The Process of Development for the QEP
This original process was modified due to the change in QEP focus in March 2004.
Summary
TSTC Harlingen first alerted college standing committees, councils and the IE committees to approach their committee work with a keen sense of the need to give special attention to information pertaining to student learning in the fall of 2002 and early spring 2003. During this time period, all TSTC Harlingen employees were required to attend an orientation about the upcoming reaffirmation process, with special attention given to the topic of the QEP and its development. Since that time, the following steps have been taken to identify a QEP focus and objectives: All standing committees submitted suggestions and recommendations for a QEP focus to the SACS Leadership Team. All recommendations were submitted by December 2003; The SACS Leadership Team discussed the submissions of college committees and determined the primary suggestions (advisement and basic skills development) required further investigation; A QEP Team was formed to discuss the wide array of issues submitted by the committees, but determined more feedback specifically targeted at student learning issues was desired (January 2004); The IER office and the VP of Student Learning develop an on-line survey for employees (one for staff and one for faculty) to garner more specific feedback for QEP (February 2004); and, QEP Team and SACS Leadership Team meet to discuss results of on-line QEP survey and refine a clear focus and objectives (early March 2004).
TSTC Harlingen first alerted college standing committees, councils and the IE committees to approach their committee work with a keen sense of the need to give special attention to information pertaining to student learning in the fall of 2002 and early spring 2003. During this time period, all TSTC Harlingen employees were required to attend an orientation about the upcoming reaffirmation process, with special attention given to the topic of the QEP and its development. Since that time, the following steps have been taken to identify a QEP focus and objectives:
Activities for Continued Development-
With the target population narrowed to new students and improving their basic skills needed to facilitate learning and development of motivational processes to sustain that learning, the QEP team now believes that it can move forward positively in a direction that the entire college appears to support fully. The QEP team has created the following Development Plan to guide the process of building a fully comprehensive QEP. QEP Development Plan March through April 2004 QEP Team meets to create structure for additional information needed prior to developing activities and expected outcomes. Information needed includes: Trend analysis of persistence and success for students assessed as not meeting basic college readiness skills (reading, math, writing); Literature review of best practices and emerging trends for development of basic skills as well as curriculum related to motivational and character-building processes that sustain learning ; and, Focus groups of students and faculty to get feedback regarding appropriate methods of carrying out the QEP focus and objectives. April—May 2004 QEP Team to synthesize all information identified during research phase of development and identify: Measurable outcomes expected to demonstrate the impact the QEP will have on student learning for each objective; and, Limited and focused activities that support the attainment of identified expected outcomes June—July 2004 QEP team, guided by the measurable expected outcomes and defined activities selected will: Develop a timeline for implementing and completing the plan; Assign qualified individuals to administer and oversee the plan; Allocate sufficient financial and physical resources to support and sustain the QEP; Appropriate fiscal and academic resources and systems to implement and sustain the outcomes of the plan; Identify measures (internal and external) to evaluate the plan; Identify an internal system for evaluating and monitoring the progress of the plan; and, Incorporate evaluation and assessment mechanisms into the operations of the QEP for ongoing enhancement. August 2004 Finalize QEP draft and supporting documents and submit to On-Site Review Team by August 13. October 2004 Work with On-site Review Team to refine submitted QEP proposal. October through August 2005 Work with consultants from On-Site team to finalize enhancements to QEP, begin processes of planning for implementation of plan. September 2005 Implement all QEP activities according to implementation plan
With the target population narrowed to new students and improving their basic skills needed to facilitate learning and development of motivational processes to sustain that learning, the QEP team now believes that it can move forward positively in a direction that the entire college appears to support fully. The QEP team has created the following Development Plan to guide the process of building a fully comprehensive QEP.
QEP Team meets to create structure for additional information needed prior to developing activities and expected outcomes. Information needed includes:
QEP Team to synthesize all information identified during research phase of development and identify:
QEP team, guided by the measurable expected outcomes and defined activities selected will:
