Quality Enhancement Plan (QEP) Impact Report Fall 2010 - Fall 2013 - - PowerPoint PPT Presentation
Quality Enhancement Plan (QEP) Impact Report Fall 2010 - Fall 2013 C LASSROOM I NNOVATIONS R ESULT IN C REATIVE L EARNING E NVIRONMENTS Presented by: Dr. Adriane Leche, Dean of Institutional Effectiveness, Planning and Assessment Marcus Lewis,
Presented by:
Marcus Lewis, QEP Director/Research Associate
The Quality Enhancement Plan The Impact of the QEP on Student Learning Outcomes Challenges What We’ve Learned “A New Era” – Institutionalizing the QEP Proposed Changes
SOUTHERN ASSOCIATION OF COLLEGES AND SCHOOLS - COMMISSION ON COLLEGES Regional body for the accreditation of degree-granting higher education institutions Mission is to assure the educational quality and improve the effectiveness of its member institutions SACS-COC requires an institution to develop and implement a Quality Enhancement Plan (QEP) which is a core requirement institutions must meet to be
2.12 The institution has developed an acceptable Quality Enhancement Plan (QEP) that includes an institutional process for identifying key issues emerging from institutional assessment and focuses on learning outcomes and/or the environment supporting student learning and accomplishing the mission of the institution....as well as...
institution has developed a Quality Enhancement Plan that (1) demonstrates institutional capability for the initiation, implementation, and completion
and proposed implementation of the QEP; and (3) identifies goals and a plan to assess their achievement.
Overall Success Rates Basic Math Skills
Reading and Writing
2008-09 Overall Success Rates
46% 32% 65%
Placement into Developmental Courses Developmental Math Developmental English
Fall 2009 Placement Results
96% 78%
Plan development began in 2008
CIRCLE ONE CIRCLE TWO Developmental Ed. Critical Thinking
the vehicle to enrich student learning.
Quality Enhancement Plan (QEP)
CIRCLE ONE
ACA 085 & DMA 010-040 ACA 085 & DMA 010-040 & ENG 095 ACA 085 & ENG 095
CIRCLE TWO
HUM 115 & DMA 040-050 HUM 115 & ENG 111
Self Regulatory Learning Model
Strategy Implementation
Monitoring Self Evaluation
Monitoring
Goal Setting
Strategic Planning Strategic Outcome Monitoring
Student Learning Outcomes: Students will acquire the knowledge to…….
academic success
devise solutions to problems
*Proficiency Benchmark = 90%
Semester Learning Communities Number Enrolled Fall 2010 (Pilot Year) ACA 085/ENG 095 20 HUM 115/MAT 070 17 Spring 2011 ACA 085/MAT 060 19 ACA 085/ENG 095 20 HUM 115/ENG 111 12 Fall 2011 ACA 085/ENG 095/MAT 070 22 ACA 085/MAT 060 17 HUM 115/ENG 111 13 Spring 2012 ACA 085/ENG 095/MAT 060 19 Fall 2012 ACA 085/MAT 060 17 ACA 085/ENG 095/MAT 060 23 ACA 085/ENG 095 21 HUM 115/ENG 111 22 ENG 111/COM 231 8 Spring 2013 ACA 085/MAT 060 10 ACA 085/ENG 095 15 ACA 085/ENG 095/MAT 060 19 HUM 115/ENG 111 5 ENG 111/MAT 070 6 Fall 2013 AC A 085/DMA 010-040/ENG 095 15 ACA 085/ENG 095 12 Total 21 Learning Communities 332 Students
Semester Cancelled LC’s Fall 2010 None Spring 2011 None Fall 2011 HUM 115/MAT 070 Spring 2012 None Fall 2012 ACA 122/MAT 070 Spring 2013 ACA 122/COM 231/ENG 111 ACA 122/MAT 070 HUM 115/ENG 111 ACA 122/ENG 111 ACA 122/COM 231/HUM 115 Fall 2013 None Total 7 Cancelled
Student Learning Portfolio Goal Management Plan Time Management Plan Weekly Grade Graphs Test Analysis Self-Regulated Learning Reflection Forms Stress Inventories Capstone Essay Rubric Review Test of Everyday Reasoning
Student Learning Outcomes: Students will acquire the knowledge to…….
