Exploring the QEP Topic: The Past, Present, and Future Paths to Compliance

Developing the QEP 9 Steps to a QEP Step One Selecting the Topic Explain the purpose of the QEP Ensure widespread participation by all pertinent institutional groups Base selection on empirical data QEP can extend, modify,redirect, or strengthen an improvement that is already underway QEP significant to the institution as a major enhancement to student learning Exploration and research with limited number of faculty, administrators, and students

Step One - What Has Been Done CriteriaEvidence Explain the Nature and Purpose of the QEP to members of the institutional community Convocation 2006/2007 Del Mar College Faculty Page Website Brochure for Solicitation of Topics Initial Exploration and research about the topics Steering Committee-Review Topics Del Mar College Faculty Page Website -White Papers of Topics Ensure widespread participation by all pertinent institutional groups Convocation 2006/2007 Faculty Invited to Write White Papers/ Focus Group Discussions

Step One - What Has Been Done Topics Categorized 1.Applied Content Model 2.Math Across the Discipline 3.Orientation as a Planned Event 4.Freshman Seminar 5.Engagement 1 st Yeat Advising 6.Learning Communities 7.Math Applied Technical Math 8.Critical Thinking 9.Student Portfolios 10.Developing Excellence Through Training 11.Supplemental Instruction 12.Reading Across the Discipline

Step One –What Has Been Done White Papers On QEP Topics Assessment Related To Topic Supplemental InstructionBased on empirical data from several core courses Integrating Math Instruction into Technical Programs No empirical data provided E-Portfolios: Digitalizing Learning Outcomes No empirical data provided

Step One –What Has Been Done FOCUS GROUPS SURVEY RESULTS

Positive CommentsNegative Comments Community and Employer Focus Groups (n=5) Makes a difference for students who needs help SI students can zero in on problem areas Can SI students able to teach others? Do the SI students have the ability and patience to teach others? Faculty II Focus Groups (N=9) Good Experience with peer teaching Can help with learning fundamental subject- math Intensive assessment would be involved How do we identify at risk courses Overall Comments of Focus Groups for Supplemental Instruction

Positive CommentsNegative Comments Student Focus Groups (N-8) Can be beneficial especially in high risk subjects if structured Sees as a crutch Questions instructors methods of instruction Employee Focus Groups (N-11) Students can relate to each other Good experience with peer tutoring Will enhance but cannot do it alone Funding an issue? Faculty Focus Groups (N-14) Good concept Any help would be beneficial Low number of students participate SI leader could affect outcome Course instructor must be committed Supplemental Instruction Continued

Positive CommentsNegative Comments Community and Employer Focus Groups (n=5) Have math lab requirement for all math classes DMC must Students not getting out because lack math background High Schools need to teach math Faculty II Focus Groups (N=9) Needs to extend beyond tech program Math as driving need for student graduation success Not convinced would work at the College in the whole How will it be instructed? Overall Comments of Integrating Math Instruction into Technical Programs

Positive CommentsNegative Comments Student Focus Groups (N-8) Can be beneficial Help students see the importance of math in their field of study Employee Focus Groups (N-11) Important to teach students who cannot think for themselves Good for nursing Not convinced will work at the College on the whole How will it be instructed? Faculty Focus Groups (N-14) Tech students need math Math a drawback Students not selected for specific programs weak in math Integrating Math Instruction into Technical Programs Continued

Positive CommentsNegative Comments Community and Employer Focus Groups (n=5) Help students see their progress Instill self-discipline Can influence student values Faculty II Focus Groups (N=9) Helps students see importance of courses Allows student see their progression from simple to complex Time factor for keeping up with portfolio for student is challenging Monitoring a challenge Overall Comments of Portfolios

Positive CommentsNegative Comments Student Focus Groups (N-8) Sees the benefits of a portfolio Good backup of academic work Not compatible with all programs Hard to put together Employee Focus Groups (N-11) Overall insight to student learning Allows student to see progression Time factor challenging Monitoring a factor Faculty Focus Groups (N-14) Effective for reinforcing topics Give student sense of accomplishment Use as tool for potential employers Students do not know what they are Difficult to apply occupational ed. outcomes Who evaluates

Step One - What Has Been Done Criteria Ensure widespread participatio:n by all pertinent institutional groups. AdministrationSACS CONF; 2006& 2007 Convocation Newsletter; brochure’ s Faculty/Staff2006& 2007 Convocation Newsletter; brochure’ s; Focus Group Surveys StudentsRound Table Focus Group Surveys/ Roundtable discussions on White Papers Alumni/CommunityRound Table Focus Group Surveys/ Roundtable discussions on White Papers Trustees

Step One - Continuing the Process “The topic needs to be sufficiently broad to be viewed as significant to the institution and as a major enhancement of student learning.” Student learning can be defined as

Step One- Continuing the Process “ Broad-Based institutional process identifying key issues emerging from institutional assessment” EXPLORATION OF THE –Institutional Culture –Strategic Planning –Goals –Mission –Assessment Result

