Developing A QEP Portfolio

Dr Virginia CaplesUniversity Professor and Extension Administrator

Southern University New OrleansQEP Workshop

October 17, 2008

Quality Enhancement Plan

• 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

• 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 toproduce graduates that function effectively in a dynamic, global, and pluralistic world with a sound ethical foundation.

Affirmation andTransformation

Interactions

Products

Processes

Activities

Proceduresand Policies

Acquisition ofKnowledgeand Skills

Content

StudentLearning

Student learning is changes in

• Knowledge• Skills• Attitudes• Values

As a result of the As a result of the university university experienceexperience

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

GeneralCharacteristics

• 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

Built in1922

Rocky Sherman Bullwinkle Natasha Dudley

0

50

100

150

200

250

300

350

Re

sid

en

ce H

all

Occ

up

an

cy

Residence Hall

Capacity

2006

First Time Freshmen Applicants/Admission/Enrollment

Year

New First-Time Freshmen Applications

Applications accepted for Admissions

New First Time Freshmen Enrollees

Percent of Applications Accepted for Admissions

Percent of Accepted Who Enrolled

Percent of Applicants who enrolled

2002 1402 997 700 71.11% 70.21% 49.93%

2003 1456 1021 711 70.12% 69.64% 48.83%

2004 1289 922 657 71.53% 71.26% 50.97%

2005 1498 1350 1102 90.12% 81.63% 73.56%

2006 1664 1583 1221 95.13% 77.13% 73.38%

Average ACT Scores of First-Time Freshmen at WMU from 2002-2006

Year Term

Subject

EnglishMathe-matics

Social Studies

Natural Sciences

Compre-hensive

2002 FA 19.73 18.76 18.04 18.18 19.10

2003 FA 19.64 18.80 18.05 17.12 19.20

2004 FA 19.45 18.74 17.51 14.30 18.07

2005 FA 17.94 16.91 18.10 13.86 17.96

2006 FA 17.12 16.17 18.36 12.67 17.70

Retention Rates by Gender at WMU

GPAs of Freshmen during their First Semester at WMU

Term & Year English Math ScienceSocial

StudiesCumulative

Fall 20042.59 2.31 2.31 2.63 2.51

Fall 20032.59 2.32 2.29 2.67 2.47

Fall 20042.61 2.33 2.31 2.59 2.58

Fall 20052.35 2.13 2.01 2.44 2.31

Fall 20062.33 2.11 2.06 2.34 2.31

Campus staff are caring and helpfulFaculty care about me as an individual

Admissions staff are knowledgeableFinancial aid counselors are helpful

Financial aid is adequate for my needsThe campus is safe and secure

My academic advisor is approachableA variety of intramural activities are offered

Cultural events on campus are adequateResidence halls are comfortable

There is adequate parkingCore courses in mathematics are effectiveCore courses in the sciences are effective

Core courses in the social sciences are effectiveCore courses in the language arts are effective

Courses in my major are effectiveTutoring services are readily available

I feel a sense of pride about WMUI am able to experience intellectual growth

Weekend activities for students are adequateI can easily be active in campus organizations

Admissions counselors accurately portray the campus

0 0.5 1 1.5 2 2.5 3 3.5 4

Average Grade for Question Response

WMU Student Satisfaction Survey - Fall 2006

Focus GroupFaculty

• 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 GroupStaff

• 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 GroupStudents

• 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 FeaturedList 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 2Is 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

• 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• 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 PlanResources

• 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)