1. The Quality Enhancement Plan: An Overview Dr. Virginia Caples, University Professor and Extension Administrator Southern University at New Orleans QEP Workshop October 17, 2008 New Orleans, LA

2. SACS Principles Of Accreditation: Quality Enhancement… Quality Enhancement- Institutions are expected to enhance the quality of programs and services. The COC expects institutions to engage in continuous programs of improvement and can demonstrate and document such in relationship to its stated mission.

3. Enhancement An existing entity, activity, process, etc. An existing entity, activity, process, etc. Evolves from, or is an outgrowth of the institutional planning, effectiveness, and continuous quality improvement process Evolves from, or is an outgrowth of the institutional planning, effectiveness, and continuous quality improvement process Specialized analysis Specialized analysis Quality should be a “given” Quality should be a “given”

4. Quality Enhancement The context for quality enhancement is a continuous improvement plan referred to as Institutional Effectiveness (IE) by SACS. The context for quality enhancement is a continuous improvement plan referred to as Institutional Effectiveness (IE) by SACS. IE is an ongoing, integrated, and institution- wide research-based planning and evaluation process: IE is an ongoing, integrated, and institution- wide research-based planning and evaluation process: Systematic Review of mission, goals, outcomes Systematic Review of mission, goals, outcomes Continuous improvement of institutional quality Continuous improvement of institutional quality Demonstrates effectiveness of accomplishing the institutional mission Demonstrates effectiveness of accomplishing the institutional mission

5. Institutional Quality Enhancement Principles Continuous quality improvement is an institution-wide ongoing process involving central and decentralized units and activities. Continuous quality improvement is an institution-wide ongoing process involving central and decentralized units and activities.

6. QE Principle Participation in continuous quality improvement is not optional for any unit or activity. Participation in continuous quality improvement is not optional for any unit or activity.

7. QE Principle Continuous quality improvement must be representative, responsive, and appropriately structured for each unit’s involvement. Continuous quality improvement must be representative, responsive, and appropriately structured for each unit’s involvement.

8. QE Principle Continuous quality improvement requires institutional commitment at all levels: Continuous quality improvement requires institutional commitment at all levels: Governance AdministrationFaculty StudentsStaff Community at-large

9. QE Principle Continuous quality Continuous quality improvement is based upon ongoing self-compliance assessment (audits).

10. Governance Board Executive Administration “It takes a whole university to graduate a student!” Academic Affairs Student Affairs Business & Finance Research & Development Purchasing Education Admission Learning Resources University College TestingArts & Sciences Business Engineering & Technology Agricultural & Environmental Sciences Human Resources Computer Services Comptroller Physical Facilities Public Safety Auxiliary Enterprises Public Relations Grants & Contracts Alumni Affairs Instramural Sports Tele- communications Residential Life Career Development Student Health Student Activities Counseling & Development Cooperative Extension Title III Registrar Graduate School International Programs Property Management Chaplain Financial Aid Governance Board

11. Assessment Establishes clear, measurable expected learning outcomes, goals, objectives Establishes clear, measurable expected learning outcomes, goals, objectives Ensures sufficient opportunity to achieve outcomes, goals, objectives Ensures sufficient opportunity to achieve outcomes, goals, objectives Systematic gathering, analyzing, and interpreting evidence to determine the level of achievement Systematic gathering, analyzing, and interpreting evidence to determine the level of achievement Using results to understand and improve learning, activities, programs, etc. Using results to understand and improve learning, activities, programs, etc.

12. Assessment 1. Establish Goals 2.Provide Learning Opportunities 3. Assess Student Learning 4. Use the Results

13. A Culture of Evidence Claims Evidence Assessment Claims Evidence Assessment What do we want or need to say about students, programs, activities, etc.? What does the student have to do to prove that he or she has the knowledge and skills claimed? What assessment tools and/or activities will elicit the evidence that you will need about the student’s knowledge and skills? ExEx Exercise 1 Exercise 2 Exercise 3

14. Quality Enhancement Plan The Quality Enhancement Plan (QEP) is the component of the accreditation process that reflects and affirms the commitment of the Commission on Colleges to the enhancement of the quality of higher education and to the proposition that student learning is at the heart of the mission of all institutions of higher learning. The Quality Enhancement Plan (QEP) is the component of the accreditation process that reflects and affirms the commitment of the Commission on Colleges to the enhancement of the quality of higher education and to the proposition that student learning is at the heart of the mission of all institutions of higher learning.

