Transcript Quality Enhancement Plan (QEP)

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QEP Executive Task Force
Co-Chairs
Dr. Nico Schüler
Dr. Beth Wuest
Student Support
Ms. Jennifer Beck
Mr. Terence Parker
Mr. Curtis Schafer
Advising
Ms. Jennifer Grant
Ms. Kristi Rickman
Mr. Brian Robinson
Students
Mr. Christopher Covo
Assessment Planning
Mentoring
Dr. Brock Brown
Dr. Laurie Fluker
Dr. Paul Gowens
Dr. Pamela Wuestenberg
Dr. Gail Ryser
Budget Development
Dr. Ronald Brown
Marketing
Dr. Mary Ann Stutts
Quality Enhancement Plan (QEP)
Personalized Academic and Career Exploration (PACE)
The Quality Enhancement Plan
describes a carefully designed
course of action that addresses a
well-defined and focused topic or
issues related to enhancing
student learning.
The Quality Enhancement Plan, 2007
Personalized
Academic and
Career
Exploration
Goals
To help freshmen clarify their
career goals
------------To assist freshmen
in developing and implementing an
educational plan
Initiatives
PACE Center
University Seminar
College Faculty Liaisons
Technology
Outline of Activities
 Constituents introduced to the QEP (fall 2007)
 QEP Topic Development Team
- determined topic selection criteria (spring 2008)
- narrowed topics to six (spring 2008)
 Leadership Team approved the topic (summer 2008)
 QEP Task Force
- developed framework, including student learning
outcomes (fall 2008)
- identified key initiatives (spring 2009)
- strategized actions (spring 2009)
- finalized plan details (fall 2009)
BROAD-BASED PROCESS
Pervasive Practices
 Reviewed mission, values, and goals resulting from
university’s strategic planning process
 Derived concepts from institutional data and best
practices
 Requested input from entire university community
 Organized broad-based decision making groups
- QEP Topic Development Team and QEP Task Force
represented widest range of university stakeholders
(including divisions, colleges, faculty, staff, undergraduates,
graduate students, alumni, and City of San Marcos)
 Maintained open dialogue
Relationship to University Needs
 Supports the University Mission
Texas State University-San Marcos is a public, studentcentered, doctoral-granting institution dedicated to
excellence in serving the educational needs of the
diverse population of Texas and the world beyond.
 Supports the University’s Goal 3
Provide a premier student-centered, educational
experience that fosters retention and success and is
built on academic programs with clearly defined
learning outcomes and a rigorous level of academic
challenge.
 Supports documented need for educational and career
planning
FOCUS OF THE PLAN
Goal I
To help students clarify their career goals
Outcomes and Actions
 1.A. Students will assess their future career opportunities
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Take career readiness inventory & write reflective piece
Research careers and related educational expectations
 1.B Students will relate career requirements to their personal
interests, abilities, and values
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Analyze career options based on interests, abilities, & values
Explore qualities needed to be successful in a particular career through
mentoring relationship and informational interviews
Develop professional presentation skills
 1.C. Students will choose appropriate career pathways, based on
continuous self-assessment and analysis of the work world
–
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Chart a career pathway
Participate in experiential learning activities
Goal II
To assist students in developing and implementing
an educational plan
Outcomes and Actions
 II.A. Students will select an academic program that is consistent
with their interests, abilities, and career goals.
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Analyze educational programs based on career assessment results
Define the most appropriate educational pathway based on their
academic status, abilities, and interests
 II.B. Students will chart a sequence of courses for academic
program completion.
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Assess options and electives to enhance educational program based on
their goals
Develop a sequence for taking courses to efficiently complete educational
program
 II.C. Students will choose co-curricular opportunities to enhance
their educational and career goals.
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Be acquainted with and active in professional organizations
Be acquainted with and active in organizations which will develop
qualities and skills applicable to their educational and career goals
INSTITUTIONAL CAPACITY FOR
INITIATION AND CONTINUATION
Assuring Capacity
 Charted a feasible timeline for development,
implementation, and assessment
 Developed an organizational structure
-
identified functions to be performed
determined reporting lines
drafted job descriptions for key roles
 Budgeted operational costs
 Acquired necessary facilities
 Gained commitment from Board of Regents
PACE Organizational Chart
PACE Center
Undergraduate Academic Center
BROAD-BASED INVOLVEMENT
IN DEVELOPMENT AND
IMPLEMENTATION
Development of Plan
 QEP Task Force developed plan over 2 years
- QEP Task Force (43 member representation of
divisions, colleges, faculty, staff, and students)
- QEP Task Force Planning Groups (6 subgroups -advising, mentoring, student support services, budget,
assessment, and marketing)
- QEP Executive Task Force (14 members representing
all subgroups)
 QEP Task Force
- developed framework, including student learning
outcomes (fall 2008)
- strategized actions (spring 2009)
- determined timeline, organizational structure, budget, &
assessment (summer 2009)
- finalized plan details (fall 2009)
Implementation of Plan
 PACE Leadership provided by
-
PACE Administration, a new administrative group
reporting to the Provost
PACE Council, a representative group providing
guidance in achieving the PACE goals
-
PACE Assessment Committee, a subgroup overseeing
assessment activities
 PACE organization identified for each action and
initiative including functions to be performed and
reporting lines
 Support from three divisions (Academic Affairs, Student
Affairs, and Information Technology) essential to continued
success of PACE
ASSESSMENT OF THE PLAN
Assessing the Plan
 Assessments will be led by the PACE Assessment
Coordinator and PACE Assessment Committee
 Each of the six student learning outcomes are
assessed through multiple measures
 Assessments for each action provide specific data to
instructors / service providers
 Assessment plan includes additional measures to
ascertain overall effectiveness
- Matriculation, persistence, satisfaction, and efficiency of
progression
Assessments
 Data include
- Formative and Summative
- Direct and Indirect
- Quantitative and Qualitative
 Details of assignments and instruments / rubrics to be
developed simultaneously
 Assessment timeline allows for three full years of data
collection prior to submission of Impact Report
Timeline for the Future
 Spring & Summer 2011
– Hire Dean and Assistant Dean
 2011 - 2012
– Pilot University Seminar units; portfolio software, and
assessments
– Establish PACE Council
 2012 - 2013
– Involve incoming freshmen with PACE Center advising
– Appoint and develop College Faculty Liaisons
 Spring 2013
– Officially open new PACE Center
Intended Consequences
 Student success
In developing and implementing their educational plan
-- In clarifying their career goals
--
 Higher levels of satisfaction
 Efficiency of progression
 Increased graduation rates
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