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1 Your Quality Enhancement Plan (QEP) Associate Professor Sarah Thomason & Dr. Gary Goff August 24, 2009.

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Presentation on theme: "1 Your Quality Enhancement Plan (QEP) Associate Professor Sarah Thomason & Dr. Gary Goff August 24, 2009."— Presentation transcript:

1 1 Your Quality Enhancement Plan (QEP) Associate Professor Sarah Thomason & Dr. Gary Goff August 24, 2009

2 Betty Glenn Patricia Jenkins Diane Raines 2

3 Casey Cobb Peggy Hilliard Shannon Meadows Karen Orr Diane Raines Diane Ward 3

4 Karen Brunner Bruce Fisher Dan Foltz-Gray Ben King Lauri Sammartano Kristi Roberson-Scott Diane Ward 4

5 Robert AlfonsoRobert Benson Misty Cecil Jim Condon Jill Denton Brad Fox Vickie HarrisAndrea Haynes Lesha Hill Mike Hill Ben King Ken Malveaux Deborah Miles Alicia Mitchell Dave Rath Elaine Nagelson Valeria RobersonDarren York Spitzer, PriscillaJesse WilliamsMarty Young Kristi Roberson-Scott With special thanks to Karen Brunner 5

6 6 Robert Alfonso Robert Benson Larry Bouldin Karen Brunner Alicia Mitchell Myra Peavyhouse Kristi Roberson-Scott Steering Committee

7 is the first day of SAILS! 7

8 Four Initiatives Three Student Learning Outcomes 8

9 1. Faculty Development 2. Integration of Learning Strategies into the Curriculum 3. Free study skills opportunities a. Workshops for students in targeted programs b. Free, accelerated study skills course open to all students 4. Learning Center and Library 9

10 Learning Styles Assessment Teaching Styles Assessment Faculty site: SAILS TIPs In-service workshops Inter- and intra-disciplinary workshops Summer Academy 10

11 Selection of learning strategies Creation of rubrics for assessment Training in teaching of learning strategies Begin integration in Fall sections of 6 gateway courses 7 non-gateway courses 11

12 12

13 Beginning Summer 2010 Respiratory Therapy Nursing 13

14 Year One (Fall 2009-Spring 2010): Student contest to name the course Year Two (Fall 2010-Spring 2011): Each semester1 section in Roane and 1 section in Oak Ridge Year Five ( ): Expand to 10 sections across college 14

15 Promote awareness-building visits Conduct active learning workshops Promote group study rooms Enhance web pages; make more interactive Develop information pathfinders Train staff and tutors in SAILS concepts 15

16 Students will: 1. Demonstrate their ability to apply effective learning strategies to core academic tasks. 2. Demonstrate increased academic success in key gateway courses. 3. Demonstrate their use of academic support services designed to enhance their learning outcomes. 16

17 Choose one area: Read to understand Listen actively Organize for effectiveness Choose 1 of 2 strategies selected for area. Receive training in how and why to use the strategy. 17

18 Directly teach the strategy to your students through modeling. Embed the strategy in tasks or assignments of your choice. Use the appropriate rubric to assess a minimum of two tasks or assignments. 18

19 Assessment Extras Administer LASSI: Learning and Study Strategies Inventory Additional IDEA questions related to SAILS 19

20 Read to Understand 1. Generating questions 2. Graphic representations To be used in the curriculum, in the COLS 1010 class, and in Allied Health and Nursing Workshops 20

21 Specify a reading assignment, for inside or outside of class. Ask students to read the assignment and generate questions as they read. Questions should include How and Why stems to go beyond literal meaning. Students also answer the questions. Students can work individually or in groups. 21

22 Take up their questions and answers. Use the rubric to assess their work. Provide feedback to students. Submit composite sheet reflecting scores to Institutional Research. Require students to use the strategy as often as you choose; assess a minimum of two times. 22

23 Requiring the student to construct a visual representation of the concepts within an assignment, e.g., comparison chart, flowchart, timeline, etc. 23

24 Evaluates students ability to: Identify the main idea and supporting details Understand key vocabulary in the text Draw appropriate conclusions based upon the nature of the text & Generate Questions/Graphic Representations 24

25 Outcome 1: Apply effective strategies to core academic tasks Direct Assessment Measures Level of competence for three core learning concepts Level of competence in using the six strategies 25

26 Outcome 2: Students will demonstrate increased academic success in gateway courses. Direct Assessment Measures Successful course completion rates Competence on course-embedded assessments COLS 1010 students will successfully complete gateway courses 26

