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  • state college of floridamanatee - sarasota

    right place right time right person

  • chapter 1 Executive Summary 4

    2 College Overview 6

    3 Literature Review and Best Practices 10

    4 Identifying and Selecting the QEP Topic 17

    5 Baseline Data and Resources 33

    6 Desired Student Learning Outcomes 39

    7 Organizational Structure 44

    8 QEP R3 Action 48

    9 Assessment 74

    appendix 1 Bibliography 78

    2 SCF Institutional Research Support for QEP Topic from SENSE, SSI, and CCSSE 80

    3 Faculty / Staff Development Day QEP Survey (Fall 2013) 82

    4 Student Feedback Survey for QEP (Spring 2014) 84

    5 Student Feedback Survey for QEP Results (Spring 2014) 86

    6 QEP R3 Visual Plan Model 88

    7 Faculty Mentor Application 89

    8 QEP Mentee Entering-Student Survey 90

    9 QEP Mentee End-of-Semester Survey 91

    10 QEP Mentor End-of-Semester Review 92

    11 Suggested Protocol for Mentee Focus Group & Faculty Mentor Meeting 94

    12 Glossary of Abbreviations and Terms 95

    right place right time right person

    table of contents

  • 54

    right place right time right person

    chapter 1executive summary

    QEP R3 will be implemented by selecting gateway mathematics and English courses populated by FTIC students in which both Faculty Mentors and Early Alert will be provided. The thesis of the plan is that with the added individual attention, which will im-prove the environment that supports student learning, there should be a quantifi-able improvement in both engagement and success of the student. The success of the plan will be assessed by comparing, at the end of the semester, the records of those in the QEP cohort (experimental group) with the FTIC students taking other sections of the same courses (control group).

    The first year will involve the development of program infrastructure, Early Alert technology and protocols, and training materials and professional development for faculty members teaching the sections selected for the pilot cohort and those selected as Faculty Mentors. Year 2 will be limited to face-to-face gateway classes taught on the Bradenton campus. Year 3 will expand the QEP to the Venice and Lakewood Ranch campuses.

    Table 1.1 shows the number of course sections (half mathematics and half English), students, and Faculty Mentors that will be involved in QEP R3 in Years 2 through 5.


    QEP Implementation Years 2 to 5

    Academic Year

    # Gateway Course Sections

    # of FTIC Students in Cohort

    # of Faculty Mentors

    2015-16 8 240 910

    2016-17 15 445 1718

    2017-18 20 600 24

    2018-19 25 755 30

    table 1.1

    Where a causal relationship or correlation exists be-tween QEP activities and improved student engagement and success, those elements of the QEP will be studied for expansion to a larger number of the FTIC student population.

    SCF remains dedicated to maximizing the success of our students and is committing administrative, fiscal, and personnel resources to support the implementation of QEP R3: right place, right time, right person.

    systems and resources available to students at SCF, but they need to know that these exist and choose to avail themselves of them. Thus, a five-year, three-part plan was designed, the goal of which was to address all of these issues.

    The plan, named QEP R3: right place, right time, right person, focuses on improving student engagement and success by changing the learning environment at SCF as follows:

    1. Create a Faculty Mentor program: FTIC students will be paired with Faculty Mentors for the fall and spring semesters of their first year. FTIC students are defined as students who have not previously been enrolled in any college credit classes and thus come to SCF with zero college credits; excluded in this definition are dual-enrolled students.

    2. Create an Early Alert system: The performance of FTIC students in select gateway mathematics and English courses will be monitored and reported by the faculty teaching those courses. If students demonstrate deficiencies or lack of progress in the first half of the term, faculty will notify the student, the students Faculty Mentor, and the Student Success Coordinator, who can intervene, offer assistance, and/or referral to the proper service.

    3. Increase awareness+ access to Learning Support Resources, Modules, and Student Support Services: Through both the Faculty Mentor program and Early Alert system, connect FTIC students with existing resources and services available to them at SCF that can enhance their experience at the College. In addition, the project will create customized learning modules to help students improve skills necessary for success in gateway courses.

    From its founding in 1957, the State College of Florida, Manatee-Sarasota (SCF) has been a dedicated curator of the educational needs of the communities it serves, and for many of its fifty-seven years, SCF graduates have maintained a higher GPA at Florida public universities when compared to the aggregate GPA of graduates from all other Florida state/community colleges. It is this commitment to excellence that has informed SCFs practice of regularly assessing its curriculum, programs, and services. Over the past several years, that assessment has revealed the disturbing fact that many first-time-in-college (FTIC) students encounter an increasingly complex college experience and either drop out during that first year or, if they remain in classes, still do not succeed. The research indicates that this is a nationwide event and hypothesizes three probable reasons: 1) the absence of a sense of connectedness to the institution; 2) a lack of readiness for college; and 3) ignorance of support systems that exist. In response to these barriers to student success, SCF has designed a collaborative, integrated Quality Enhancement Plan (QEP) targeting both the engagement and success of FTIC students with the expectation that both can be improved.

    A QEP steering committee comprised of faculty, staff, and students was constituted to gather pertinent information from the College community and to do extensive research on the study of best practices for FTIC engagement and success nationwide and, having done so, to design a plan to address those issues at SCF. Three things emerged from that research: 1) students would feel better oriented to college life if they had a mentor who is caring, accessible, and dedicated to empowering them with accurate information about how the college operates, helping them plan their academic pathway, and generally representing the Colleges commitment to them; 2) for students who are academically prepared to do college-level work, it is important to their success that they are made aware as soon as possible of any deficiencies in their progress in a given class and where they can receive assistance on these specific issues; and 3) there are a vast number of academic and personal support

  • 76

    chapter 2college overview

    right place right time right person

    (76.9%) of the Colleges Fall 2012 FTIC (both part-time and full-time) were under 21, while less than one-third (31.7%) of the total Fall 2012 student population was 20 or younger (2012-13 SCF Fact Book, pp. 18 & 16, re-spectively). Thus, the FTIC population is much younger than the overall student population. Additionally, SCFs collegiate school juniors and seniors (as well as 11th and 12th graders in other area high schools) are eligible to complete high school while simultaneously earning their A.A. degrees through dual enrollment.

    Tuition at Floridas state colleges is significantly lower than the cost of its universities. The average per capita income of wage earners in the Bradenton and Sarasota area is $31,000, making SCF an accessible and attractive opportunity for a rewarding future. Of the students eligible to apply for student financial aid in

    Fall 2011, 52 percent received Pell grants.

    Lower division open-door admission policies allow SCF students who require remediation to get the skills they need for college-level courses. Providing the Colleges academic instructional needs are 125 full-time faculty and approximately 350 adjunct faculty members.

    More than 82 percent of the first-time-in-college (FTIC) students beginning their studies in Fall 2012 and Spring 2013 declared their intentions to earn an Associate in Arts degree. The A.A. degree program includes com-mon core curriculum which, as a result of a statewide articulation agreement, permits the Colleges graduates to enter a Florida state public college or university at the junior level. Excellence in teaching is a cherished tradition at the State College of Florida. Testifying to the success of its graduates, SCF students who transfer to state universities within Florida have consistently earned higher GPAs compared to native students. In fact, SCF is also among the top 100 associate degree producers in the nation.

    The average age of all students