15. Core Requirement 2.12 Core Requirement 2.12: The institution has developed an acceptable Quality Enhancement Plan (QEP) that (1) includes a broad-based institutional process identifying key issues emerging from institutional assessment, (2) focuses on learning outcomes and/or the environment supporting student learning and accomplishing the mission of the institution, (3) demonstrates institutional capability for the initiation, implementation, and completion of the QEP, (4) includes broad-based involvement of institutional constituencies in the development and proposed implementation of the QEP, and (5) identifies goals and a plan to assess their achievement. Core Requirement 2.12: The institution has developed an acceptable Quality Enhancement Plan (QEP) that (1) includes a broad-based institutional process identifying key issues emerging from institutional assessment, (2) focuses on learning outcomes and/or the environment supporting student learning and accomplishing the mission of the institution, (3) demonstrates institutional capability for the initiation, implementation, and completion of the QEP, (4) includes broad-based involvement of institutional constituencies in the development and proposed implementation of the QEP, and (5) identifies goals and a plan to assess their achievement.

16. Student Learning Defined, yet an expandable end Defined, yet an expandable end Confluence to form outcomes that seek to produce graduates that function effectively in a dynamic, global, and pluralistic world with a sound ethical foundation. Confluence to form outcomes that seek to produce graduates that function effectively in a dynamic, global, and pluralistic world with a sound ethical foundation.

17. Student Learning Content Acquisition of Knowledge and Skills Procedures and Policies ActivitiesProcessesProductsInteractions Affirmation and Transformation

18. Products Content Acquisition of Knowledge and Skills Procedures and Policies Affirmation and Transformation Activities Processes Interactions

19. Student learning is changes in Knowledge Knowledge Skills Skills Attitudes Attitudes Values Values As a result of the university experience

20. Understanding the Learning Environment The primary mission of the University is to produce graduates that function effectively in a dynamic, global, and pluralistic world with a sound ethical foundation. The primary mission of the University is to produce graduates that function effectively in a dynamic, global, and pluralistic world with a sound ethical foundation. This mission can be best achieved through strong integrated teaching, research and public service components under-girded by effective and efficient student and administrative support services. Thus, the entire campus community is the learning environment as well as external influences. This mission can be best achieved through strong integrated teaching, research and public service components under-girded by effective and efficient student and administrative support services. Thus, the entire campus community is the learning environment as well as external influences.

21. Know the Learning Environment Faculty Faculty Facilities Facilities Use of Technology Use of Technology Learning Centers Learning Centers Living Learning Centers Living Learning Centers (Residence Halls) Student Characteristics Student Characteristics Student Support Services Student Support Services Financial Services Financial Services Level of Scholarship Support Level of Scholarship Support Social Interaction Social Interaction Health and Safety Health and Safety Curriculum Curriculum

22. Quality Enhancement Plan Carefully designed focused course of action (framework, blueprint, plan of action, guide) Carefully designed focused course of action (framework, blueprint, plan of action, guide) Addresses clearly defined issues, actions, or events related to enhancing student learning and development Addresses clearly defined issues, actions, or events related to enhancing student learning and development Compliments, the ongoing integrated institutional planning, effectiveness, and the continuous quality improvement process Compliments, the ongoing integrated institutional planning, effectiveness, and the continuous quality improvement process Component of the accreditation process that affirms student learning as the centerpiece of the institution’s mission Component of the accreditation process that affirms student learning as the centerpiece of the institution’s mission Opportunity to enhance overall quality Opportunity to enhance overall quality

23. Quality Enhancement Plan Evolves from the results of the planning and evaluation process Evolves from the results of the planning and evaluation process Institutional analysis Institutional analysis Prescribes benchmarks and outlines processes for achievement based on best practices Prescribes benchmarks and outlines processes for achievement based on best practices Should not be bound by tradition, rather energized by creativity, innovation, and technology as appropriate Should not be bound by tradition, rather energized by creativity, innovation, and technology as appropriate

24. Defining Program and Student Learning Outcomes Program outcome Program outcome A specific, measurable statement that describes desired performance A specific, measurable statement that describes desired performance Operational outcome Operational outcome a type of outcome that addresses operational or procedural tasks, such as efficiency or satisfaction a type of outcome that addresses operational or procedural tasks, such as efficiency or satisfaction Student learning outcome Student learning outcome Specific type of program outcome that describes the intended learning outcomes that students must meet on the way to attaining a particular degree Specific type of program outcome that describes the intended learning outcomes that students must meet on the way to attaining a particular degree More precise, specific, and measurable than goal More precise, specific, and measurable than goal There can be more than one outcome related to each goal There can be more than one outcome related to each goal A program or student learning outcome can support more than one goal A program or student learning outcome can support more than one goal

