QEP COMMITTEE SMALL GROUP REPORT

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QEP COMMITTEE SMALL GROUP REPORT

• SMALL GROUP MEMBERS
• LORNA IDOL
• TOM PATE
• JOE CUMMINGS

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EVALUATION OF SAC (SAN ANTONIO COLLEGE) QEP

• NOT TO BE CONFUSED WITH (Southern Association of
  Colleges and Schools) SACS

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CONSIDERATIONS ARISING FROM THE EVALUATION OF THE
SAC QEP

• APPOINT A LEAD WRITER FOR THE QEP
• LIST DEMOGRAPHICS OF
• COMMUNITY
• CHURCH
• FACULTY-INCLUDE LENGTH OF SERVICE AND RANK
• STAFF
• STUDENTS
• ALUMNI
• RATIO OF FULL-TIME FACULTY TO ADJUNCTS
• SALARY RANGE FOR ADJUNCTS
• INCLUSION OF ADJUNCTS IN OVERALL CAMPUS LIFE

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CONSIDERATIONS (CONTD)

• LIST OF COMMITTEE MEMBERS PROMINENTLY DISPLAYED-
  TO ENSURE DIVERSITY
• ADD A STATEMENT OF PURPOSE SAC SLIDE 1
• LIST ALL COMPONENTS OF A PLAN TO AFFECT STUDENT
  LEARNING OUTCOMES
• DEFINE TERMS OPERATIONALLY
• LIST SOURCES USED FOR MEASURING STUDENT OUTCOMES
  SAC SLIDE 2
• LIST SOURCES OF FEEDBACK SAC SLIDE 3
• POST A CLEAR STATEMENT ON THE PURPOSE OF
  PROMOTING THE QEP
• LIST COMPONENTS OF A PLAN TO AFFECT STUDENT
  LEARNING OUTCOMES SAC SLIDE 4

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SAC SLIDE 1

• QEP Focus

A college-wide professional development
initiative utilizing teaching and student support
strategies that improve student learning.
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SAC SLIDE 2

• Measures

• Pre- and post-tests of change in knowledge
• End-of-course tests or projects that measure
  mastery of skills instruments measuring
  behavioral change (e.g., the LASSI, CAAP critical
  thinking section)
• Observation and/or student portfolios
• Grades
• Licensure examinations
• Achievement in sequential coursework
• Persistence/retention rates
• Graduation/transfer rates

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SACS SLIDE 3
Presentations to solicit feedback on the QEP
Focus and the Murguia Learning Institute
2003-2005

• Faculty Senate (three meetings)
• College Council Monthly Meetings (QEP permanent
  item on agenda 2004-05)
• Employee Development Day (Keynote speech and two
  workshops)
• Joint Chairs Council Meeting
• Problem-Based Learning Faculty Cohort
• Student Success Advisory Committee

• New Faculty Orientation
• Adjunct Faculty Meeting
• Womens Center
• Counseling and Special Populations Department
• Admissions and Records Department
• Staff Council
• Learning Resources Center

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SAC SLIDE 4

• Student Learning Outcome Objectives
• Outcome Objective 1 random samples of students
  in classes of teachers participating in Murguía
  Learning Institute training/education activities
  will show more improvement in critical
  thinking/problem solving skills than random
  samples of students in classes where teachers
  have not participated in the Murguía Learning
  Institute.
• Outcome Objective 2 students in classes of
  teachers participating in Murguía Learning
  Institute training/education sessions on
  inquiry-based teaching will have gained
  analytical skills in the utilization of the
  scientific method or key mathematical concepts.
• Outcome Objective 3 in-class retention and
  productive grade rates for students in classes
  taught by faculty participants in the Murguía
  Learning Institute will be higher than
  departmental averages for that course.
• Outcome Objective 4 productive grade rates for a
  random sample of students in courses sequential
  to courses taught by Murguía Learning Institute
  participants will show a statistically
  significant increase from a fall 2005 baseline
  established for those courses.
• DRAFT - Goals Objectives
• www.accd.edu/sac/selfstudy/html/responses/pdf/qep/
  goals_objectives_061004.pdf
• FINAL - Goals Objectives
• www.accd.edu/sac/selfstudy/html/responses/pdf/qep/
  San_Antonio_College_Quality_Enhancement_Plan_8-9-0
  5.pdf (p 31)

