):
St
uden
ts w
ill de
mon
stra
te
the
abilit
y to
effe
ctive
ly co
mm
unica
te in
form
atio
n an
d id
eas
usin
g no
nver
bal
beha
viors
that
sup
port
the
verb
al m
essa
ge.
Stud
ent E
FFEC
TIVE
LY e
xhib
its
ONE
OR
FEW
ER o
f the
se ta
rget
no
nver
bal b
ehav
iors
* in
a wa
y th
at
supp
orts
the
verb
al m
essa
ge.
Ta
rget
beh
avio
rs:
eye
cont
act
facia
l exp
ress
ions
ge
stur
es/b
ody
mov
emen
t po
stur
e
attir
e ap
prop
riate
to s
ituat
ion
Stud
ent E
FFEC
TIVE
LY e
xhib
its
AT L
EAST
2 o
f the
se ta
rget
no
nver
bal b
ehav
iors
* in
a wa
y th
at
supp
orts
the
verb
al m
essa
ge.
Ta
rget
beh
avio
rs:
eye
cont
act
facia
l exp
ress
ions
ge
stur
es/b
ody
mov
emen
t po
stur
e
attir
e ap
prop
riate
to s
ituat
ion
Stud
ent E
FFEC
TIVE
LY e
xhib
its
AT L
EAST
3 o
f the
se ta
rget
no
nver
bal b
ehav
iors
* in
a wa
y th
at s
uppo
rts th
e ve
rbal
m
essa
ge.
Ta
rget
beh
avio
rs:
eye
cont
act
facia
l exp
ress
ions
ge
stur
es/b
ody
mov
emen
t po
stur
e
attir
e ap
prop
riate
to s
ituat
ion
Stud
ent E
FFEC
TIVE
LY e
xhib
its
AT L
EAST
4 o
f the
se ta
rget
no
nver
bal b
ehav
iors
* in
a wa
y th
at s
uppo
rts a
nd e
nhan
ces
the
verb
al m
essa
ge.
Targ
et b
ehav
iors
: ey
e co
ntac
t fa
cial e
xpre
ssio
ns
gest
ures
/bod
y m
ovem
ent
post
ure
at
tire
appr
opria
te to
situ
atio
n
3B (U
se o
f Lan
guag
e):
Stud
ents
will
dem
onst
rate
th
e ab
ility
to u
se
pron
uncia
tion,
gra
mm
ar,
voca
bula
ry, a
nd a
rticu
latio
n ap
prop
riate
to th
e au
dien
ce.
Stud
ent e
mpl
oys
gram
mar
, pr
onun
ciatio
n, a
nd v
ocab
ular
y th
at a
re s
ever
ely
defic
ient
, ob
scur
ing
the
mes
sage
to th
e au
dien
ce.
Stud
ent e
mpl
oys
gram
mar
, pr
onun
ciatio
n, a
nd v
ocab
ular
y th
at
com
mun
icate
s th
e m
essa
ge b
ut
does
not
take
the
audi
ence
into
co
nsid
erat
ion.
Stud
ent e
mpl
oys
gram
mar
with
few
erro
rs; p
ronu
ncia
tion
is pr
ecise
; an
d vo
cabu
lary
is w
ell-c
hose
n an
d co
mm
unica
tes
the
mes
sage
in
clear
term
s, d
ispla
ying
an
awar
enes
s of
the
audi
ence
.
Stud
ent e
mpl
oys
exce
llent
gr
amm
ar; p
rono
uncia
tion
is pr
ecse
; voc
al v
arie
ty u
tlized
; ap
plie
s vo
cabu
lary
that
co
mm
unica
tes
the
mes
sage
in
cle
ar te
rms
chos
en
spec
ifical
ly fo
r the
aud
ienc
e.
