Quality Enhancement
Plan
Transitional Education: A New Approach to Developmental Learning
In partial fulfillment
of
Requirements
for
Reaffirmation of
Accreditation
Southern Association of
Colleges and Schools
August 31,
2004
Transitional Education: A New Approach to Developmental Learning
At Central Alabama Community College,
nothing could delight our faculty more than an opportunity to improve student
learning. We are excited about the possibilities we see through our Quality
Enhancement Plan. We began with questions – What would work best? What would be
most beneficial to students? What will the Administration support? – and through
a long process of discussion and research, we made our choice. Our focus is the
underprepared student, the student who needs far more time, attention, and
assistance than the “traditional” student. We found that with 60% or more of our
students testing into this category each fall, the underprepared student IS the
traditional student at CACC. This Quality Enhancement Plan represents the first
steps of our journey towards success for that non-traditional traditional
student.
Central Alabama Community College represents, in many ways, a typical rural community college. With approximately 2,000 students on two campuses located approximately 35 miles apart, the college offers both technical and academic transfer courses. The College is the result of a 1989 merger of a junior college and a technical college; therefore, the majority of the College’s technical classes are offered on the Childersburg campus, formerly Nunnelley State Technical College. Continued growth of that campus has led to roughly equal numbers of academic transfer students on both campuses. Enrollment on the Alexander City campus, formerly Alexander City State Junior College, has remained fairly constant; however, the opening of the new Betty Carol Graham Technology Center in Fall 2004 is expected to increase enrollment in technical offerings for that campus.
A demographic analysis of
the College for the spring 2004 term shows a student body that is 32.3% male,
67.7% female, 73.4% Caucasian, 25% Black, 0.6% Hispanic, 1% other racial
designation. Total enrollment by campus for spring 2004 was 1,963 with 976
students enrolled on the Alexander City campus and 987 students enrolled on the
Childersburg campus. The average student age was 26. Figures for the summer 2004
term show a total enrollment of 1,374, with 659 enrolled on the Alexander City
campus and 715 enrolled on the Childersburg campus; 29.9% male and 70.1% female.
Racial make-up for summer 2004 was 71.3% Caucasian, 27.2% Black, 0.43% Hispanic,
0.93% other racial designation. In each term, approximately 60% of first-time
students tested into at least one developmental course.
With student demographics in
mind, the College began the process of determining the subject of its QEP by
conducting an employee survey in fall 2002. The survey was unsuccessful, with
only 19 respondents. Therefore, the College planned five campus-wide
brainstorming sessions in February 2003. These sessions were far more
successful, with 82 employees in attendance at one or more of the five meetings.
All ideas were recorded; items were then grouped according to three broad
categories (Learning Styles, Success Initiatives, and Developmental/Transitional
Education) and presented to the Planning Committee on June 20, 2003.
Subcommittees researched each of these categories, presenting recommendations at
a September 26, 2003, meeting of the Planning Committee. Presentations were
summarized and presented to the Executive Council in October 20, 2003.
Meanwhile, the College was
engaged in intensive review of its own policies and practices through its
Compliance Audit process. As College administrators reviewed, revised, and
responded to Compliance Audit findings, discussions began to revolve around
links between Subcommittee findings and the Compliance Audit. After some debate,
the Executive Council chose to focus on Developmental Education primarily
because of the high number of CACC students testing into developmental classes,
and the impact of their learning on all other classroom instruction. The
subcommittee which researched Developmental Education found that most
developmental classes were being offered by adjunct instructors who had no
offices on campus; therefore, students enrolled in developmental courses were
receiving little academic support outside the classroom. The Executive Council
therefore saw an identified need for greater support which could impact
classroom instruction and learning college-wide. Research and persuasive
arguments presented by the other two subcommittees regarding their assigned
topics led to integration of these topics into the QEP as well, fostering a
comprehensive Developmental Education program that will reach far beyond the
developmental classroom to assist underprepared students in making the
transition needed for successful college performance. With this initial goal in
mind, the College chose the title “Transitional Education: A New Approach to
Developmental Learning” for its QEP. This title captures the essence of the
project – not only to provide developmental studies but also to provide a
support base which helps these students transition into fully prepared and fully
motivated college students through support, tutorial services, enhanced
classroom instruction, and more.
Once this decision was reached, the College began taking steps to create a comprehensive plan for development of the QEP. The College President, Dr. James H. Cornell, assigned the development of the QEP to the Planning Committee under the direction of Barbara Anne Spears, who serves as accreditation liaison for the College. All College employees were invited to join the Planning Committee for its QEP meetings. Mrs. Spears coordinated various committee needs and assignments with Burk Yarbrough, chair of the Planning Committee, to ensure full representation of faculty, staff, and administration into the planning process. In fact, several College employees who do not traditionally serve on the Planning Committee were asked to serve.
These employees met for a
brainstorming session in which all elements of the QEP were discussed. From this
discussion emerged a list of items for consideration in creating a vision for
the QEP. Upon discussion, deliberation and refinement, the following vision statement was developed for the
QEP:
Central Alabama Community
College will collectively design and implement a process to enhance student
learning.