academic success
devise solutions to problems
*Proficiency Benchmark = 90%
Direct Assessment Results
(SLO’s 1, 2, 3, 4, 5, 6) Fall 2010 – Spring 2011
Benchmark = 90%
Direct Assessment Results
(SLO’s 1, 2, 3, 4, 6, & SSI) Fall 2011 – Spring 2012
Benchmark = 90%
Direct Assessment Results
(SLO 5) Fall 2011 – Spring 2012
Score Range % of Test Takers Pre-Test (13 students) % of Test Takers Post-Test (8 students) 0 to 6 0% 0% 7 to 16 62% (8) 37% (3) 17 to 27 38% (5) 73% (5) 28 to 34 0% 0%
Direct Assessment Results
Test of Everyday Reasoning Fall 2011 – Spring 2012
Scale Not Manifested – 0 to 6 Manifest – 7 to 16 Strong – 17 to 27 Superior – 28 to 34
Direct Assessment Results
Test of Everyday Reasoning Fall 2011 – Spring 2012
Scale Not Manifested – 0 to 6 Manifest – 7 to 16 Strong – 17 to 27 Superior – 28 to 34
Direct Assessment Results
(SLO’s 1, 2, 3, 4, 6, & SSI) Fall 2012 – Spring 2013
Benchmark = 90%
Score Range % of Test Takers Pre-Test (18 students) % of Test Takers Post-Test (18 students) 0 to 6 6% (1) 0% 7 to 16 44% (8) 39% (7) 17 to 27 44% (8) 56% (10) 28 to 34 6% (1) 6% (1)
Direct Assessment Results
Test of Everyday Reasoning Fall 2012 – Spring 2013
Scale Not Manifested – 0 to 6 Manifest – 7 to 16 Strong – 17 to 27 Superior – 28 to 34
Direct Assessment Results
Test of Everyday Reasoning Fall 2012 – Spring 2013
Scale Not Manifested – 0 to 6 Manifest – 7 to 16 Strong – 17 to 27 Superior – 28 to 34
Direct Assessment Results
(SLO’s 1, 2, 3, 4, & 6) Fall 2013
Benchmark = 90%
Student Services Initiative Outcomes Fall 2013
General Self-Efficacy Scale Math Self-Efficacy Scale Retention and Overall Success Rates
Across Time Fall 2010-2013
Scale of 1-4
Across Time Fall 2010-2013
Scale of 0-9
ACA 085 – Course Total (all students) Retention Across Time
Fall 2010-Fall 2013
Fa’10-Sp’11 Fa’11-Sp’12 Fa’12-Sp’13 Fa’13 Course Enrolled Retained Enrolled Retained Enrolled Retained Enrolled Retained
ACA 085 LC
59 43 58 33 105 78 27 16
ACA 085 TR
110 88 130 84 80 60 34 20
ACA 085 – Course Total (all students) OVERALL SUCCESS RATES Across Time
Fall 2010-Fall 2013
Fa’10-Sp’11 Fa’11-Sp’12 Fa’12-Sp’13 Fa’13 Course Enrolled Passed Enrolled Passed Enrolled Passed Enrolled Passed
ACA 085 LC
59 31 (43) 58 32 (33) 105 74 (78) 27 14 (16)
ACA 085 TR
110 72 (88) 130 70 (84) 80 45 (60) 34 15 (20)
( ) = number retained
ENG 095 – Course Total (all students) Retention Across Time
Fall 2010-Fall 2013
Fa’10-Sp’11 Fa’11-Sp’12 Fa’12-Sp’13 Fa’13 Course Enrolled Retained Enrolled Retained Enrolled Retained Enrolled Retained
ENG 095 LC
40 28 41 26 80 57 27 18
ENG 095 TR
229 173 252 187 181 135 82 71
ENG 095 – Course Totals (all students) OVERALL SUCCESS RATES Across Time
Fall 2010-Fall 2013
Fa’10-Sp’11 Fa’11-Sp’12 Fa’12-Sp’13 Fa’13 Course Enrolled Passed Enrolled Passed Enrolled Passed Enrolled Passed
ENG 095 LC
40 21 (28) 41 26 (26) 80 51 (57) 27 17 (18)
ENG 095 TR
229 142 (173) 252 157 (187) 181 124 (135) 82 68 (71)
( ) = number retained
MAT 060/DMA 010-040– Course Total (all students) Retention Across Time
Fall 2010-Fall 2013
Fa’10-Sp’11 Fa’11-Sp’12 Fa’12-Sp’13 Fa’13 (DMA 010-040) Course Enrolled Retained Enrolled Retained Enrolled Retained Enrolled Retained
MAT 060 LC
19 15 58 32 71 57 37 34
MAT 060 TR
182 115 417 251 347 186 243 225
MAT 060/DMA 010-040 – Course Total (all students) OVERALL SUCCESS RATES Across Time
Fall 2010-Fall 2013
Fa’10-Sp’11 Fa’11-Sp’12 Fa’12-Sp’13 Fa’13 (DMA 010-040) Course Enrolled Passed Enrolled Passed Enrolled Passed Enrolled Passed
MAT 060 LC
19 9 (15) 58 27 (32) 71 40 (57) 37 26 (34)
MAT 060 TR
182 77 (115) 417 191 (251) 347 136 (186) 243 151 (225)
( ) = number retained
HUM 115 – Course Total (all students) Retention Across Time
Fall 2010-Fall 2013
Fa’10-Sp’11 Fa’11-Sp’12 Fa’12-Sp’13 Fa’13 Course Enrolled Retained Enrolled Retained Enrolled Retained Enrolled Retained
HUM 115 LC
29 23 13 9 27 21 N/A N/A
HUM 115 TR
44 36 17 16 21 19
HUM 115 – Course Total (all students) OVERALL SUCCESS RATES Across Time
Fall 2010-Fall 2013
Fa’10-Sp’11 Fa’11-Sp’12 Fa’12-Sp’13 Fa’13 Course Enrolled Passed Enrolled Passed Enrolled Passed Enrolled Passed
HUM 115 LC
29 18 (23) 13 9 (9) 27 18 (21) N/A N/A
HUM 115 TR
