Quality Enhancement Plan Workshop

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Quality Enhancement Plan Workshop

• CTC Employees
• October 1, 2, 8, 9, 2004

2
Todays Agenda

• Explain purpose of workshop
• Explain What is the QEP?
• Briefly go over QEP Document
• Discuss key concepts and issues
• Discuss FOCUS Newsletter questions and answers
• Address your questions

3
Purpose of QEP Workshop

• In preparation for SACS-COC Central Campus Visit
• Tuesday, October 19 Thursday, October 21
• May ask you to be interviewed regarding QEP

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What is the Quality Enhancement Plan (QEP)?

• New aspect of accreditation
• Compliance Review (70 standards)
• QEP
• Must be part of the institutions ongoing
  planning and evaluation process
• analysis of the effectiveness of CTCs learning
  environment
• A course of action that specifically addresses
  the quality of student learning

5
QEP Components

• Executive Summary (Section 1)
• Must be tied CTCs mission and purpose (Section
  2)
• Must provide an institutional context in which
  the QEP will be implemented (Section 3)
• Identifies and addresses the CTCs strengths and
  challenges (Section 3)

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QEP Components (Contd)

• Must explain the importance of the QEP to the
  institution (Section 3)
• Must explain how the QEP was developed
• Must explain how all employees of CTC are
  involved (Section 4)
• Must provide a topic, focus, and issues (Section
  4)

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QEP Components (Contd)

• Must name specific goals, objectives, and
  strategies (Section 5)
• Must develop a model and timeline (Section 6)
• Must explain the evaluation of the QEP and its
  goals (Section 7)
• Must explain how the QEP will be started and
  continued (Section 8)

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QEP Components (Contd)

• Section 9explains how the QEP process is
  currently being implemented

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QEP Topic for CTC

• Creating a Culture that Focuses on Enhancing
  Student Learning
• Resulted from QEP Core Committee, Leadership
  Team, Strategic Planning Task Forces, and
  Institutional Effectiveness collaborations
• Included feedback from faculty and staff members

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QEP Main Goal

• Improvement of student learning
• Student Learning definition
• The change in students knowledge, skills,
  behaviors, and/or values attributable to
  instructional feedback and service improvements
• Underlined portions represent QEP issues that may
  change each phase, according to survey findings

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QEP Focus Areas

• Two (2) Focus Areas
• Instructional
• includes academic and vocational departments
• Issue Instructional Feedback
• must use direct methods of assessment
• Non-Instructional
• includes all other departments
• Issue Service Excellence
• may use indirect methods of assessment

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Four (4) QEP Phases

• Phase 1 (2003)
• Central Campus, Fort Hood/Service Area Campuses,
  5000-Series Distance Learning
• Phase 2 (2005)
• Continental, Pacific Far East, Europe, Navy
  Campuses, 6000-Series Distance Learning
• Phase 3 (2007)
• Texas Dept. of Corrections, Military Contracts
• Phase 4 (2009)
• Community Outreach (Adult Education, Continuing
  Education)

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Six (6) Stages within each Phase (SAMTAS)

• Phase 1
• 1. Surveying (Noel Levitz) October 2003
• 2. Aligning (Strategic Planning, Institutional
  
• Effectiveness, Institutional Research). Fall
  2003
• 3. Marketing (Website, Open House,
  Newsletter).. Fall 2003, Spring
  2004
• 4. Training (QEP Units, Specialists,
  Portal).. Fall 2003, Spring 2004
• 5. Assessing (Unit Action Plans, Unit Assessment
  Reports)....... Fall 2004, Spring
  2005
• 6. Sharing Changing (CTC Report Card,
• QEP Forum). Summer 2005, Fall
  2005
• Phase 2 Begins October 2005

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QEP Evaluation

• Each summer, CTC will evaluate
• How CTC is meeting its goal to improve student
  learning
• How CTC is meeting additional goals
• How the QEP is working
• Findings will be presented in the CTC Report Card
  and discussed at the QEP Forum

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QEP Evaluation (Contd)

• CTC will determine as an institution the
  improvement of student learning
• If 50 or more of completed Unit Assessments
  Reports state they have met their unit goals
• Initial benchmark may change each Phase

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QEP Continuation

• The QEP will be a separate but integrated
  component under Institutional Effectiveness
  (Lillian Young, Dir.)
• Academic Assessment Director
• QEP Core Committee (QCC)
• Incorporated into the budgetary process
• QEP line item

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Possible QEP QuestionsFOCUS Newsletter

• What is CTCs QEP topic?
• What is the main, primary goal of the QEP?
• What are CTCs two focus areas?
• What are the specific issues that CTC will
  address?
• How many phases does the QEP have?
• In what year will all of CTC be fully
  participating in the QEP?
• How are you and your department involved in the
  QEP?
• What, specifically, is your role in the QEP?
• How will you know when the main, primary goal has
  been met?
• When is the end date for QEP?
• Who is in charge of the QEP? Where will it be
  permanently housed?

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Answers(check your own)

• 1. Creating a culture that focuses on enhancing
  student learning
• 2. The main goal is to improve student learning.
• 3. The two focus areas are instructional (for
  academic and vocational departments) and
  non-instructional (for all other departments).
• 4. The instructional issue is instructional
  feedback while the non-instructional issue is
  service excellence.
• 5. The QEP has four (4) phases Phase 1 (2003),
  Phase 2 (2005), Phase 3 (2007), and Phase 4
  (2009).

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Answers (check your own)

• 6. Beginning in Oct. 2009, all CTC faculty,
  staff, students, and administration worldwide
  will be fully participating.
• 7. Every member of each department (unit) will be
  helping its unit establish a baseline measurement
  and then implement an intervention related to
  their units issue.
• Every member will also help re-measure and
  determine whether student learning has improved.
  
• Based on results, members will help determine
  what changes will be implemented.

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Answers (check your own)

• 8. Here you should describe
• training/workshops youve attended
• how you administered baseline measurements
• how you will attend future training
• How you will help plan and participate in Unit
  Action Plan interventions.
• 9. CTCs standard to determine whether the goal
  to improve student learning has been met is based
  on 50 of units reporting that they met their
  goals.
• Once all interventions and measurements have
  been completed in the Spring of 2005, the QEP
  Core Committee (QCC) will analyze and evaluate
  the Unit Assessment Reports from every CTC unit
  and determine whether or not the 50 goal has
  been met. The CTC Report Card will report
  results.

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Answers(check your own)

• 10. There is no end date for QEP. It is a
  continuous process of improvement and will become
  part of CTCs institutional effectiveness process
• 11. CTC will select an Academic Assessment
  Director who will be in charge of the QEP as part
  of the Academic Assessment Office (AAO), which
  will be housed in the Office of Institutional
  Effectiveness with Director Lillian Young.

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Extra Credit

• 1.How many stages are in each QEP phase?
• Name each stage.
• 2. How did we decide on CTCs QEP issues?
• 3. After the SACS-COC visit (Oct. 19-21), when
  will SACS determine if CTC is still on track with
  the QEP?

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Extra Credit Answers

• There are six (6) Stages (SAMTAS)
• Surveying
• Aligning
• Marketing
• Training
• Assessing
• Sharing Changing
• Faculty, staff, and student feedback and input
  (Noel-Levitz and other surveys)
• In five years, SACS-COC will return for a
  follow-up report and visit

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QEP Website

• www.ctcd.edu
• Click on SACS-COC
• (bottom green bar, center)
• Click on Quality Enhancement Plan (right)