Transcript WHY AM I HERE? - Guilford Technical Community College

WELCOME
Quality Enhancement Plan
Topic ID Team Meeting
February 23, 2012
Background Information
 Requirements for Reaffirmation
 Compliance with Principles of Accreditation
Integrity
 Commitment to quality enhancement


Compliance with core requirements


Entails the QEP
Compliance with comprehensive standards
Mission, governance, and effectiveness
 Programs
 Resources


Compliance with requirements related to Title IV programs
Overview
Launch QEP Initiatives – Feb 2012
Launch Compliance Report Initiatives – Aug 2012
SACS VP Visit to Campus – Fall 2013
Reaffirmation
December 2015
Compliance Report Due – March 2014
Off Site Review – May 2014
Focused Report Response Due – July 2014
QEP Due – August 2014
Site Visit – Fall 2014
Impact Report of QEP – 5 years out
The QEP
REQUIREMENT
OR
OPPORTUNITY?
Requirement or Opportunity?
 Yes and Yes!
 Required
by Commission on Colleges
CR 2.12 - The institution has developed an acceptable Quality
Enhancement Plan (QEP) that includes an institutional
process for identifying key issues emerging from institutional
assessment and focuses on learning outcomes and/or the
environment supporting student learning and accomplishing the
mission of the institution.
Standard 3.3.2 - The institution has developed a Quality
Enhancement Plan that (1)demonstrates institutional capability
for the initiation, implementation, and completion of the QEP; (2)
includes broad-based involvement of institutional constituencies
in the development and proposed implementation of the QEP; and
(3) identifies goals and a plan to assess their achievement.
QEP - Defined
 Carefully designed course of action
 Well defined topic focus or issue related to
enhancing student learning and/or the environment
supporting student learning to accomplish the
college mission
 Must be integrated as a part of college strategic plan,
mission, vision, and values
Lessons Learned
 Select a QEP initiative that can be MEASURED
 Focus, Focus, Focus – related to student learning
and/or environment that supports it
 Careful not to create a solution looking for a problem
 Don’t lose sight of learning outcomes
QEP Specifics
 A change strategy
 Strengthen student performance & faculty/staff behavior
 Significant opportunity
 Must be based in research and knowledge
 Requires broad-based institutional commitment
 Focus on design is crucial
 Goals/outcomes must be assessed and reported
 It will evolve
QEP Process
 QEP development process
 Identification of a viable topic
 Identification of actions that address the learning issue
 Development of project plan and assessment plan
 Allocation of adequate resources to accomplish the plan
QEP Timeline Phases & Team Development
Plan
Development
Team
Implementation
Team
Phase I – Initial
Planning
Phase II – Topic
Selection
Phase III Development
Phase IV – Preimplementation
Phase V Implementation
Ensure broad
based input &
selection of topic
Conduct research
& write the plan
(outcomes &
assessments)
Allocate
resources &
manage project
Topic ID
Team
Overall Proposed Timeline
Phase I– February 2012
Phase II – December 2012
Phase III– January 2013
QEP Draft – May 2014
Submit QEP – August 2014?
QEP Process
 Make Process Visible
 Create a website for QEP awareness
Process overview
 Planning team members
 Meeting schedules & notes
 Supporting information

 Example
 Example 2
QEP - Your Role
 Topic ID Team
 Strategic Plan and Internal Data Review
 Determine a Topic Selection Process
 Facilitate that Process
TOPIC IDENTIFICATION
WHERE TO START?
QEP Topic Identification Overview
 Must be an institutional process
 Should provide breadth of coverage
 Involvement of constituencies/stakeholders
 Emerge from institutional assessment
 Include expertise in student learning
 Related to strategic plan
 Informed by vision, mission, values
QEP Topic ID Process
 Two basic approaches – Must relate to institutional
planning and data
1.
As a group we can brainstorm for topics and then
disseminate the results to the broader community
2.
Seek ideas from the broader community first and then begin
to narrow our focus
QEP Topic Identification
 Use of an institutional process to identify key issues
 Strategic plan
 Program assessment results
Existing institutional
 CCSSE
assessment results
 Institutional survey results
 Program review results
 What are other institutions doing?
 Invite topic ideas
New institutional
 Focus groups & pro-active solicitation
assessment initiatives
 Feedback survey
 Other sources (white papers, etc.)
BOT
Administration
Staff
Faculty
Students
Advisory
Committees
Questions?
Comments?
WHO WE ARE
Enrollment
45,000
40,000
35,000
30,000
25,000
2010-2011
2005-2006
20,000
15,000
10,000
5,000
0
Curriculum
Continuing Ed.
Basic Skills
Total
Student Demographics
Curriclum
70%
60%
50%
40%
Curriclum
30%
20%
10%
0%
Males
Males Females Females White
White Minority Minority
2005-06 2010-11 2005-06 2010-11 2005-06 2010-11 2005-06 2010-11
Curriculum Online Learning
25,000
20,000
15,000
Total Seats Enrolled
# Taking Online Course
10,000
5,000
0
2005-06
2010-11
Curriculum Online Learning
Avg Courses/Student
3
2.5
2
1.5
Avg Courses/Student
1
0.5
0
2005-06
2010-11
Curriculum Online Learning
Sections Offered Online
900
800
700
600
500
Sections Offered Online
400
300
200
100
0
2005-06
2010-11
Curriculum Online Learning
70%
60%
50%
40%
2005-06
2010-11
30%
20%
10%
0%
Males
Females
Whites
Minority
Faculty and Staff
70%
60%
50%
40%
2005-06
2010-11
30%
20%
10%
0%
Males
Females
Whites
Minority
Strategic Plan Review