25. Think SMART When Defining Operational and Student Learning Outcomes Specific Clear and definite terms describing the abilities, knowledge, values, attitudes, and performance Clear and definite terms describing the abilities, knowledge, values, attitudes, and performance Measurable It is feasible to get the data; data are accurate and reliable; it can be assessed in more than one way It is feasible to get the data; data are accurate and reliable; it can be assessed in more than one way Aggressive but Attainable Has potential to move the program forward Has potential to move the program forward Results-oriented Describe what standards are expected from students or the program Describe what standards are expected from students or the program Time-bound Describe where you would like to be within a specified time period Describe where you would like to be within a specified time period

26. Outcomes and Performance Indicators are Linked Concepts Program Outcome Program Outcome Operational outcome Operational outcome Type of outcome that addresses operational or procedural tasks, such as efficiency or satisfaction Type of outcome that addresses operational or procedural tasks, such as efficiency or satisfaction Student learning outcome Student learning outcome Type of program outcome that describes the intended learning outcomes that students must meet on the way to attaining a particular degree Type of program outcome that describes the intended learning outcomes that students must meet on the way to attaining a particular degree Performance indicator Performance indicator A means of objectively quantifying the results of programs, products, projects, or services A means of objectively quantifying the results of programs, products, projects, or services When defining outcomes, it may be useful to think about potential performance indicators first When defining outcomes, it may be useful to think about potential performance indicators first

27. The Quality Enhancement Plan Should reflect: Should reflect: - Enhancement of student learning and development - Institutional Commitment - Leadership - Process - Sources - Scope - Implementation and Assessment Strategies - Resources

28. The Mouse Story

29. A Mouse looked through the crack in the wall to see the farmer and his wife opening a package. "What food might this contain?" He was devastated to discover it was a mousetrap. Retreating to the farmyard, the mouse proclaimed the warning. "There is a mousetrap in the house!; there is a mousetrap in the house!" The chicken clucked and scratched, raised her head and said "Mr. Mouse, I can tell this is a grave concern to you, but it is of no consequence to me. I cannot be bothered by it." The mouse turned to the pig and told him, "There is a mousetrap in the house." The pig sympathized but said, "I am so very sorry Mr. Mouse, but there is nothing I can do about it but pray. Be assured that you are in my prayers." The mouse turned to the cow. She said, "Wow, Mr. Mouse. I'm sorry for you. But it's no skin off my nose." So the mouse returned to the house, head down and dejected, to face the farmer's mousetrap alone. That very night a sound was heard throughout the house like the sound of a mousetrap catching its prey. The farmer's wife rushed to see what was caught. That very night a sound was heard throughout the house like the sound of a mousetrap catching its prey. The farmer's wife rushed to see what was caught.

30. In the darkness she did not see that it was a venomous snake whose tail the trap had caught. The snake bit the farmer's wife. The farmer rushed her to the hospital and she returned home with a fever. Now, everyone knows you treat a fever with fresh chicken soup, so the farmer took his hatchet to the farmyard for the soup's main ingredient. But his wife's sickness continued, so friends and neighbors came to sit with her around the clock. To feed them, the farmer butchered the pig. The farmer's wife still did not get well. She died; And so many people came for her funeral the farmer had the cow slaughtered to provide enough meat for all of them. In the darkness she did not see that it was a venomous snake whose tail the trap had caught. The snake bit the farmer's wife. The farmer rushed her to the hospital and she returned home with a fever. Now, everyone knows you treat a fever with fresh chicken soup, so the farmer took his hatchet to the farmyard for the soup's main ingredient. But his wife's sickness continued, so friends and neighbors came to sit with her around the clock. To feed them, the farmer butchered the pig. The farmer's wife still did not get well. She died; And so many people came for her funeral the farmer had the cow slaughtered to provide enough meat for all of them. So, next time you hear someone talking about QEP and asking for your involvement, remember that the QEP is an institutional concern that requires the involvement of all units and components. So, next time you hear someone talking about QEP and asking for your involvement, remember that the QEP is an institutional concern that requires the involvement of all units and components.