44 33 (36) 17 14 (16) 21 15 (19) ( ) = number retained
ENG 111– Course Total (all students) Retention Across Time
Fall 2010-Fall 2013
Fa’10-Sp’11 Fa’11-Sp’12 Fa’12-Sp’13 Fa’13 Course Enrolled Retained Enrolled Retained Enrolled Retained Enrolled Retained
ENG 111 LC
12 9 13 9 41 34 N/A N/A
ENG 111 TR
104 90 135 115 290 255 N/A N/A
ENG 111– Course Total (all students) OVERALL SUCCESS RATES Across Time
Fall 2010-Fall 2013
Fa’10-Sp’11 Fa’11-Sp’12 Fa’12-Sp’13 Fa’13 Course Enrolled Passed Enrolled Passed Enrolled Passed Enrolled Passed
ENG 111 LC
12 9 (9) 13 9 (9) 41 25 (34) N/A N/A
ENG 111 TR
104 84 (90) 135 104 (115) 290 233 (255) N/A N/A ( ) = number retained
MAT 070 – Course Total (all students) Retention Across Time
Fall 2010-Fall 2013
Fa’10-Sp’11 Fa’11-Sp’12 Fa’12-Sp’13 Fa’13 Course Enrolled Retained Enrolled Retained Enrolled Retained Enrolled Retained
MAT 070 LC
17 14 N/A N/A 6 5 N/A N/A
MAT 070 TR
178 133 N/A N/A 130 86 N/A N/A
MAT 070 – Course Total (all students) OVERALL SUCCESS RATES Across Time
Fall 2010-Fall 2013
Fa’10-Sp’11 Fa’11-Sp’12 Fa’12-Sp’13 Fa’13 Course Enrolled Passed Enrolled Passed Enrolled Passed Enrolled Passed
MAT 070 LC
17 11 (14) N/A N/A 6 4 (5) N/A N/A
MAT 070 TR
178 95 (133) N/A N/A 130 59 (86) N/A N/A ( ) = number retained
COM 231 – Course Total (all students) Retention Across Time
Fall 2010-Fall 2013
* Fall 2012 Only
Fa’10-Sp’11 Fa’11-Sp’12 Fa’12-Sp’13 Fa’13 Course Enrolled Retained Enrolled Retained Enrolled Retained Enrolled Retained
COM 231 LC
N/A N/A N/A N/A 8 8 N/A N/A
COM 231 TR
N/A N/A N/A N/A 72 53 N/A N/A
COM 231 – Course Total (all students) OVERALL SUCCESS RATES Across Time
Fall 2010-Fall 2013
* Fall 2012 Only
Fa’10-Sp’11 Fa’11-Sp’12 Fa’12-Sp’13 Fa’13 Course Enrolled Passed Enrolled Passed Enrolled Passed Enrolled Passed
COM 231 LC
N/A N/A N/A N/A 8 5 (8) N/A N/A
COM 231 TR
N/A N/A N/A N/A 72 47 (53) N/A N/A ( ) = number retained
QEP Director Turnover
fully/effectively follow through on “treatments”
DMA/DRE Structure
Scheduling LC Courses
implementation/practice
Fidelity of the Implementation
Effective Professional Development
LC Faculty
Optional
Greater impact on developmental math courses than any other course The “learning community” format is not what contributed most to student successes (ACA objectives) LC’s difficult to sustain due to structural changes among developmental courses and scheduling issues Time management skills credited with greatest impact (Capstone papers) Test of Everyday Reasoning difficult for students and instructors; may not be best instrument to assess critical thinking Logistical issues with Circle One to Circle Two progressions Lack of ability and/or interest in team teaching Lack of proper advising for learning communities
Kingsborough CC, NY CC of Baltimore County, MD Hillsborough CC, FL Houston CC, TX Merced College, CA Queensborough CC, NY
MDRC and National Center for Postsecondary Research, report published 2012
Linked: Developmental English/College level English Study Skills Course Academic Major Course *received more credits associated w/ clustered link *One semester learning community Enhanced counseling Enhanced tutoring Textbook vouchers
Increased average credit accumulations by 4.0 points over six years 4.6 percent more students earned a degree than the control group
Degree attainment
learning community was 35.9 percent versus 31.3 percent for the control group
Long-term boost to graduation Fidelity of implementation is challenging
Course integrations are hard to establish and sustain In the short- term no impact
Received faculty feedback from those teaching in the learning communities Presented QEP data and proposed plan change to school chairs and received positive endorsement for moving forward QEP advisory team provided feedback for direction Now presenting to executive team for input
Offer ACA 111 to all incoming students Discontinue ACA 085 and ACA 122 One syllabus and uniform delivery Critical Thinking can be measured through courses that can be mapped from entry to exit Continue to measure QEP student learning outcomes
ACA 085
Study Skills Library Skills Personal Improvement Goal Setting Learning Resources
ACA 111
