Quality Enhancement Plan (QEP) 101 Del Mar College January 8, 2007 - PowerPoint PPT Presentation

Loading...

PPT – Quality Enhancement Plan (QEP) 101 Del Mar College January 8, 2007 PowerPoint presentation | free to view - id: 1d56f5-ZDc1Z



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Quality Enhancement Plan (QEP) 101 Del Mar College January 8, 2007

Description:

Blinn College, QEP, 2004. Later Reporting. 5-Year Report. Handbook coming soon ... Blinn College, 2004. QEP. Texas A&M, 2002-2006. Task Force for Undergraduate ... – PowerPoint PPT presentation

Number of Views:21
Avg rating:3.0/5.0
Slides: 37
Provided by: ble38
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Quality Enhancement Plan (QEP) 101 Del Mar College January 8, 2007


1
Quality Enhancement Plan (QEP) 101Del Mar
CollegeJanuary 8, 2007
  • Loraine Phillips, Ph.D.
  • Interim Assessment Director
  • Texas AM University

2
Agenda
  • SACS Overview
  • Defining the QEP
  • Issues
  • Examples
  • THEN
  • Dr. Russell Lowery-Hart from West Texas AM
  • Panel Discussion

3
(No Transcript)
4
Whats Different about the Reaccreditation
Process Now
  • This renewedprocess is designed to determine
    the quality of an institution within the
    framework of its mission, its goals, and its
    analysis of critical issues.

5
Whats Different about the Reaccreditation
Process Now
  • No more Criteria for Accreditation
  • Report is now broken into two distinct parts
    Compliance Certification and the Quality
    Enhancement Plan (Core Requirement 2.12)
  • Review is completed by off-site committee first,
    then a separate on-site committee
  • Compliance Process is administrator-driven
    (Leadership Team), and campus-wide committees
    work on the QEP

6
What does all this mean for faculty?
  • Assessment of Student Learning
  • QEP

7
Core Requirement 2.5
  • Institutional Effectiveness
  • The institution engages in ongoing, integrated,
    and institution-wide research-based planning and
    evaluation processes that (1) incorporate a
    systematic review of institutional mission,
    goals, and outcomes (2) result in continuing
    improvement in institutional quality, and (3)
    demonstrate the institution is effectively
    accomplishing its mission.
  • Newly revised, December 2006

8
Comprehensive Standard 3.3.1(Still Under
Construction)
  • Institutional Effectiveness
  • It will be something like
  • The institution identifies expected outcomes,
    assesses whether it achieves these outcomes, and
    provides evidence of improvement based on
    analysis of the results in each of the following
    areas

9
Areas for 3.3.1(Under Construction)
  • Educational programs, including student learning
    outcomes
  • Administrative support services
  • Educational support services
  • Research within its educational mission, if
    appropriate
  • Community/public service within its educational
    mission, if appropriate
  • Proposal, Revisions to the Principles of
    Accreditation Foundations for Quality
    Enhancement, December 12, 2006

10
(No Transcript)
11
Quality Enhancement Plan (QEP) CR 2.12
  • The Institution has developed an acceptable 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.
  • Newly revised, December 2006

12
QEP
  • Must focus on student learning
  • Must enhance student success
  • Must include broad-based participation in the
    identification of the topic or issue to be
    addressed in the QEP
  • Must include careful review of best practices
  • Must include clear goals

13
QEP
  • Must include allocation of adequate human and
    financial resources to develop, implement, and
    sustain
  • Must include implementation strategies that
    include a clear timeline and assignment of
    responsibilities
  • Must include a structure established for
    evaluating the extent to which the goals set for
    the plan are attained

14
The Point of the QEP
  • Not where we are but where are we going?
  • Belief that we can enhance the quality of the
    experience for students
  • Not Broad Brush but a focused Issue
  • Its a unifying event for the entire campus
  • (David Carter, SACS VP, Dec. 2006 Annual Meeting)

15
Quality Enhancement Projects
  • Curricular initiatives, like critical thinking
    and writing across the curriculum
  • Pedagogical initiatives, like use of technology
    and capstone seminars
  • Faculty initiatives like teaching and learning
    centers
  • Support Service initiatives, like first year
    experience and advising
  • (David Carter, SACS VP, Dec. 2006 Annual Meeting)

16
Commission Decisions Dec. 05 June 06
  • 77 institutions were considered for reaffirmation
  • 72 reaffirmed
  • 5 denied reaffirmation
  • None were denied on the basis of the QEP
  • 24 institutions with QEP monitoring
  • (David Carter, SACS VP, Dec. 2006 Annual Meeting)

17
QEP IssuesDec. 05 June 06
  • Learning outcomes
  • 17 issues to be monitored
  • Assessment Issues
  • 20 issues to be monitored
  • Institutional Capacity
  • 5 issues to be monitored
  • (David Carter, SACS VP, Dec. 2006 Annual Meeting)

18
Learning Outcome Issues
  • Approval of the QEP focus and an official revised
    version of the Plan.
  • Goal to improve student attitudes needs a strong
    rationale
  • The extent to which the stated learning outcome
    enhanced initiatives for the institution
  • Clear, measurable student learning outcomes need
    to be articulated
  • (David Carter, SACS VP, Dec. 2006 Annual Meeting)

