Developing A QEP Portfolio

Dr Virginia Caples University Professor and Extension Administrator Southern University New Orleans QEP Workshop October 17, 2008

Quality Enhancement Plan

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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.

Core Requirement 2.12

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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.

Student Learning

• 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.

Affirmation and Transformation Content Acquisition of Knowledge and Skills Interactions Student Learning Procedures and Policies Products Processes Activities

Student learning is changes in

• Knowledge • Skills • Attitudes • Values As a result of the university experience

QEP Background

• Know Your Institution - Institutional Mission, Role, and Scope - Planning and Evaluation Process - Decision-Making Process - Printed Organizational Structure and the Real Organizational Structure - Institutional Characteristics (Programs, Services, Students, Faculty, Staff)

Background Continued

• Know Your Institution - Strengths and Weaknesses - Challenges and Opportunities (Internal and External - Level of Institutional Self-Esteem (Faculty, Staff, Students, Alumni)

Background Continued

• Know The Learning Environment - Faculty - Facilities - Use of Technology - Learning Centers - Living Learning Centers (Residence Halls)

Background Continued

• Know The Learning Environment - Student Support Services - Financial Services - Level of Scholarship - Social Interaction - Health and Safety

Beginning The Process

• Leadership Team’s dialogue on the QEP.

• Assure a common understanding among the Leadership Team regarding “What is a QEP?

• Review the current status of your institution regarding institutional characteristics (CIP).

• Explore in-depth the learning environment (CIP).

Beginning The Process

• Identify specific projects or activities designed to address student learning, student development, and the learning environment.

• Analyze and discuss strengths and weaknesses of all aspects of the University.

• Analyze and discuss institutional and individual unit challenges and opportunities.

QEP Activities And Tasks

• Communicating the QEP concept.

– Campus wide presentations – Campus internal communication – organs – Individual unit presentations • Selecting the QEP focus.

• - Selecting the QEP Focus Committee – Defining the “Learning Environment”

QEP Activities And Tasks

• Academic Curriculum/Instruction • Academic Support • Living/Learning • Student Services • Administrative Support • Assessing student learning outcomes

QEP Activities And Tasks

• Internal and external environmental • data analyses • Institutional Student Profile Analyses • First-time and Transfer Student Data • General Education and Unit specific • Alumni and Employer Data • Campus-wide and unit surveys or other • input activities • Campus-wide focus, groups, discussion • groups, or electronic interactions • Activities to narrow the QEP focus • Selecting the QEP focus area

QEP Activities And Tasks

• • • • • • – – – Institutional approvals (Leadership Team administrative, governance) – Construction of the QEP.

Narrowing and selecting the empirical data Constructing the QEP conceptual framework Developing the QEP programs and activities Developing the QEP implementation and – – – evaluation plan Selective pre-submission evaluation of QEP results Final approval of QEP Submission of QEP to SACS

General Characteristics

• Long undervalued, private institution in a northern state within 50 miles of a major metropolitan center • Student number is 2,800 • Number of faculty 130 • Has 18 undergraduate programs and two graduate programs – Forestry – Animal processing • Large minority population (65%) • Males outnumber females on campus

Total Enrollment at WMU from 1990 to 2006 3000 2500 2000 1500 1000 500 0 Year

350 300 250 200 150 100 50 0 Capacity 2006 Rocky Sherman Bullwinkle Residence Hall Natasha Dudley Built in 1922

First Time Freshmen Applicants/Admission/Enrollment

Year New First Time Freshmen Applications 2002 2003 2004 2005 2006 1402 1456 1289 1498 1664 Applications accepted for Admissions 997 1021 922 1350 1583 New First Time Freshmen Enrollees 700 711 657 1102 1221 Percent of Applications Accepted for Admissions Percent of Accepted Who Enrolled 71.11% 70.12% 71.53% 90.12% 95.13% 70.21% 69.64% 71.26% 81.63% 77.13% Percent of Applicants who enrolled 49.93% 48.83% 50.97% 73.56% 73.38%

Average ACT Scores of First-Time Freshmen at WMU from 2002-2006 Subject Year Term English Mathe matics Social Studies Natural Sciences Compre hensive

2002 2003 2004 2005 2006 FA FA FA FA FA 19.73

19.64

19.45

17.94

17.12

18.76

18.80

18.74

16.91

16.17

18.04

18.05

17.51

18.10

18.36

18.18

17.12

14.30

13.86

12.67

19.10

19.20

18.07

17.96

17.70

Retention Rates by Gender at WMU Male 30 20 10 0 80 70 60 50 40 2002 2003 2004 Female 2005 2006 30 20 10 0 80 70 60 50 40

