The Quality Enhancement Plan: An OverviewDr. Virginia Caples, University Professor and Extension Administrator

Southern University at New OrleansQEP WorkshopOctober 17, 2008New Orleans, LA

SACS Principles Of Accreditation: Quality Enhancement

Quality Enhancement- Institutions areexpected to enhance the quality of programsand services. The COC expects institutions toengage in continuous programs of improvementand can demonstrate and document such inrelationship to its stated mission.

EnhancementAn existing entity, activity, process, etc.Evolves from, or is an outgrowth of the institutional planning, effectiveness, and continuous quality improvement processSpecialized analysisQuality should be a given

Quality Enhancement

The context for quality enhancement is a continuous improvement plan referred to as Institutional Effectiveness (IE) by SACS.IE is an ongoing, integrated, and institution- wide research-based planning and evaluation process:Systematic Review of mission, goals, outcomesContinuous improvement of institutional qualityDemonstrates effectiveness of accomplishing the institutional mission

Institutional Quality Enhancement PrinciplesContinuous quality improvement is an institution-wide ongoing process involving central and decentralized units and activities.

QE PrincipleParticipation in continuous quality improvement is not optional for any unit or activity.

QE PrincipleContinuous quality improvement must be representative, responsive, and appropriately structured for each units involvement.

QE PrincipleContinuous quality improvement requires institutional commitment at all levels:GovernanceAdministrationFacultyStudentsStaffCommunity at-large

QE PrincipleContinuous qualityimprovement is based upon ongoing self-compliance assessment (audits).

Governance BoardGovernance BoardGovernance BoardExecutive AdministrationExecutive AdministrationExecutive AdministrationExecutive AdministrationIt takes a whole university to graduate a student!Academic AffairsStudent AffairsBusiness & FinanceResearch & DevelopmentPurchasingEducationAdmissionLearning ResourcesUniversity CollegeTestingArts & SciencesBusinessEngineering & TechnologyAgricultural & Environmental SciencesHuman ResourcesComputer ServicesComptrollerPhysical FacilitiesPublic SafetyAuxiliary EnterprisesPublic RelationsGrants & ContractsAlumni AffairsInstramural SportsTele-communicationsResidential LifeCareer DevelopmentStudent HealthStudent ActivitiesCounseling & DevelopmentCooperative ExtensionTitle IIIRegistrarGraduate SchoolInternational ProgramsProperty ManagementChaplainFinancial AidGovernance Board

AssessmentEstablishes clear, measurable expected learning outcomes, goals, objectivesEnsures sufficient opportunity to achieve outcomes, goals, objectivesSystematic gathering, analyzing, and interpreting evidence to determine the level of achievementUsing results to understand and improve learning, activities, programs, etc.

Assessment1. Establish Goals2.Provide LearningOpportunities3. Assess StudentLearning4. Use the Results

A Culture of Evidence

Claims Evidence AssessmentWhat do we want or need to say about students, programs, activities, etc.?What does the student have to do to prove that he or she has the knowledge and skills claimed?What assessment tools and/or activities will elicit the evidence that you will need about the students knowledge and skills?ExExercise 1Exercise 2Exercise 3

Quality Enhancement PlanThe Quality Enhancement Plan (QEP) is the component of the accreditation process that reflects and affirms the commitment of the Commission on Colleges to the enhancement of the quality of higher education and to the proposition that student learning is at the heart of the mission of all institutions of higher learning.

Core Requirement 2.12Core Requirement 2.12: The institution has developed an acceptable Quality Enhancement Plan (QEP) that (1) includes a broad-based institutional process identifying key issues emerging from institutional assessment, (2) focuses on learning outcomes and/or the environment supporting student learning and accomplishing the mission of the institution, (3) demonstrates institutional capability for the initiation, implementation, and completion of the QEP, (4) includes broad-based involvement of institutional constituencies in the development and proposed implementation of the QEP, and (5) identifies goals and a plan to assess their achievement.

Student LearningDefined, yet an expandable end Confluence to form outcomes that seek to produce graduates that function effectively in a dynamic, global, and pluralistic world with a sound ethical foundation.