QEP
Spea
king
Rub
ric: F
or A
sses
sing
SLO
#3
(A-D
)
Mis
siss
ipp
i Gu
lf C
oa
st C
om
mu
nity
Co
lleg
e G
en
era
l Ed
uca
tion
Co
mm
itte
e
QE
P L
iste
nin
g R
ub
ric
*Ta
rge
t n
on
verb
al b
eh
avi
ors
fo
r sp
ea
kin
g d
eri
ved
fro
m:
Mo
rre
ale
, S
. P
., M
oo
re,
M.
R.,
Ta
ylo
r K
. P
., S
urg
es-
Ta
turm
, D
.,
&
Hu
lbe
rt-J
oh
nso
n,
R.,
(e
ds)
. (2
00
7).
Th
e c
om
pe
ten
t sp
ea
ker
E
valu
atio
n f
orm
an
d m
an
ua
l. W
ash
ing
ton
, D
.C.:
Na
tion
al
C
om
mu
nic
atio
n A
sso
cia
tion
.
2C (
Fo
llow
-up
Q
ues
tio
ns)
:
Stu
dents
will
dem
onst
rate
th
e a
bili
ty to id
entif
y appro
priate
follo
w-u
p
quest
ions
to a
request
m
ade b
y a c
ust
om
er
or
cow
ork
er.
Stu
dent id
entif
ies
no follo
w-u
p
quest
ions.
Stu
dent id
entif
ies
an
appro
priate
follo
w-u
p q
uest
ion
but does
not elic
it enough
info
rmatio
n to s
atis
fy the
request
.
Stu
dent id
entif
ies
appro
priate
fo
llow
-up q
uest
ions
that elic
it su
ffic
ient in
form
atio
n to s
atis
fy the
request
.
Stu
dent id
entif
ies
appro
priate
fo
llow
-up q
uest
ions
that elic
it th
e
pre
cise
info
rmatio
n n
eeded to
satis
fy the r
equest
, fu
lly
dem
onst
ratin
g a
deep
unders
tandin
g o
f th
e
em
plo
yer’s/
cust
om
er’s
mis
sion.
2D (
Pre
sen
tati
on
):
Stu
dents
will
dem
onst
rate
th
e a
bili
ty to id
entif
y re
leva
nt co
nte
nt giv
en
during a
pre
senta
tion.
Stu
dent does
not id
entif
y re
leva
nt
info
rmatio
n.
Stu
dent id
entif
ies
rele
vant
conte
nt but fa
ils to c
om
pre
hend
its p
urp
ose
in the p
rese
nta
tion.
Stu
dent id
entif
ies
rele
vant
info
rmatio
n a
nd c
om
pre
hends
its
purp
ose
in the p
rese
nta
tion.
Stu
dent id
entif
ies
rele
vant
conte
nt, c
om
pre
hends
the
purp
ose
, and m
ake
s new
co
nnect
ions
base
d o
n
pre
senta
tion c
onte
nt.
QU
ALIT
Y E
NH
AN
CEM
EN
T P
LA
N
*Tar
get n
onve
rbal
beh
avio
rs fo
r list
enin
g an
d sp
eaki
ng d
eriv
ed fr
om: M
orre
ale,
S. P
., M
oore
, M
. R.,
Tayl
or K
. P.,
Surg
es-T
atur
m, D
., &
Hul
bert
-Joh
nson
, R.,
(eds
). (2
007)
. The
com
pete
nt
spea
ker E
valu
atio
n fo
rm a
nd m
anua
l. W
ashi
ngto
n, D
.C.:
Nat
iona
l Com
mun
icat
ion
Asso
ciat
ion.
