1. Kilgore College’s Quality Enhancement Plan

2.  The centerpiece for reaffirmation of our accreditation  Must change the learning environment  Must be measurable and quantifiable

3.  Must focus on measurable student learning outcomes (not student achievement – retention, grades, graduates, etc.)  Must be instructor driven  Must be an institution-wide initiative  Constitutes a 5-year plan

4.  Where could KC make a great deal of improvement?  What data exist to indicate our problems or lack of success?  Where could we make the greatest impact?  And others…

5.  Faculty  Staff  Students  Community members  Retirees  Board members

6. Top ranked subjects on a scale of 1-5 were:  Students in any developmental class: 3.71  Students in developmental reading: 3.34  Students in developmental math: 3.23  Students in developmental English: 2.63  Students in classes with low success rates, including pre-health career courses: 2.37

7.  Of Fall total 5149 students – ◦ All areas complete: 3397 or 66%* ◦ Incomplete in at least one area: 1752 or 34%  *Caution: the 66% figure includes students who still need math 0308 and those students in certificate classes whose program does not require them to be TSI complete

8.  Total: 1188 ◦ All areas complete: 529 or 44.5%* ◦ Incomplete in at least one area: 659 or 55.5% *Same comment as above re: math 0308 and certificate programs

9. Of those who take the THEA or other placement test,  Approximately 63-73% of math fail (variation depends on semester)  Approximately 38-49% of writing fail  Approximately 51-53% of reading fail  Approximately 69% failed at least one section  And… 21.5% of all those who needed testing fail all three areas

10. – earned grade of A,B, or C in Spring ’07  Math: 36.7%  Writing: 52.6%  Reading: 61.2%

11. All developmental education:  probably too broad  would have to be narrowed  might include only first time in college students  might need to look at one level – such as all 0306 classes  could still be too broad  however, addresses all three areas

12. Reading:  smaller cohort and manageable  only one full time reading teacher and many adjuncts  students have other ways to leave reading – through success in other college courses  reading skills critical to almost all other course work  students in developmental reading have highest rate of success, so is it our area of most critical need?

13. Math:  much larger cohort;  sheer numbers are challenging  student success the lowest in math  we may have our least success in math  it could be the greatest challenge  how to narrow the QEP and have numerous faculty lead the initiative.

14.  How to move from “language of deficiency” to “language of assets”  How to embrace an institution-wide, faculty driven initiative focused on creating significant success in student learning outcomes

15.  Conduct this next round of faculty focus group balloting  Work more intensely with select groups of faculty to narrow the topic  Faculty-produced proposal moves forward for final faculty/staff approval  Select QEP team and begin to study best practices and formulate the Plan

16. Thank you for your valuable participation!