ProductsContentAcquisition of Knowledge and SkillsProcedures and PoliciesAffirmation and TransformationActivitiesProcessesInteractions

Student learning is changes inKnowledgeSkillsAttitudesValuesAs a result of the university experience

Understanding the Learning EnvironmentThe primary mission of the University is to produce graduates that function effectively in a dynamic, global, and pluralistic world with a sound ethical foundation. This mission can be best achieved through strong integrated teaching, research and public service components under-girded by effective and efficient student and administrative support services. Thus, the entire campus community is the learning environment as well as external influences.

Know the Learning EnvironmentFacultyFacilitiesUse of TechnologyLearning CentersLiving Learning Centers(Residence Halls)Student CharacteristicsStudent Support ServicesFinancial ServicesLevel of Scholarship SupportSocial InteractionHealth and SafetyCurriculum

Quality Enhancement PlanCarefully designed focused course of action (framework, blueprint, plan of action, guide)Addresses clearly defined issues, actions, or events related to enhancing student learning and developmentCompliments, the ongoing integrated institutional planning, effectiveness, and the continuous quality improvement processComponent of the accreditation process that affirms student learning as the centerpiece of the institutions missionOpportunity to enhance overall quality

Quality Enhancement PlanEvolves from the results of the planning and evaluation processInstitutional analysisPrescribes benchmarks and outlines processes for achievement based on best practicesShould not be bound by tradition, rather energized by creativity, innovation, and technology as appropriate

Defining Program and Student Learning OutcomesProgram outcomeA specific, measurable statement that describes desired performanceOperational outcomea type of outcome that addresses operational or procedural tasks, such as efficiency or satisfactionStudent learning outcomeSpecific type of program outcome that describes the intended learning outcomes that students must meet on the way to attaining a particular degreeMore precise, specific, and measurable than goalThere can be more than one outcome related to each goalA program or student learning outcome can support more than one goal

Think SMART When Defining Operational and Student Learning OutcomesSpecificClear and definite terms describing the abilities, knowledge, values, attitudes, and performanceMeasurableIt is feasible to get the data; data are accurate and reliable; it can be assessed in more than one wayAggressive but AttainableHas potential to move the program forwardResults-oriented Describe what standards are expected from students or the programTime-boundDescribe where you would like to be within a specified time period

Outcomes and Performance Indicators are Linked ConceptsProgram OutcomeOperational outcomeType of outcome that addresses operational or procedural tasks, such as efficiency or satisfactionStudent learning outcomeType of program outcome that describes the intended learning outcomes that students must meet on the way to attaining a particular degreePerformance indicatorA means of objectively quantifying the results of programs, products, projects, or servicesWhen defining outcomes, it may be useful to think about potential performance indicators first

The Quality Enhancement PlanShould reflect:- Enhancement of student learning and development- Institutional Commitment- Leadership- Process- Sources- Scope- Implementation and Assessment Strategies- Resources

The Mouse Story

A Mouse looked through the crack in the wall to see the farmer and his wife opening a package. "What food might this contain?" He was devastated to discover it was a mousetrap. Retreating to the farmyard, the mouse proclaimed the warning. "There is a mousetrap in the house!; there is a mousetrap in the house!" The chicken clucked and scratched, raised her head and said "Mr. Mouse, I can tell this is a grave concern to you, but it is of no consequence to me. I cannot be bothered by it." The mouse turned to the pig and told him, "There is a mousetrap in the house." The pig sympathized but said, "I am so very sorry Mr. Mouse, but there is nothing I can do about it but pray. Be assured that you are in my prayers." The mouse turned to the cow. She said, "Wow, Mr. Mouse. I'm sorry for you. But it's no skin off my nose." So the mouse returned to the house, head down and dejected, to face the farmer's mousetrap alone.

That very night a sound was heard throughout the house like the sound of a mousetrap catching its prey. The farmer's wife rushed to see what was caught.

In the darkness she did not see that it was a venomous snake whose tail the trap had caught. The snake bit the farmer's wife. The farmer rushed her to the hospital and she returned home with a fever. Now, everyone knows you treat a fever with fresh chicken soup, so the farmer took his hatchet to the farmyard for the soup's main ingredient. But his wife's sickness continued, so friends and neighbors came to sit with her around the clock. To feed them, the farmer butchered the pig. The farmer's wife still did not get well. She died; And so many people came for her funeral the farmer had the cow slaughtered to provide enough meat for all of them. So, next time you hear someone talking about QEP and asking for your involvement, remember that the QEP is an institutional concern that requires the involvement of all units and components.