With this QEP vision
statement in mind, a subcommittee was created for the purpose of developing QEP
goals and objectives; these goals and objectives were then refined by the full
Planning Committee. Goals and objectives were assigned completion dates to
create a manageable timeline for implementation. Note that QEP Goals and
Objectives were designed to provide a framework within which the QEP subject
would be viewed. In other words, the QEP Goals and Objectives would be the same
regardless of the chosen QEP subject. This allowed the College to focus on the
QEP as a method for reaching the end goal of improving transitional
education.
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
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 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 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 August 2004.
Q-4.3 Develop an evaluation calendar by November 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 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 2007).
Q-5.3 Host one roundtable discussion each month
until completion of the third full year of implementation of the QEP plan
(spring 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.
Using these goals as a framework, the College could then develop its transitional education goals while keeping focused on the goals and objectives that the QEP must achieve. Although the College believes the transitional education goals and objectives to be of greater importance since they are, in effect, the purpose of the QEP, these QEP goals and objectives are used to assist the College in maintaining its focus on the project at hand.
Mrs. Laura Brown, English instructor, was selected by the Executive Council in fall 2003 to lead the developmental/transitional education program. Brown, who has been teaching for 31 years, received the 2003 Chancellor’s Award for Outstanding Instructor for the Alabama College System. Her selection was based not only on her love for developmental education and her strong teaching background but also on the following: she has taught as both an adjunct and a full-time instructor; she has taught on both campuses; she has a strong background in both English and math; and she teaches on the Alexander City campus but lives near the Childersburg campus, so she can commute between the two easily. She began conducting research and immediately attended a statewide developmental education conference. Employees began researching developmental education by conducting an extensive literature review, exploring models, and visiting websites of national organizations such as National Association for Developmental Education (NADE). It was decided that development of the QEP itself would be postponed until Mrs. Brown had adequate time to gain expertise in the developmental education area beyond her teaching experience.
However, several information-gathering activities occurred in fall 2003 and early 2004 in preparation. On January 23, seven employees attended a math software demonstration at Lawson State Community College. Laura Brown, Elizabeth Mitchell, Wanda Billingsley, Nick Nicholson, James Blair, Michael Lovett, and Melenie Bolton reviewed math software as presented by four different companies. On April 16, 2004, seven employees visited Monroeville, Alabama, to learn more about the developmental education program at Alabama Southern Community College (ASCC). Laura Brown, Nathan Brackeen, Elizabeth Mitchell, James Blair, Dawn Kretschmann, Wanda Harkins, and Barbara Anne Spears met with various ASCC employees to discuss specific programs in math, science, reading, and services to students, including hands-on experiences in the self-paced developmental learning laboratories. Following that visit, Laura Brown, James Blair, Barbara Anne Spears, Amelia Pearson, and James H. Cornell met with representatives of PACE software to view their product as well. Following all these reviews and assessments, the College chose to purchase the I CAN Learn® system for developmental math courses.
At the May 2004 QEP meeting, Mrs. Brown discussed her findings based on literature review, visits to other colleges, and communication with others in the developmental education field. Planning Committee members then began brainstorming to seek wording for a comprehensive vision statement for developmental/transitional education. After much discussion and revision, a vision statement for developmental/transitional education was finalized as follows:
The vision of transitional
education at Central Alabama Community College is to improve the college-wide
learning experience by enhancing success opportunities for underprepared
students.
A subcommittee, chaired by Mrs. Brown and consisting
primarily of instructors and counselors, crafted goals and objectives for the
Transitional Education program. These goals and objectives were also refined by
the Planning Committee and assigned completion dates to ensure affordable yet
timely implementation.
Transitional Education goals and objectives are as
follows:
T-1.1 Obtain approval from the
President in fall 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 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.
T-2.1 Develop a line-item budget for transitional education for a three-year period by fall 2004.
T-2.2 Complete budget request for
the 2004-2005 budget in June 2004.
T-2.3 Submit budget to ADPE 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 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 students
for their learning styles beginning fall 2005.
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
2004.
T-3.3 Provide I CAN Learn®
workshop for all transitional education math faculty and other interested math
instructors by fall 2004.
T-3.4 Invite professional speaker
to address faculty on brain-based learning and learning styles in spring 2005.
T-3.5 Provide workshop on software
to be used by writing/reading transitional education English and reading faculty
and other interested English instructors by July 2005.
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 instructors with the
results of learning style testing for each of their transitional education
students beginning fall 2005.
T-4.5 Expand Freshman Orientation
to include education on student learning styles and services provided by the Student Success Center* beginning fall
2006.
T-5.1 Conduct a review of
transitional studies evaluation methods beginning April
2004.
T-5.2 Establish an advisory
committee to review program goals and objectives for transitional education by
November 2004.
T-5.3 Establish an advisory
committee to review program evaluation for transitional education by June
2005.
T-5.4 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-5.5 Determine baseline data for
measuring program improvement of transitional education students by August
2004.
