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... but said, 'I am so very sorry Mr. Mouse, but there i

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... but said, 'I am so very sorry Mr. Mouse, but there is nothing I can do ... She said, 'Wow, Mr. Mouse. I'm sorry for you. But it's no skin off my nose. ... – PowerPoint PPT presentation

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Title: ... but said, 'I am so very sorry Mr. Mouse, but there i


1
The Quality Enhancement Plan An Overview
  • Dr. Virginia Caples, University Professor and
    Extension Administrator
  • Southern University at New Orleans
  • QEP Workshop
  • October 17, 2008
  • New Orleans, LA

2
SACS Principles Of Accreditation Quality
Enhancement
  • Quality Enhancement- Institutions are
  • expected to enhance the quality of programs
  • and services. The COC expects institutions to
  • engage in continuous programs of improvement
  • and can demonstrate and document such in
  • relationship to its stated mission.

3
Enhancement
  • An existing entity, activity, process, etc.
  • Evolves from, or is an outgrowth of the
    institutional planning, effectiveness, and
    continuous quality improvement process
  • Specialized analysis
  • Quality should be a given

4
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, outcomes
  • Continuous improvement of institutional quality
  • Demonstrates effectiveness of accomplishing the
    institutional mission

5
Institutional Quality Enhancement Principles
  • Continuous quality improvement is an
    institution-wide ongoing process involving
    central and decentralized units and activities.

6
QE Principle
  • Participation in continuous quality improvement
    is not optional for any unit or activity.

7
QE Principle
  • Continuous quality improvement must be
    representative, responsive, and appropriately
    structured for each units involvement.

8
QE Principle
  • Continuous quality improvement requires
    institutional commitment at all levels

Governance
Administration
Faculty
Students
Staff
Community at-large
9
QE Principle
  • Continuous quality
  • improvement is
  • based upon ongoing self-compliance assessment
    (audits).

10
Governance Board
Executive Administration
Agricultural Environmental Sciences
Admission
Testing
Arts Sciences
Cooperative Extension
Engineering Technology
Business
International Programs
Education
Title III
Learning Resources
University College
Registrar
Graduate School
Comptroller
Academic Affairs
Computer Services
Public Relations
Human Resources
Grants Contracts
Purchasing
Executive Administration
Executive Administration
Business Finance
Governance Board
Governance Board
Research Development
Physical Facilities
Alumni Affairs
Property Management
Auxiliary Enterprises
Student Affairs
Tele-communications
Public Safety
Instramural Sports
Student Health
Residential Life
Chaplain
Financial Aid
Student Activities
Counseling Development
Career Development
Executive Administration
Governance Board
It takes a whole university to graduate a
student!
11
Assessment
  • Establishes clear, measurable expected learning
    outcomes, goals, objectives
  • Ensures sufficient opportunity to achieve
    outcomes, goals, objectives
  • Systematic gathering, analyzing, and interpreting
    evidence to determine the level of achievement
  • Using results to understand and improve learning,
    activities, programs, etc.

12
Assessment
1. Establish Goals
2.Provide Learning Opportunities
4. Use the Results
3. Assess Student Learning
13
A Culture of Evidence
  • Claims Evidence Assessment

What does the student have to do to prove that he
or she has the knowledge and skills claimed?
What do we want or need to say about students,
programs, activities, etc.?
What assessment tools and/or activities will
elicit the evidence that you will need about the
students knowledge and skills?
Ex
Exercise 1
Exercise 2
Exercise 3
14
Quality Enhancement Plan
  • The 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.

15
Core Requirement 2.12
  • Core 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.

16
Student Learning
  • Defined, yet an expandable end
  • Confluence to form outcomes that seek toproduce
    graduates that function effectively in a
    dynamic, global, and pluralistic world with a
    sound ethical foundation.

17
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18
Interactions
Content
Activities
Acquisition of Knowledge and Skills
Student Learning
Processes
Procedures and Policies
Affirmation andTransformation
Products
19
Student learning is changes in
  • Knowledge
  • Skills
  • Attitudes
  • Values

As a result of the university experience
20
Understanding the Learning Environment
  • The 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.

21
Know the Learning Environment
  • Faculty
  • Facilities
  • Use of Technology
  • Learning Centers
  • Living Learning Centers
  • (Residence Halls)
  • Student Characteristics
  • Student Support Services
  • Financial Services
  • Level of Scholarship Support
  • Social Interaction
  • Health and Safety
  • Curriculum

22
Quality Enhancement Plan
  • Carefully designed focused course of action
    (framework, blueprint, plan of action, guide)
  • Addresses clearly defined issues, actions, or
    events related to enhancing student learning and
    development
  • Compliments, the ongoing integrated institutional
    planning, effectiveness, and the continuous
    quality improvement process
  • Component of the accreditation process that
    affirms student learning as the centerpiece of
    the institutions mission
  • Opportunity to enhance overall quality

23
Quality Enhancement Plan
  • Evolves from the results of the planning and
    evaluation process
  • Institutional analysis
  • Prescribes benchmarks and outlines processes for
    achievement based on best practices
  • Should not be bound by tradition, rather
    energized by creativity, innovation, and
    technology as appropriate

24
Defining Program and Student Learning Outcomes
  • Program outcome
  • A specific, measurable statement that describes
    desired performance
  • Operational outcome
  • a type of outcome that addresses operational or
    procedural tasks, such as efficiency or
    satisfaction
  • Student learning outcome
  • Specific type of program outcome that describes
    the intended learning outcomes that students must
    meet on the way to attaining a particular degree
  • More precise, specific, and measurable than goal
  • There can be more than one outcome related to
    each goal
  • A program or student learning outcome can support
    more than one goal

25
Think SMART When Defining Operational and Student
Learning Outcomes
  • Specific
  • Clear and definite terms describing the
    abilities, knowledge, values, attitudes, and
    performance
  • Measurable
  • It is feasible to get the data data are accurate
    and reliable it can be assessed in more than one
    way
  • Aggressive but Attainable
  • Has potential to move the program forward
  • Results-oriented
  • Describe what standards are expected from
    students or the program
  • Time-bound
  • Describe where you would like to be within a
    specified time period

26
Outcomes and Performance Indicators are Linked
Concepts
  • Program Outcome
  • Operational outcome
  • Type of outcome that addresses operational or
    procedural tasks, such as efficiency or
    satisfaction
  • Student learning outcome
  • Type of program outcome that describes the
    intended learning outcomes that students must
    meet on the way to attaining a particular degree
  • Performance indicator
  • A means of objectively quantifying the results of
    programs, products, projects, or services
  • When defining outcomes, it may be useful to think
    about potential performance indicators first

27
The Quality Enhancement Plan
  • Should reflect
  • - Enhancement of student learning and
    development
  • - Institutional Commitment
  • - Leadership
  • - Process
  • - Sources
  • - Scope
  • - Implementation and Assessment Strategies
  • - Resources

28
The Mouse Story
29
  • 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.  

30
  • 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. 
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