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GOALS AND OBJECTIVES

• SAC PRESENTED A LIST OF
• FOUR PROCESS OBJECTIVES
• SAC SLIDE 5
• FOUR OUTCOME OBJECTIVES
• SAC SLIDE 6

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SAC SLIDE 5

• Process Objectives
• Process Objective 1 By August 31, 2009, San
  Antonio College will have participated in the
  design and development of a planned
  District-level data warehouse with the functions
  of providing data related to outcomes of programs
  supporting student learning, tracking students
  progress while here at SAC and after they leave,
  and comparing SAC with similar institutions.
• Process Objective 2 By October 31, 2005, a
  Teaching and Learning Center will have been
  established at SAC with the goal of helping
  faculty and staff learn about and implement best
  classroom practices and student support
  strategies for improving student success.
• Process Objective 3 By May 31, 2007, at least
  25 of faculty members will have received
  training in pedagogical strategies proven to
  increase student success and/or student
  persistence, such as student-teacher interaction,
  collaborative/active learning, development and
  implementation of new Learning Communities and
  Service Learning programs, problem-based and/or
  inquiry-based learning, Supplemental Instruction,
  and learning styles.
• Process Objective 4 By May 31, 2007, XX of
  counselors and student support staff will have
  received training in strategies proven to
  increase student success and/or student
  persistence, such as peer mentorship or student
  development interventions.
• Process Objective 5 By September 30, 2010, at
  least 25 faculty will have revised their syllabi
  to include utilization of strategies proven to
  increase student learning.
• Process Objective 6 By September 30, 2010, SAC
  will have established XX new Learning Communities
  for developmental, entry-level and gateway
  academic courses.
• Process Objective 7 By September 30, 2010,
  Student Development 0370 will have been enhanced
  to include expanded faculty mentorship/counseling
  for at risk students.

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SAC SLIDE 6

• Outcome Objectives
• Outcome Objective 1 By August 31, 2010, over
  7,000 SAC students (33) each semester will be
  receiving instruction in classrooms that utilize
  best practice strategies proven to improve
  student learning in a culturally diverse
  environment.
• Outcome Objective 2 By August 31, 2010,
  Productive Grade Rates for a scientifically
  selected random sample of students in sequential
  courses will show a statistically significant
  increase from a baseline established in Fall
  2005.
• Outcome Objective 3 By August 31, 2010, for
  professional technical programs whose passing
  rate is below 90, the composite passing rate on
  licensure exams at SAC will have increased by at
  least one percentage point from a Fall 2003
  baseline of XX.
• Outcome Objective 4 By August 31, 2010, results
  of employer satisfaction surveys will show that
  at least 80 of scientifically sampled employers
  rate employees trained in SACs Professional and
  Technical programs as above average or better.
  (baseline how do we do this?)
• Outcome Objective 5 By August 31, 2010, the
  percentage of Pell grant recipients completing
  50 of core requirements within two years of
  initial enrollment will have risen from a Fall
  2005 baseline of XX to at least XX.
• Outcome Objective 7 By August 31, 2010,
  graduation rates for Pell grant recipients will
  have risen from a Fall 2004 baseline of X to
  X1.
• Outcome Objective 6 By August 31, 2010, transfer
  rates to public 4-year institutions, as measured
  by the Texas Higher Education Coordinating Board,
  will have risen from a Fall 2004 baseline of 9
  to at least 10.
• Outcome Objective 8 By August 31, 2010, CCSSE
  results will show that students rate student
  teacher interaction and collaborative/active
  learning at SAC at levels above the average for
  community colleges of our size.

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ASSESSING THE QEP

• SAC EXAMPLES OF HOW TO MEASURE YOUR SUCCESS SAC
  SLIDE 7
• ARE THESE THE KIND OF THINGS THAT SACS LOOKS FOR?
• QUANTITATIVE VS QUALITATIVE INDICATORS SAC SLIDE
  8
• MILES WILSON, 2004 USED AS REFERENCES-WE SHOULD
  CHECK THESE
• FORMATIVE SUMMATIVE EVALUATION USED

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SACS SLIDE 7

• Traditionally-Used Quantitative Indicators
• Productive grade rates
• Retention/Attrition rates
• Course completion rates for developmental and
  non-developmental courses
• Graduation rates (degree and certificate)
• Transfer rates to four-year schools
• Passing rates on licensure exams
• Employment rates, especially for
  technical/professional students

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SAC SLIDE 8
Qualitative measures used

• To measure change in affective skills and
  behaviors
• ACT Collegiate Assessment of Academic Proficiency
  (CAAP) Critical Thinking Skills test
• Learning and Study Skills Inventory (LASSI)
• Community College Survey of Student Engagement
  (CCSSE)
• Assessment of Learner-Centered Practices (ALCP)
• Course or skill-specific pre- and post tests,
  such as CAAP subject tests
• To measure knowledge and mastery of
  technical/physical skills
• End-of-course tests or projects
• To measure satisfaction with QEP strategies and
  get feedback
• Internally-developed student and faculty surveys
  will be designed

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SAC ACCREDITATION WEBSITE

• www.accd.edu/sac/selfstudy

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SAC LEARNING OUTCOMES WEBSITE

• www.accd.edu/sac/iic/staff/scaceres
• www.accd.edu/sac/iic/staff/scaceres/Program20Outc
  omes/AssessPlanDesign.htm

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LESSONS LEARNED

• SAC SLIDE 9

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SAC SLIDE 9

• Have someone pick up visitors at airport
• Make sure you have students who know the QEP
  inside and out
• Meeting/lunch with Board members, well-briefed
• Have your President available to the Committee at
  all times
• Have President prepare with a brief response to
  every QEP criteria

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DESIGN A LOGO FOR OUR QEP
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MAKE SURE TO ADD A REFERENCES PAGE