QEP Goals and Objectives are as follows:

1. Develop a QEP to enhance student learning and assist students in acquisition of competencies for success in college courses.

Q-1.1 Establish committees to develop the QEP in April 2004.

Q-1.2 Complete a comprehensive literature review by July 2004.

Q-1.3 Develop a written QEP by July 2004.

Q-1.4 Publish the QEP by September 2004.

Q-1.5 Annually coordinate QEP planning with Strategic Planning to ensure continuity of purpose college-wide.

2. Ensure adequate resources for successful development and implementation of the QEP.

Q-2.1 Develop a budget for the QEP subject (transitional education) in June of each year.

Q-2.2 Identify facilities to be utilized in the implementation of the QEP by July 2004.

Q-2.3 Identify human resources necessary for the successful development and implementation of the QEP by fall term 2004.

3. Engage college constituencies in the development and implementation of the QEP.

Q-3.1 Establish committees to implement the QEP that are reflective of college constituencies by fall term 2004.

Q-3.2 Meet with each division and department for review of the QEP draft in September 2004.

Q-3.3 Survey college constituencies annually for opinions on developmental/transitional education beginning January 2005.

4. Utilize outcome-based assessment for continual refinement of objectives and strategies.

Q-4.1 Determine a baseline for assessment of the QEP subject (transitional education) by October 2004.

Q-4.2 Develop evaluation instruments for all components of the QEP subject by January 2005.

Q-4.3 Develop an evaluation calendar by September 2004.

Q-4.4 Conduct evaluations according to the evaluation calendar.

Q-4.5 Modify the QEP based on evaluation results during the term following each evaluation cycle when possible.

5. Promote college-wide communication regarding QEP development and implementation.

Q-5.1 Publish the QEP newsletter monthly until completion of the third full year of implementation of the QEP plan (spring term 2007).

Q-5.2 Publish all information related to the QEP and the QEP newsletter monthly on the College website until completion of the third full year of implementation of the QEP plan (spring term 2007).

Q-5.3 Host one roundtable discussion each month until completion of the third full year of implementation of the QEP plan (spring term 2007).

Q-5.4 Publish QEP evaluation results based on the QEP evaluation calendar.

6. Promote college-wide commitment to the QEP process from administrators, faculty, and staff.

Q-6.1 Involve administrators, faculty, and staff on QEP committees by April 2004.

Q-6.2 Identify a key administrator to head the QEP process by August 2004.

Q-6.3 Enlist administrators, faculty, and staff to craft articles for the QEP newsletter monthly.

Transitional Education goals and objectives are as follows:

1. Create a centralized transitional education division to enhance student learning.

T-1.1 Obtain approval from the President in fall term 2003 to establish a transitional education division.

T-1.2 Appoint a transitional education division chair by August 2004.

T-1.3 Develop a job description for the transitional education division chair position by August 2004.

T-1.4 Develop goals and objectives for transitional education that reflect the College’s mission by July 2004.

T-1.5 Schedule an orientation session between the division chair and all developmental/transitional education instructors prior to fall term 2004.

T-1.6 Secure appropriate space for a math lab on each campus by July 2004.

T-1.7 Secure appropriate space for a writing/reading lab on each campus by July 2005.

T-1.8 Secure appropriate space for a Student Success Center* on each campus by July 2006.

T-1.9 Develop and publish a transitional education faculty handbook beginning fall term 2004.

2. Provide resources to ensure comprehensive services devoted to transitional education students.

T-2.1 Develop a line-item budget for transitional education for a three-year period by fall term 2004.

T-2.2 Complete budget request for the 2004-2005 budget in June 2004.

T-2.3 Submit budget to Alabama Department of Postsecondary Education for approval in July 2004.

T-2.4 Appoint the transitional education division chair as the budget unit manager by August 2004.

T-2.5 Select faculty to teach developmental courses.

T-2.6 Select and secure books, software, journal subscriptions, and other pertinent resources for the beginning phase of the program by fall term 2004.

T-2.7 Select software for math lab by June 2004.

T-2.8 Purchase I CAN Learn® software by July 2004.

T-2.9 Establish and equip I CAN Learn® (math) lab by August 2004.