19
Assessment Issues
  • Assessment instruments utilized and linkage to
    each learning outcome
  • Relationship between assessment strategies and
    improvements
  • Identify the measures that will be used to show
    improvements in learning outcomes
  • (David Carter, SACS VP, Dec. 2006 Annual Meeting)

20
Assessment Issues
  • To assess student learning, the institution
    relies heavily on survey data measuring student
    satisfaction. Student satisfaction is not an
    indicator of student learning. The College
    should demonstrate that the goals of its plan are
    linked to measurable outcomes of student
    learning.
  • (David Carter, SACS VP, Dec. 2006 Annual Meeting)

21
Assessment Issues
  • Revise the assessment plan to provide more
    direct evidence of improvement in critical
    thinking skills rather than relying on surveys of
    opinions and perceptions.
  • (David Carter, SACS VP, Dec. 2006 Annual Meeting)

22
Capacity Issues
  • It is not clear who will supervise the QEP
    Director to ensure that there is top level
    administrative support for the success of the
    QEP.
  • (David Carter, SACS VP, Dec. 2006 Annual Meeting)

23
Capacity Issues
  • Provide a five-year plan that links the desired
    outcomes of the QEP to both fiscal and physical
    resource requirements and describe in a narrative
    and in a detailed budget how those requirements
    will be met.
  • (David Carter, SACS VP, Dec. 2006 Annual Meeting)

24
Four Primary Indicators for an Acceptable QEP
  • Focus
  • Institutional Capability
  • Assessment
  • Broad Involvement

25
An Example of FOCUS
  • Inquiry Research/based Education of
    Undergraduates
  • Texas AM University

26
Connection of the QEP to University Vision and
Mission
  • Vision 2020
  • Presidents Task Force for Enhancing the
    Undergraduate Experience (with overarching
    learning outcomes)
  • NSSE Results
  • Subcommittee for Undergraduate Research
  • Launching the new Office of Undergraduate
    Research

27
President Gates Task Force Recommendations
  • Recommendations to Enhance Undergraduate
    Experience through Research/Inquiry
  • Make Inquiry/Research-based learning the standard
    paradigm for as many of our undergraduate courses
    as practicable.
  • Create a class of new courses with
    inquiry/research-based learning as a major
    element.
  • Enhance existing undergraduate programs through
    imbedding inquiry/research courses throughout
    their programs from first to fourth year.
  • Provide the option for a summary inquiry/research
    experience in all undergraduate degree programs
    and encourage students to take this option.
  • Texas AM Task Force Report, 2005

28
An example of FocusInquiry/Research-based
Education of Undergraduates
  • Boyer Report (Reinventing Undergraduate
    Education A Blueprint for Americas Research
    Universities, 1997 )
  • Research extensive universities have a unique
    niche in providing undergraduate education within
    a knowledge creating setting.
  • It is important to provide more of our students
    access to this learning environment to improve
    learning outcomes and to develop the researchers
    and professors of the future.
  • Reinvention Center
  • The follow on organization that brought together
    these research extensive universities to help
    develop strategies and best practices for
    achieving the goals set out in the Boyer
    Commission Report.

29
An example of Assessment QEP Criteria Rubric for
Undergraduate Inquiry/Research-based Education
  • Outcomes
  • Connection of the QEP to University vision and
    mission
  • Broad-based support from the appropriate
    constituents
  • Institutional capability to implement and sustain
  • Systematic assessment processes inform
    constituents of the impact of Inquiry/Research-bas
    ed Education
  • Focus is pervasive within the University
    community
  • Identified Inquiry/Research-based student
    learning outcomes are assessed and data used for
    course/program improvement
  • Texas AM, QEP, 2006

30
For each outcome, we develop
  • Assessment and Documentation
  • Responsibilities
  • Timeline
  • Reporting

31
QEP Criteria Rubric for Undergraduate
Inquiry/Research-based Education
  • Criteria
  • Not developed
  • Developing
  • Target

32
Another QEP Assessment Example
  • Increasing Student Engagement in High-risk Core
    Curriculum Courses through Academic Support and
    Classroom Engagement
  • Blinn College, QEP, 2004

33
(No Transcript)
34
Later Reporting
  • 5-Year Report
  • Handbook coming soon
  • For more information on SACS, go to
  • www.sacscoc.org

35
References
  • Boyer Report. Reinventing Undergraduate
    Education A Blueprint for Americas Research
    Universities, 1997.
  • Proposal, Revisions to the Principles of
    Accreditation Foundations for Quality
    Enhancement. SACS, 2006.
  • Carter, David. The Quality Enhancement Plan
    Decisions and Directions. SACS COC, Dec. 2006
    Annual Meeting.
  • QEP. Blinn College, 2004.
  • QEP. Texas AM, 2002-2006.
  • Task Force for Undergraduate Excellence. Texas
    AM, 2005.

36
Questions?
  • Contact me at lhphillips_at_tamu.edu
About PowerShow.com