Presentation on theme: "QEP BASICS. 1. What is the title of our Quality Enhancement Plan (QEP)? The SAILS Project: Students Achieving Improved Learning Strategies."— Presentation transcript:
1. What is the title of our Quality Enhancement Plan (QEP)? The SAILS Project: Students Achieving Improved Learning Strategies
Courtesy of Assistant Professor Bryan Wilkerson QEP LOGO
2. What is the focus of the QEP? Student Learning
3. Why did we pick SAILS as the topic of our QEP? Broad-based feedback (faculty, staff, students, advisory boards) recognized the impact that improved learning strategies could have on student learning and on student retention.
4. How will SAILS make Roane State a better institution? SAILS will transform Roane State into a student- centered institution. By creating a campus culture that both encourages and empowers students to improve their learning strategies, SAILS offers the potential to dramatically improve student learning and student retention.
5. To what must the QEP be linked? Our Mission Statement Roane State provides a challenging and nurturing learning environment which encourages and inspires students to meet the high expectations and standards needed for responsible citizenship and to embrace the concept of learning as a lifelong endeavor. Roane States success can only be measured by the success of its students and by maintaining its demonstrated reputation as a center for higher education excellence.Roane States success can only be measured by the success of its students and by maintaining its demonstrated reputation as a center for higher education excellence.
AND The QEP must be linked to the strategic plan.
6. What does being linked to the strategic plan suggest? An institutional priority! --Financial resources --Human resources
Some Faculty Components of the Strategic Plan Demonstrate evidence of effective faculty development through implementation of enhanced training initiativesDemonstrate evidence of effective faculty development through implementation of enhanced training initiatives Improve students relative performance on key student success measures as compared to peers in the NCCBP (National Community College Benchmark Project)Improve students relative performance on key student success measures as compared to peers in the NCCBP (National Community College Benchmark Project)
Math Data: 2007 NCCBP Math Data: 2007 NCCBP Developmental/remedial student success in 1 st college-level courses: Math Completer success rate RSCC: 67.69%National Median: 78.76%
Comp I Data: 2007 NCCBP Success in Core Academic Skill Areas: Comp I Completer Rate RSCC: 77.28%National Median: 81.13%
7. What Is a Potential QEP Learning Objective? Improve pass rates in gateway courses by integrating learning strategies into the curriculum.
8. What are some possible strategies we could use to meet this learning objective? Identification of students learning stylesIdentification of students learning styles Integration of teaching strategies for multiple learning stylesIntegration of teaching strategies for multiple learning styles Inclusion of discipline-specific learning strategies within coursesInclusion of discipline-specific learning strategies within courses Inclusion of distance education learning strategiesInclusion of distance education learning strategies Faculty development for best practices in learning styles/strategiesFaculty development for best practices in learning styles/strategies Enhancement of the Learning Center servicesEnhancement of the Learning Center services Formation of learning communitiesFormation of learning communities Creation of free workshops on topics such as time-managementCreation of free workshops on topics such as time-management Creation of free learning strategies classCreation of free learning strategies class
9. What assessment measures will we use? Some Possibilities: --Compare baseline Comp I pass rate with Comp I pass rate during the QEP implementation years --Compare the grades on the initial gen ed core assessment instruments with the grade results on the assessment instruments during the QEP implementation years
10. At what points will we assess our progress toward reaching our objectives? AND When and how will we assess our process in order to determine what changes, if any, need to be made?
Who will be our QEP Lead Evaluator? When and how will we select him/her?
11. When and how will we assess the results of our five-year plan and how will we use the results for improvement?
12.How will we communicate/market the plan? To students? To faculty? To adjunct faculty? To staff? To administrators? To other stakeholders?
QEP Development Team Timeline Spring 2008: Investigate best practices in key areas and decide on 4-6 overall learning objectives. Conclude this phase by mid-April.Spring 2008: Investigate best practices in key areas and decide on 4-6 overall learning objectives. Conclude this phase by mid-April. Spring and Summer 2008: Compile/develop specific activities designed to achieve learning objectives. Explore financial viability. Assess human resource needs. Perhaps begin limited faculty development.Spring and Summer 2008: Compile/develop specific activities designed to achieve learning objectives. Explore financial viability. Assess human resource needs. Perhaps begin limited faculty development. Fall 2008: Decide on specific activities to achieve learning objectives. Develop QEP portion of budget. Decide on assessment measures. Create timetable for implementation. In other words, finish the plan!Fall 2008: Decide on specific activities to achieve learning objectives. Develop QEP portion of budget. Decide on assessment measures. Create timetable for implementation. In other words, finish the plan!
Key QEP Dates December, 2008: Completion of Quality Enhancement Plan Enhancement Plan March 26, 2009: QEP draft report due April 1-7, 2009: Conference calls re QEP June 11, 2009: QEP lead evaluator due August 25, 2009:QEP final report due October 6-8, 2009: On-site review
Best Practices in Learning Strategies 1. 1.Can we find some research-based, general learning strategies? Some categories to consider: note-taking, setting goals, time management, concept mapping, support groups, conquering text anxiety. 2. 2.What learning strategies work well for specific discipline areas? – Math? Science? English? History? Clinical applications? 3. 3.What do other institutions offer in the way of study skills courses? Do they have data documenting their effectiveness?
Learning Centers 1. 1.How do other institutions Learning Centers build learning strategies into their services? 2. 2.What other services do they offer? 3. 3.How do they sustain their services? 4. 4.How do they build and retain their clientele? 5. 5.What services are available online? 6. 6.Do they offer some models we might consider adopting?
Learning Communities 1. 1.What is meant by the term learning community? 2. 2.What does research show about the effectiveness of learning communities? 3. 3.How are other institutions using and organizing learning communities? How effective are they? 4. 4.Are there some pitfalls to avoid? 5. 5.Are there models we might want to consider?
Distance Education Learning Strategies 1. 1.What barriers to learning are associated with distance learning? 2. 2.What learning strategies are specific to the needs of distance education students? 3. 3.What teaching strategies can enhance the distance education experience and improve student learning?
Learning Styles/Teaching Strategies 1. 1.How can we determine the learning styles of our students? 2. 2.What do our students need to know about learning styles? How do we share that information with them? 3. 3.How can we help students adapt to a teaching style that does not match their learning style? 4. 4.What are effective teaching strategies to accommodate students different learning styles? 5. 5.How can these strategies be used to teach specific content in specific subject areas? 6. 6.How can we address the professional development needs of faculty?