Step One- Continuing the Process POSSIBLE ASSESSMENTS DEL MAR COLLEGE INTERNAL ASSESSMENTS Survey FeedbackIdea Evaluations Student SatisfactionCCSSEE Nationally Standardized Measures National Community College Benchmark Standards Attendance FiguresStatistical Profile “Institutions are encouraged to base their selection of the topic for the QEP on empirical data and analysis of these data”

Step One- Continuing the Process Del Mar College’s Graduation Rate and Transfer Rate Findings of the Del Mar College’s Assessments National Community College Benchmark Standards (2007) Completed Degree in 3 years Transferred in 3 years Completed or Transferred in 3 years FTIC- Fall 2003 (n=985) 8.64% (n=85) 12.20% (n=120) 20.83%

Step One- Continuing the Process Core Course Retention, Success Rate and Completion Rates National Community College Benchmark Standards (2007) Retention (Stayed in class and received a Grade of A-F) Success Rate (Received A Grade of A-C) Completer Success English Comp I (n=2,088) 78%61.1%78.2% English Comp II (n=889) 62.6%50.2%80.2% College Algebra (n=780) 62%40.7%65.7% Speech (n=121) 78.5%66.9%85.2%

Step One- Continuing the Process Findings of the Del Mar College’s Assessments Statistical Profile- FTIC Testing in Developmental Education Fall 2004 (N-2036) Fall 2005 (N-1840) Fall 2006 (N-1647) Fall 2007 (N-1129) Dev. English34 %27%25%34.5% Dev. Math68%60%61%63.5% Dev. Reading31%25%22%37% Total (One or More Dev. ED) 71%62.5%63.5%73.4% College Level or Exempt 29%37.5%36.5%26.6%

Step One- Continuing the Process Findings of the Del Mar College’s Assessments National Community College Benchmark Standards (2007) Retention (Stayed in class and received a Grade of A-F) Success Rate (Received A Grade of A-C) Completer Success Developmental English 78 %55%70% Developmental Math 68%36%53% Developmental Reading 77%53%69%

Step One- Continuing the Process Findings of the Del Mar College’s Developmental Education Data Compared to the National Study of Baseline Data ( Gerlaugh et.al, 2007) Retention (Stayed in class and received a Grade of A-F) Success Rate (Received A Grade of A-C) Completer Success Developmental English 78 % (Natl- 83%) 55% (Natl- 73%) 70% (Natl- NA) Developmental Math 68% (Natl- 80%) 36% (Natl- 68%) 53% (Natl- NA) Developmental Reading 77% (Natl- 83%) 53% (Natl- 76%) 69% (Natl- NA)

Findings of the Del Mar College’s FTIC Developmental Education National Community College Benchmark Standards (2007) Developmental Students Retention and Success in First College-Level Courses FALL 2004 COHORT (Completed as of Fall 2005) Retention (Stayed in class and received a Grade of A-F) Success Rate (Received A Grade of A-C) Completer Success Math (N-248)78.6%56%71.2% English (N-204)79.4%64.2%80.8% Step One- Continuing the Process

Step One-Narrowing the Focus White Papers Results Not based on institutional empirical data Math, in general, appears to biggest concern Management and monitoring of portfolios appear to be a challenge SI appears to have valid support, but can be incorporated as a component of the overal QEP topic Assessment Results Low graduation rates Low Success rates in Core Class 60-73% of FTIC students enroll in one or more DEV. Ed Class Low Success Rate in Dev. Ed Classes

After Examining the Topics and the Analyzing the Institutional Empirical Data What Would Be A QEP Topic that will focus on student learning…. Increase student learning based on research and best practices Enhance the climate for student learning Benefit the institution

Model QEP’s A Formula for Success in College Mathematics – Abraham Baldwin Agricultural College Focus On Reading- West Kentucky Community & Technical College Moving Mathematical Mountains – Southeast KentuckyCommunity and Technical College Connections to College Success: Enhancing Developmental Education – Hazard Community and Technical College Quest for Excellence in Mathematics: Facilitating Growth In Mathematical Learning Skills – Hinds Community College

What Was Their Plan? A Formula for Success in College Mathematics – Abraham Baldwin Agricultural College Annual Math Faculty Retreats Faculty Learning Communities and Course Revisions Design Expert Learning Courses for Instructors and Students Computer Lab and Testing Lab Supplemental Instruction Tutorial Program including Video Training and Web Tutoring Course Portfolio Placement Testing and Advising

What Was Their Plan? Focus On Reading- West Kentucky Community & Technical College Faculty Learning Circle Workshop Professional Development Campus Wide- Best Practices Training College Reading Group Activities Selection of Book Library Book Reading Reading Contests Phi Theta Kappa Book Drive Popular Material Lease Program

What Was Their Plan? Moving Mathematical Mountains – Southeast KentuckyCommunity and Technical College

What Was Their Plan? Connections to College Success: Enhancing Developmental Education – Hazard Community and Technical College

Developing the QEP Steps to A QEP Step Two – Defining the Student Learning Outcomes Step Three – Researching the Topic Step Four – Identifying the Actions to be Taken Step Five – Establishing the timeline for Implementation Step Six – Organizing for Success Step Seven- Identifying Necessary Resources Step Eight- Assessing the Success of the QEP Step Nine – Preparing the QEP for Submission to the COC