MISSISSIPPI GULF COAST COMMUNITY COLLEGE
89MGCCC QEP 2019
Appendix L
MISSISSIPPI GULF COAST COMMUNITY COLLEGE
90 MGCCC QEP 2019
MISSISSIPPI GULF COAST COMMUNITY COLLEGE
91MGCCC QEP 2019
Appendix M
MISSISSIPPI GULF COAST COMMUNITY COLLEGE
92 MGCCC QEP 2019
MISSISSIPPI GULF COAST COMMUNITY COLLEGE
93MGCCC QEP 2019
MISSISSIPPI GULF COAST COMMUNITY COLLEGE
94 MGCCC QEP 2019
MISSISSIPPI GULF COAST COMMUNITY COLLEGE
95MGCCC QEP 2019
MISSISSIPPI GULF COAST COMMUNITY COLLEGE
96 MGCCC QEP 2019
MISSISSIPPI GULF COAST COMMUNITY COLLEGE
97MGCCC QEP 2019
Appendix N
Dr. S. Brad Bailey was chosen as the director of MGCCC’s QEP: Essential Skills. He is a communication instructor and department chair at MGCCC. He is passionate about training others in communication and essential employability skills. In addition to teaching, for the past 11 years, he has conducted workshops focused on job interview & employability skills. He has written a book, Understanding the Job Search: The Job Interview, that he uses to enhance his workshops. His clients include universities, AmeriCorps programs, and other organizations with an interest in preparing their people for the workforce.
Dr. Bailey holds a Ph.D. in Higher Education Administration with a minor in Communication Studies, as well as a Masters of Public Health with an emphasis in Health Education & Promotion from The University of Southern Mississippi. He completed his undergraduate work at Belhaven University where he learned to live their motto, “to serve not to be served”.
Prior to becoming a faculty member at MGCCC, Dr. Bailey worked at the University of Southern Mississippi in the Department of Curriculum & Instruction as a K-12 liaison. He has taught science, health, and physical education at the K-12 level, coached at the high school & community college levels, and has worked in student services at MGCCC.
As a lifelong learner, Dr. Bailey remains extremely active in the communication discipline. He is active in the Mississippi Communication Association (MCA), the Southern States Communication Association (SSCA), the National Communication Association (NCA), the International Communication Association (ICA), and various state associations across the southeastern United States. As a firm believer in the Latin proverb docendo discimus (“by teaching, we learn”), he has delivered over 60 academic conference presentations at the state, regional, national, and international levels, primarily on topics related to communication pedagogy/andragogy, communicative competence, and applied communication and has facilitated over 100 employee development trainings at community colleges and K-12 schools. As a trusted leader, he has served as president of MCA, has held various offices in SSCA and NCA, highlighted by a 3-year term as SSCA’s Community College Representative on the NCA Legislative Assembly.
Dr. Bailey challenges his students to use their voices outside of the classroom to take on real-world problems such as food insecurity, student utilization of the campus health/counseling services, teenage suicide, and student utilization & improvement of campus resources. His students regularly present alongside him in employee development workshops and at academic conferences.
Dr. Bailey has received numerous awards, including the 2018 Southern States Communication Association Suzanne Osborn Community College Outstanding Educator Award & the 2018-2019 Instructor of the Year for the MGCCC-JC Campus.
Dr. Bailey is an active member of his church, his family, and his community. He serves as a Sunday school teacher, a VBS storyteller, a deacon for his church, a “band aid” for his sons’ Scottish drum and bagpipe band, and as a volunteer PA announcer for athletic events for his wife’s school. He recently served as a neighborhood captain in the successful campaign of the current mayor of his city. For the Baileys, education is a family affair. His wife, Dr. Elizabeth A. Bailey, is a principal of a K-8 institution where their two sons, Hayden and Brett, are honor students and avid volunteers.
MISSISSIPPI GULF COAST COMMUNITY COLLEGE
98 MGCCC QEP 2019
Notes
MISSISSIPPI GULF COAST COMMUNITY COLLEGE
99MGCCC QEP 2019
QEP #1QEP
#2
EMPLOYEE
FEEDBAC
K
EMPLOYER
FEEDBACKSTUDENTFEEDBACK
SLO 1 • SLO 2 • SLO 3
QEP #2 QEP #2
QEP #3
INSTITUTIONAL
ANNUAL
REVIEW
ATTENDANCE LISTENING
(Direct)
SPEAKING
(Indire
ct)
(Indirect) (Indirect)
(Direct & Indirect)
MISSISSIPPI GULF COAST COMMUNITY COLLEGE
100 MGCCC QEP 2019