27 Outcome 2: Students will demonstrate increased academic success in gateway courses. Direct Assessment Measures Students utilizing tutoring services will successfully complete those courses 27

28 Outcome 3: Students will demonstrate their use of academic support services designed to enhance learning outcomes. Direct Assessment Measures Number of students utilizing group study will increase Number of gateway course visitations to Learning Center will increase 28

29 Outcome 3: Students will demonstrate their use of academic support services designed to enhance learning outcomes. Direct Assessment Measures Students participating in learning strategy workshops will be in good academic standing at end of semester 29

30 Freshman Experience In-service workshops Two workshop sessions for faculty Selection of remaining four learning strategies Creation of rubrics Curriculum development SAILS-related workshops open to students Student contest to name COLS 1010 course 30

31 Be informed Teach a learning strategy Attend professional development trainings Contact the Learning Center to set up a promotional visit Encourage students to attend workshops, go to website, participate in SAILS contest, etc. Explore both websites Get in the boat! 31

32 October 6-8 The morning of October 7 is the primary time slot for the evaluators to meet with faculty to ask questions. Remember your oral comprehensive exams! Be prepared! 32

33 The institution you help to re-accredit may be your own! 33

34 34

35 35 Highlights for Year 1 Fall Semester 2009: Conduct Learning Styles Assessment for Students Conduct Learning Styles Assessment for Students Conduct Teaching Styles Assessment for Faculty Conduct Teaching Styles Assessment for Faculty Select Learning Strategies and Rubrics for Listen Actively & Organize for Effectiveness Select Learning Strategies and Rubrics for Listen Actively & Organize for Effectiveness Enlist participating faculty to teach strategies Enlist participating faculty to teach strategies Conduct Workshops for Students (Learning Center) Conduct Workshops for Students (Learning Center) Name COLS 1010 Name COLS 1010 Spring Semester 2010: Train Faculty on How to Use Strategies and Rubrics Train Faculty on How to Use Strategies and Rubrics Recruit Students for Summer Workshops and COLS 1010 Recruit Students for Summer Workshops and COLS 1010 Develop Summer Academy Develop Summer Academy Fall Semester 2010: Integrate learning strategies into the curriculum Integrate learning strategies into the curriculum Recruit Students for COLS 1010 Recruit Students for COLS 1010 Conduct COLS 1010 and Workshops Conduct COLS 1010 and Workshops

36 36 Deliverables for Year faculty receive professional development in learning styles/strategies; at least 20 faculty receive training in direct instruction of selected learning strategies. 60+ faculty receive professional development in learning styles/strategies; at least 20 faculty receive training in direct instruction of selected learning strategies. 2 faculty receive advanced On Course training 2 faculty receive advanced On Course training 6 learning strategies selected for direct instruction in the core learning concepts (read to understand, listen actively, organize for effectiveness); common rubrics developed for appropriate assessment. 6 learning strategies selected for direct instruction in the core learning concepts (read to understand, listen actively, organize for effectiveness); common rubrics developed for appropriate assessment. Curriculum developed for Nursing/Allied Health study skills workshop and COLS 1010 study skills course. Curriculum developed for Nursing/Allied Health study skills workshop and COLS 1010 study skills course. 10 peer tutors trained to assist students with learning styles/learning strategies. 10 peer tutors trained to assist students with learning styles/learning strategies. 4 Active Reading workshops conducted at satellite campuses. 4 Active Reading workshops conducted at satellite campuses. Student contest conducted to name the COLS 1010 course Student contest conducted to name the COLS 1010 course

37 37 Financial Resources for Year 1 CategoryFunding Personnel Costs (Faculty) $106,200 Professional Development $10,246 Study Skills Workshops $300 COLS 1010: Study Skills Course $1,000 Library/Learning Center $2,727 Assessment$7,260 Marketing$4,180 General Operating Expenses $2,000 TOTAL $133,913 Year 1 New Monies: $62,538

38 38 SAILS Total Resources & Deliverables SAILS Total Resources & Deliverables Total SAILS Budget Year One:$133,913 Year Two:$136,442 Year Three:$143,478 Year Four:$147,578 Year Five:$153,567 Five Year Total: $714,978 Total New Monies Budget Year One:$62,538 Year One:$62,538 Year Two:$65,067 Year Three:$72,103 Year Four:$76,203 Year Five:$82,192 Five Year Total: $358,103

39 $34,452 3,000 3,000 grant awarded $31,452 non-faculty new monies 39


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