1. “Learn It! Live It!” Ensuring the Workforce Readiness Skills and Behaviors of Today’s and Tomorrow’s Workers Fall Convocation 2015 Presentation Quality Enhancement Plan

2. Broad-based Involvement of Stakeholders for Topic Isolation and Development The topic was chosen based upon a data review, survey of College constituents, employer surveys, as well as focus groups composed of faculty, staff, students, and community members.  It began with an isolation of possible themes.  These themes were narrowed down to one (workforce readiness).  This theme was converted into an actual topic.  Student learning objectives were developed for the topic.  Specific points of focus within the learning objectives were developed.  Focus groups developed implementation plans, training approaches, and assessment criteria. At all points, the “grass roots” approach was used.

3. Goals of the QEP (College-Wide Student Learning Goals to be Impacted by the QEP) Goal 1 Improve student mastery of critical workforce readiness skills and behaviors vital to the success of every new hire – no matter what the field – in the workplace. Goal 2 Improve student persistence and retention across all divisions through the uniform implementation of soft skills strategies. Goal 3 Improve student learning through strengthening faculty’s ability to both teach and assess workforce readiness skills. Goal 4 Create a community-wide recognition program which communicates student success in the mastery of workforce readiness skills deemed vital by area employers.

4. QEP Student Learning Outcomes Student Learning Outcome 1 Applied Communication Skills (written and verbal): Students will demonstrate competence in using written and oral communication to collaborate and resolve problems in work-based scenarios. Student Learning Outcome 2 Technology Skills: Students will demonstrate competence in selecting, using, and applying technology concepts, systems, and operations to workforce-related tasks. Student Learning Outcome 3 Soft Skills: Students will demonstrate soft skills with a focus on punctuality, responsibility, and teamwork necessary to be successful in today’s work environments. Goal =’s 85% of all graduates showing competency

5.  The QEP will enhance student learning and the environment supporting student learning while furthering OCtech’s mission to promote success and self-reliance for students (soft skills). Increased and sustained employment for graduates will also support the College’s commitment to foster economic growth in the region. QEP’s Connection to the OCtech’s Mission The mission of Orangeburg-Calhoun Technical College is to provide relevant training and education in a flexible environment that promotes success and self-reliance for students, and fosters economic development for the region.

6. Admissions, Initial Advising, and Orientation Students are introduced to QEP plan and objectives Progression Courses Skills are introduced and developed along with course content; formative assessment is conducted Academic Advising Advisors review progress toward QEP goals with their advisees Capstone Courses Students complete problem-based learning projects that incorporate all QEP goals in a unified format; summative assessment in conducted Graduation Students receive a Workforce Readiness Certificate. Area employers have been familiarized with this plan The Implementation Approach The College’s Choice Not to “Scale-Up” – The All or Nothing Approach (It will be a change in culture more so than an intervention.)

7. Some Details on the Implementation Approach  The College’s choice not to “scale-up” – The All or Nothing Approach (It will be a change in culture more so than an intervention.)  Campus-wide Involvement through training  Selection of “Train the Trainer” Model  Implementation in all courses taught (face-to-face, hybrid, and online formats by both full-time permanent and adjunct faculty, excluding dual- enrollment students)  Addition of Faculty Production Studio  Provision of Teaching and Learning Facilitator  Incorporate Assessment Data and Reporting into Compliance Assist  Develop a Community Career Readiness Certificate for Employers

8. Assessing the QEP  Formative Rubrics (in progression courses)  Summative Rubrics (in capstone courses)  See pages 67-69 for rubrics.  WorkKeys  Software Simulations of Soft Skills

9. Training Needs  Appreciative Advising  Assessment  Integrating Applied Communication Concepts for Problem Solving in a Work-Environment  The Big6 Approach to Integrating Technology for Problem Solving in a Work-Environment  The Tell-Show-Do-Feedback (TSDF) Model for Integrating Soft Skills  The Production Studio  The Learning Management System (LMS)  Problem-Based and Project-Based Learning

10. Advising Appreciative Advising http://www.appreciativeadvising.net/

11. Assessment Assessment in General Backwards Design Assessment Model http://www.pbs.org/teacherline/catalog/browse/?sa=5&js=0 1. Identifying desired results. 4. Taking into account the level of learning experiences and instruction (Remember Bloom’s Taxonomy.). 2. Determining acceptable evidence. 5. Taking into account what you want them to know and what you want them to do with it. 3. Planning learning experiences and instruction.

12. Assessment Specific to the QEP  Formative and Summative Rubrics  Data Collection

13. Integrating Applied Communication Concepts for Problem Solving in a Work Environment Best Practices and Models for Enhancing Skills

14. Integrating Applied Technology Concepts for Problem Solving in a Work Environment Big6 Approach The Big6 Skills approach can be used whenever students are in a situation, academic or personal, which requires information to solve a problem, make a decision or complete a task.” http://big6.com/ 4. Use of Information5. Synthesis6. Evaluation1. Task Definition 2. Information Seeking Strategies 3. Location and Access

15. Integrating Soft Skills Tell/Show/Do/Feedback Model A best practice review indicates that this tactic is the most productive way to incorporate and assess soft skills in course work. http://www.careersined.org/training_events/Tell-ShowDo-Feedback.shtm TellShowDoFeedback

16. The Production Studio Creation of Learning Objects

17. Learning Management System (LMS) Storage and Dissemination

18. Full Implementation and Assessment in Capstone Courses Project-Based and Problem-Based Learning http://www.edutopia.org/project-based-learning

19. As We Move Forward…  We need to get input from student groups between now and the time of the SACS visit.  We need to flesh-in the training plan details and begin the training process.  We need to flesh-in a plan for smoothly implementing the QEP in to all courses and assessing the results in progression and capstone ones.  We need to actually get the needed training.  We need to construct program definitions for QEP SLO specifics.  We need to share the QEP with area employers and community groups.  We needs to integrate QEP SLO’s in course outlines and course planning.  We need to have regular “town hall” meetings and ideas sessions.  Finally, we need to start the implementation.