T-2.10 Select and purchase software for a writing/reading lab by March 2005.

T-2.11 Establish and equip transitional writing/reading lab by July 2005.

T-2.12 Establish and equip a Student Success Center* by August 2006.

T-2.13 Test developmental/transitional students for their learning styles beginning fall term 2005.

3. Provide professional development for transitional education faculty and staff.

T-3.1 Allocate funds within the transitional education division budget each year for professional development.

T-3.2 Publish a list annually of transitional education professional development opportunities beginning fall term 2004.

T-3.3 Provide I CAN Learn® workshop for all transitional education math faculty and other interested math faculty by fall term 2004.

T-3.4 Invite professional speaker to address faculty on brain-based learning and learning styles in spring term 2005.

T-3.5 Provide workshop on software to be used by writing/reading transitional education English and reading faculty and other interested English faculty by July 2005.

4. Communicate college-wide to link transitional education services to all components of the institutional community.

T-4.1 Publish monthly newsletter to provide information to all college employees about the development of transitional education program beginning April 2004.

T-4.2 Establish and maintain website as communication tool for QEP/transitional education beginning April 2004.

T-4.3 Discuss transitional education at Fall Seminar 2004.

T-4.4 Provide faculty with the results of learning style testing for each of their transitional education students beginning fall term 2005.

T-4.5 Expand Freshman Orientation to include education on student learning styles and services provided by the Student Success Center* beginning fall term 2006.

5. Formulate a comprehensive, systematic program evaluation plan for transitional studies.

T-5.1 Establish an advisory committee to review program goals and objectives for transitional education by November 2004.

T-5.2 Establish an advisory committee to review program evaluation for transitional education by June 2005.

T-5.3 Utilizing the National Association for Developmental Education (NADE) Self-Evaluation Guidelines, develop components of a systematic evaluation plan for transitional education by September 2004.

T-5.4 Determine baseline data for measuring program improvement of transitional education students by August 2004.

T-5.5 Create an evaluation calendar by September 2004.

T-5.6 Present annual assessment report by September 1 to the appropriate constituents.

6. Implement learning experiences to assist under-prepared students’ academic success.

T-6.1 Identify transitional education students using the state-required testing program.

T-6.2 Implement the I CAN Learn® computer-based program for developmental math courses on each campus by August 2004.

T-6.3 Acquaint transitional education students with learning support mechanisms congruent with their diagnosed learning styles beginning August 2005.

T-6.4 Develop a brochure for the promotion of learning according to one’s focus learning style by August 2005.

T-6.5 Implement the writing/reading computer-based program for developmental courses on each campus by August 2005.

T-6.6 Offer at least one “student success” workshop each semester on each campus beginning fall term 2004.

T-6.7 Provide counseling, computer-based supplemental instruction for basic skills, study skill instruction, computer labs, and resume development assistance by fall term 2006.

T-6.8 Provide tutorial services for transitional education math students who do not qualify for Student Support Services (SSS) by fall term 2004.

T-6.9 Provide tutorial services for transitional education writing/reading students who do not qualify for Student Support Services (SSS) by fall term 2005.

T-6.10 Develop policies by August 2004 addressing the number of developmental courses a student may complete in a semester, the number of times a student may re-enroll in a course, and the length of time a student may continue a course into the following term if so needed.

T-6.11 Incorporate alternative scheduling of developmental math courses each semester to facilitate completion of more than one sequential developmental course in a given semester beginning fall term 2004.

T-6.12 Incorporate alternative scheduling of developmental writing/reading courses each semester to facilitate completion of more than one sequential developmental course in a given semester beginning fall term 2005.

7. Coordinate services among other college programs to ensure student learning successes.

T-7.1 Include Student Support Services, Student Services, and/or Adult Education personnel at all QEP planning meetings and training seminars.

T-7.2 Communicate each term with Student Support Services personnel to discuss cooperative programming beginning fall term 2004.

T-7.3 Develop an inventory of all college services and personnel that may be most useful to transitional education students beginning fall term 2004.

T-7.4 Coordinate optimal scheduling practices for developmental/transitional education courses among the division chairs beginning fall term 2004.

*Student Success Center is used only for the purpose of this document. A name for the center will be determined at a later time.