Exploring the QEP Topic: The Past, Present, and Future Paths to Compliance.

Exploring the QEP Topic: The Past, Present, and Future Paths to Compliance

Developing the QEP9 Steps to a QEP

Step One

Selecting the Topic

• Explain the purpose of the QEP• Ensure widespread participation by all pertinent

institutional groups• Base selection on empirical data• QEP can extend, modify ,redirect, or strengthen an

improvement that is already underway• QEP significant to the institution as a major enhancement

to student learning• Exploration and research with limited number of faculty,

administrators, and students

Step One - What Has Been Done

Criteria Evidence

Explain the Nature and Purpose of the QEP to members of the institutional community

Convocation 2006/2007

Del Mar College Faculty Page Website

Brochure for Solicitation of Topics

Initial Exploration and research about the topics

Steering Committee-Review Topics

Del Mar College Faculty Page Website -White Papers of Topics

Ensure widespread participation by all pertinent institutional groups

Convocation 2006/2007

Faculty Invited to Write White Papers/ Focus Group Discussions


Topics Categorized1. Applied Content Model2. Math Across the Discipline3. Orientation as a Planned Event4. Freshman Seminar5. Engagement 1st Yeat Advising6. Learning Communities7. Math Applied Technical Math8. Critical Thinking9. Student Portfolios10. Developing Excellence Through Training11. Supplemental Instruction12. Reading Across the Discipline

Step One –What Has Been Done

White Papers On QEP Topics

Assessment Related To Topic

Supplemental Instruction Based on empirical data from several core courses

Integrating Math Instruction into Technical Programs

No empirical data provided

E-Portfolios: Digitalizing Learning Outcomes

No empirical data provided

Step One –What Has Been Done

FOCUS GROUPS

SURVEY RESULTS

Positive Comments Negative Comments

Community and Employer Focus Groups (n=5)

•Makes a difference for students who needs help

•SI students can zero in on problem areas

•Can SI students able to teach others?

•Do the SI students have the ability and patience to teach others?

Faculty II Focus Groups (N=9)

•Good Experience with peer teaching

•Can help with learning fundamental subject-math

•Intensive assessment would be involved

•How do we identify at risk courses

Overall Comments of Focus Groups for Supplemental Instruction


Student Focus Groups (N-8)

•Can be beneficial especially in high risk subjects if structured

•Sees as a crutch

•Questions instructors methods of instruction

Employee Focus Groups (N-11)

• Students can relate to each other

• Good experience with peer tutoring

• Will enhance but cannot do it alone

•Funding an issue?

Faculty Focus Groups (N-14)

•Good concept

•Any help would be beneficial

•Low number of students participate

•SI leader could affect outcome

•Course instructor must be committed

Supplemental Instruction Continued



•Have math lab requirement for all math classes

•DMC must

•Students not getting out because lack math background

•High Schools need to teach math


•Needs to extend beyond tech program

•Math as driving need for student graduation success

•Not convinced would work at the College in the whole

•How will it be instructed?

Overall Comments of Integrating Math Instruction into Technical Programs



•Can be beneficial

•Help students see the importance of math in their field of study


• Important to teach students who cannot think for themselves

• Good for nursing

•Not convinced will work at the College on the whole

•How will it be instructed?


•Tech students need math

•Math a drawback

•Students not selected for specific programs weak in math

Integrating Math Instruction into Technical Programs Continued



•Help students see their progress

•Instill self-discipline

•Can influence student values


•Helps students see importance of courses

•Allows student see their progression from simple to complex

•Time factor for keeping up with portfolio for student is challenging

•Monitoring a challenge

Overall Comments of Portfolios



• Sees the benefits of a portfolio

• Good backup of academic work

• Not compatible with all programs

• Hard to put together


• Overall insight to student learning

•Allows student to see progression

•Time factor challenging

•Monitoring a factor


•Effective for reinforcing topics

•Give student sense of accomplishment

•Use as tool for potential employers

•Students do not know what they are

•Difficult to apply occupational ed. outcomes

•Who evaluates


CriteriaEnsure widespread participatio:n by all pertinent institutional groups.Administration SACS CONF; 2006& 2007 Convocation

Newsletter; brochure’ emails

Faculty/Staff 2006& 2007 Convocation Newsletter; brochure’ emails; Focus Group Surveys

Students Round Table Focus Group Surveys/ Roundtable discussions on White Papers

Alumni/Community Round Table Focus Group Surveys/ Roundtable discussions on White Papers

Trustees

Step One - Continuing the Process

“The topic needs to be sufficiently broad to be viewed as significant to the institution and as a major enhancement of student learning.”

Student learning can be defined as

Step One- Continuing the Process

“ Broad-Based institutional process identifying key issues emerging from institutional assessment”

EXPLORATION OF THE– Institutional Culture– Strategic Planning– Goals – Mission – Assessment Result


POSSIBLE ASSESSMENTS

DEL MAR COLLEGE INTERNAL ASSESSMENTS

Survey Feedback Idea Evaluations

Student Satisfaction CCSSEE

Nationally Standardized Measures

National Community College Benchmark Standards

Attendance Figures Statistical Profile

“Institutions are encouraged to base their selection of the topic for the QEP on empirical data and analysis of these data”


Del Mar College’s Graduation Rate and Transfer Rate

Findings of the Del Mar College’s Assessments

National Community College Benchmark Standards (2007)

Completed Degree in 3 years

Transferred in 3 years

Completed or Transferred in 3 years

FTIC- Fall 2003

(n=985)

8.64%

(n=85)

12.20%

(n=120)

20.83%


Core Course Retention, Success Rate and Completion Rates


Retention

(Stayed in class and received a Grade of

A-F)

Success Rate

(Received A Grade of A-C)

Completer Success

English Comp I

(n=2,088)

78% 61.1% 78.2%

English Comp II

(n=889)

62.6% 50.2% 80.2%

College Algebra

(n=780)

62% 40.7% 65.7%

Speech

(n=121)

78.5% 66.9% 85.2%



Statistical Profile- FTIC Testing in Developmental Education

Fall 2004

(N-2036)

Fall 2005

(N-1840)

Fall 2006

(N-1647)

Fall 2007

(N-1129)Dev. English 34 % 27% 25% 34.5%

Dev. Math 68% 60% 61% 63.5%

Dev. Reading 31% 25% 22% 37%

Total(One or More Dev. ED)

71% 62.5% 63.5% 73.4%

College Level or Exempt

29% 37.5% 36.5% 26.6%




Retention

(Stayed in class and received a Grade of A-F)

Success Rate


Completer Success

Developmental English

78 % 55% 70%

Developmental Math

68% 36% 53%

Developmental Reading

77% 53% 69%

Step One- Continuing the ProcessFindings of the Del Mar College’s Developmental Education Data Compared to the National Study of Baseline Data ( Gerlaugh et.al, 2007)

Retention


Success Rate


Completer Success

Developmental English

78 %

(Natl- 83%)

55%

(Natl- 73%)

70%

(Natl- NA)

Developmental Math

68%

(Natl- 80%)

36%

(Natl- 68%)

53%

(Natl- NA)

Developmental Reading

77%

(Natl- 83%)

53%

(Natl- 76%)

69%

(Natl- NA)

Findings of the Del Mar College’s FTIC Developmental Education


Developmental Students Retention and Success in First College-Level Courses

FALL

2004

COHORT

(Completed as of Fall 2005)

Retention


Success Rate


Completer Success

Math

(N-248) 78.6% 56% 71.2%

English

(N-204) 79.4% 64.2% 80.8%


Step One-Narrowing the Focus

White Papers Results• Not based on institutional

empirical data

• Math, in general, appears to biggest concern

• Management and monitoring of portfolios appear to be a challenge

• SI appears to have valid support, but can be incorporated as a component of the overal QEP topic

Assessment Results

• Low graduation rates

• Low Success rates in Core Class

• 60-73% of FTIC students enroll in one or more DEV. Ed Class

• Low Success Rate in Dev. Ed Classes

After Examining the Topics and the Analyzing the Institutional Empirical Data What Would Be A QEP Topic that will focus on student learning….

• Increase student learning based on research and best practices

• Enhance the climate for student learning

• Benefit the institution

Model QEP’s• A Formula for Success in College Mathematics – Abraham Baldwin

Agricultural College

• Focus On Reading- West Kentucky Community & Technical College

• Moving Mathematical Mountains – Southeast KentuckyCommunity and Technical College

• Connections to College Success: Enhancing Developmental Education – Hazard Community and Technical College

• Quest for Excellence in Mathematics: Facilitating Growth In Mathematical Learning Skills – Hinds Community College

What Was Their Plan?

A Formula for Success in College Mathematics – Abraham Baldwin Agricultural College

• Annual Math Faculty Retreats

• Faculty Learning Communities and Course Revisions

• Design Expert Learning Courses for Instructors and Students

• Computer Lab and Testing Lab

• Supplemental Instruction

• Tutorial Program including Video Training and Web Tutoring

• Course Portfolio

• Placement Testing and Advising


Focus On Reading- West Kentucky Community & Technical College

• Faculty Learning Circle Workshop• Professional Development Campus Wide- Best Practices Training• College Reading Group Activities• Selection of Book• Library Book Reading• Reading Contests• Phi Theta Kappa Book Drive• Popular Material Lease Program


Moving Mathematical Mountains – Southeast KentuckyCommunity and Technical College


Connections to College Success: Enhancing Developmental Education – Hazard Community and Technical College

•

Developing the QEPSteps to A QEP

• Step Two – Defining the Student Learning Outcomes• Step Three – Researching the Topic• Step Four – Identifying the Actions to be Taken • Step Five – Establishing the timeline for

Implementation• Step Six – Organizing for Success• Step Seven- Identifying Necessary Resources • Step Eight- Assessing the Success of the QEP• Step Nine – Preparing the QEP for Submission to the

COC

Exploring the QEP Topic: The Past, Present, and Future Paths to Compliance.

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