Fall 2004

GPAs of Freshmen during their First Semester at WMU

Term & Year English 2.59

Math 2.31

Science 2.31

Social Studies Cumulative 2.63

2.51

Fall 2003 2.59

2.61

2.32

2.33

2.29

2.31

2.67

2.59

2.47

2.58

Fall 2004 2.35

2.13

2.01

2.44

2.31

Fall 2005 Fall 2006 2.33

2.11

2.06

2.34

2.31

WMU Student Satisfaction Survey - Fall 2006 Admissions counselors accurately portray the campus I can easily be active in campus organizations Weekend activities for students are adequate I am able to experience intellectual growth I feel a sense of pride about WMU Tutoring services are readily available Courses in my major are effective Core courses in the language arts are effective Core courses in the social sciences are effective Core courses in the sciences are effective Core courses in mathematics are effective There is adequate parking Residence halls are comfortable Cultural events on campus are adequate A variety of intramural activities are offered My academic advisor is approachable The campus is safe and secure Financial aid is adequate for my needs Financial aid counselors are helpful Admissions staff are knowledgeable Faculty care about me as an individual Campus staff are caring and helpful 0 0.5

1 1.5

2 2.5

3 Average Grade for Question Response 3.5

4

Focus Group Faculty

• Network unreliable • Technology is improving • Several smart classrooms but no technology help to use them • No technology training is provided • Too many adjuncts teaching core curriculum • No productivity incentives • Faculty parking should be closer to buildings • Security should keep moose off campus • Inadequate pay • Few campus social activities • Need more adequate science labs • Art and music faculty feel isolated • Students seem to be unprepared for college work

Focus Group Staff

• Students are impatient and want everything right away • Customer service is valued highly • Salaries are low particularly for support staff • Staff computers are older and slow • Staff office space is small • Parking is too far away from buildings • No merit system for performance • Staff ideas for improvement do not receive any attention • No flexible hours for staff • Keep wildlife out of the trash cans • Only place to eat on or near the campus is the cafeteria

• • • • • • • • • • • • • • •

Focus Group Students

Nothing to do on campus Social activities and interaction are limited Metro bus is available only once a month and for limits the time in the city Academic counselors try hard to help Some core courses are not taught well Faculty for freshmen courses do not teach well or do not care Very little tutoring is available Student computer lab is available but there is limited software Moose wander on the campus No student activities on campus Student activities designed by older staff with no student input Campus environment is not intellectually stimulating No cultural activities Course evaluations do not seem to mean anything Cafeteria is the only place to eat within 30 miles

Student Affairs Featured List of Student Activities

• Nature trails (6.5 miles) adjacent to campus • One classic movie feature offered monthly in the gym • Each semester, talent show is sponsored • Moose Tracks pep rally for homecoming • Monthly WMU Bird Watcher’s Society tour • Monthly Metro Bus to city Leaves at 10:00 a.m. and returns at 1:00 p.m.

• Weekly health and fitness seminar • Volunteer campus clean-up activity each weekend • Tai Chi on the quadrangle most weekends

Discussion Question 1. What data sources were used to form the profile of Whatsa Matta U?

Discussion Question 2 Is the profile complete? What additional institutional data do you need?

Discussion Question 3.

Where might the data and profile lead you to begin to address a student learning focus for a QEP?

NOAH’S ARK

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Everything I need to know, I learned from Noah's Ark... ONE: Don't miss the boat. TWO: Remember that we are all in the same boat. THREE: Plan ahead. It wasn't raining when Noah built the Ark. FOUR: Stay fit. When you're 60 years old, someone may ask you to do something really big. FIVE: Don't listen to critics; just get on with the job that needs to be done. SIX: Build your future on high ground. SEVEN: For safety's sake, travel in pairs. EIGHT: Speed isn't always an advantage. The snails were on board with the cheetahs. NINE: When you're stressed, float awhile. TEN: Remember, the Ark was built by amateurs; the Titanic by professionals. ELEVEN: No matter the storm, when you are with God, there's always a rainbow waiting. Have a beautiful and glorious rainbow days in developing the QEP!!!!!!!!!!

The Meter Check

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Two gas company servicemen, a senior supervisor and a young trainee, were out checking meters in a neighborhood. They parked their truck at the end of the alley and worked their way to the other end. At the last house, a woman looking out her kitchen window watched the two men as they checked her gas meter. Finishing the meter check, the senior supervisor challenged his younger co-worker to a foot race down the alley back to the truck to prove that an older guy could outrun a younger one.

As they came running up to the truck, they realized the lady from the that last house was huffing and puffing right behind them. They stopped and asked her what was wrong.

Gasping for breath, she replied, “When I see two men from the gas company running as hard as you two were, I figured I’d better run too!” …from the Eureka website

Quality Enhancement Plan Resources

• SACS Principles of Accreditation • Handbook for Reaffirmation of Accreditation • Resource Manual for SACS Principles of Accreditation • Handbook for Review Committees • Resource Note Books from SACS QEP Institutes • Student Learning Outcomes References • Student Outcomes Assessment References • Assessing Student Learning (Linda Suskie) • Assessment Clear and Simple (Barbara Walvoord) • A Culture of Evidence (ETS)