Campus facilities and resources Policies, procedures, programs Health Self-esteem Motivation Goal Setting Study Skills Diversity Communication
ACA 122
Goal Setting Study Skills Time Management Stress Management Critical Thinking (Introduced) Personal Improvement (Health, Motivation, Self-esteem/Self-Efficacy) Campus Resources (Policies & Programs)/Learning Resources Introduction to College Transfer Opportunities Library Skills Communication Web Advisor Blackboard
Self- Regulatory Learning ACA 111 ACA 085
ACA 111
Identify Specific Courses CT assignment and rubric administered in ACA 111 Rubric added to student portfolio
OUTCOME
1 -Not Proficient 2- Developing 3-Proficient 4- Mastery What is the Problem/ Key Question? Student does not define the problem or does not focus on
problems- student does not define the obstacle to goal/need Student defines a “Pseudo- Problem” or one with false needs and Irrational Ends. Student defines one controllable problem involving an obstacle to a need Student defines a controllable problem involving an obstacle to a need and identifies the type of problem Purpose in Addressing the Problem Student does not state a purpose Student describes a purpose related to misconceived goals/needs (i.e., controlling
Student describes a purpose related to values/goals/needs but does not define key question Student describes a purpose related to values/goals/needs and defines key question Information Relevant to Question Student does not seek information relevant to the key question. Student seeks information but it is not relevant to key question. Student seeks relevant information. Student seeks relevant information, evaluates it and draws inferences Assumptions Used in Thinking Student does not identify assumptions used in thinking Student identifies self-serving
Student identifies at least one justified assumption Student identifies more than
Implications for Solving the Problem Student does not identify implications for solving the problem Student identifies at least one implication, but does not evaluate it Student identifies multiple implications- or evaluates one possible implication Student identifies Multiple implications and evaluates them Concepts/Ideas used in thinking Student does not identify key concepts/ideas used in thinking Student identifies 1-2 key concepts/ideas used in thinking Student identifies and defines at least 2 key concepts/ideas used in thinking Student identifies, defines, and evaluates at least 2 key concepts/ideas used in thinking Point of View from which Thinking Begins Student does not describe point of view from which thinking begins Student describes a point of view, but does not determine whether multiple points of view are relevant Student describes point of view and determines relevancy of at least one other point of view Student describes point of view and determines relevancy of multiple points of view Possible Solutions Student offers no possible solutions Student offers 1-2 possible solutions Student offer more than 2 possible solutions and states at least one implication for each solution Student offers multiple possible solutions as well as the implications for each Best Solution Student does not identify a “best solution” Student identifies a “best solution” but it is not logically based on the evaluation of possible solutions Student identifies a “best solution” and it is based on the evaluation of at least 1 -2 possible solutions Student identifies a “best solution” and bases choice on the evaluation of multiple possible solutions and their implications
HCC Problem Solving Rubric
A college success course for entering students is a best practice for first year experience Impact more students (225-250 entering students each year) Students will be more prepared as they matriculate Students will make better connections with faculty and student support services One less course to take for some (ACA 085 & 122)
Summer Pilot Group Professional Development for Faculty and Student Affairs Campus Wide Presentation Add ACA description to handbook Map Gen. Ed. Courses for CT Collaborate with chairs and dean of curriculum on logistics Present before curriculum committee Presentations