T-5.6 Create an evaluation
calendar by September 2004.
T-5.7 Present annual assessment
report by September 1 to the appropriate constituents.
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
2004.
T-6.7 Provide counseling,
computer-based supplemental instruction for basic skills, study skill
instruction, computer labs, and resume development assistance by fall
2006.
T-6.8 Provide tutorial services
for transitional education math students who do not qualify for Student Support
Services (SSS) by fall 2004.
T-6.9 Provide tutorial services
for transitional education writing/reading students who do not qualify for
Student Support Services (SSS) by fall 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 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 2005.
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 2004.
T-7.3 Develop an inventory of all
college services and personnel that may be most useful to transitional education
students beginning fall 2004.
T-7.4 Coordinate optimal
scheduling practices for developmental education courses among the division
chairs beginning fall 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.
The above goals with corresponding objectives represent the steps that CACC must take in order to successfully achieve a college readiness program that goes beyond developmental education to provide strong transitions for its students. Below, each goal and objective is described in terms of progress towards completion at Central Alabama Community College. In APPENDIX A, goals and objectives are presented according to a timeline.
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
April 2004.
The
following committees were established on April 9, 2004:
Literature Review – Denita
Oliver, chair; Roundtables – Glenda
Bland, chair, Childersburg and Ron Prochaska, chair, Alexander City; Learning Styles Testing – Wanda
Harkins, chair; Professional
Development/Training – Laura Brown, chair; Baseline Assessment – Nathan Brackeen,
chair; Space, Equipment &
Staffing – Amelia Pearson, chair, Alexander City and Ronald Harkins, chair,
Childersburg (note that Nathan Brackeen will replace Ronald Harkins as chair of
this committee upon Harkins’ retirement on September 1,
2004).
Q-1.2 Complete a comprehensive literature review
by July 2004.
Literature review extended
beyond the original review committee of Denita Oliver, chair; Barbara Anne
Spears; and Elizabeth Mitchell. Additional committee members included Carolyn
Ingram, Susan Tilley, Pam Sherrer, and Brandy Mitchell. The group conducted a
comprehensive review resulting in an annotated bibliography completed in August
2004. Their goals included a review of evaluation methods as well as review of
practices, procedures, research in the field of developmental education, and
identification of experts. However, information was shared among QEP
stakeholders long before the final annotated bibliography was published. The
review produced numerous ideas and areas for consideration among QEP planners
and developmental/ transitional education instructors. Information found through
the literature review was used in the following ways: development of course
objectives for developmental math courses, creation of the evaluation plan,
selection of QEP experts, determination of Best Practices, development of the
Transitional Education handbook, identification of needed materials and
supplies, direction of program content, and more. The annotated bibliography was
distributed in September for use by all College employees. A copy of this
bibliography is included as ATTACHMENT B.
Q-1.3 Develop a written QEP by July
2004.
This
draft document was actually not completed until August 2004. The document was
presented to the Executive Council for final review on September 1, 2004.
Q-1.4 Publish the QEP by September 2004.
The
edited QEP was published on the CACC QEP website for review by all personnel on
September 3, 2004.
Q-1.5 Annually coordinate QEP planning with
Strategic Planning to ensure continuity of purpose
college-wide.
QEP will be reviewed annually in tandem with the Strategic Planning in the annual review session each January. The first coordination session will occur in January 2005.
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.
The
first annual budget for the QEP project was submitted to the Business Office by
Mrs. Laura Brown on June 25, 2004. In addition, Mrs. Brown submitted a
three-year projected budget to the Executive Council for budget planning
purposes. These budgets are included in this document as ATTACHMENT
C.
Q-2.2 Identify facilities to be utilized in the
implementation of the QEP by July 2004.
The
first phase of facilities usage has been the identification of classroom space
to be converted into I CAN Learn® laboratories. In June 2004, the
English/writing lab on the Childersburg campus was identified as appropriate for
the I CAN Learn® lab, so the writing/reading lab was relocated. On August 12,
2004, the classroom was outfitted with the I CAN Learn® lab equipment. In
Alexander City, the EMS classroom was identified as appropriate for the I CAN
Learn® lab. On August 13 2004, the classroom was outfitted with the I CAN Learn®
lab equipment.
Other facilities identified
as locations for QEP activities include the following: writing/reading lab on
Alexander City campus will be located in Room L 303, which is in the wing of the
library with English instructors’ offices and classrooms; location of
writing/reading lab on the Childersburg campus has not yet been determined;
Student Success Center on Alexander City campus will be located on the
3rd floor of the library in the area currently occupied by RSVP,
which is relocating to the Career Tech building; location of the Student Success
Center on the Childersburg campus is unknown; office space for Mrs. Brown in
Childersburg will be provided in the E building in the adjunct office suite near
the I CAN Learn® lab. With the exception of Mrs. Brown’s office space, which
will be available fall term 2004, these locations are
tentative.
Q-2.3 Identify human resources necessary for the
successful development and implementation of the QEP by fall
2004.
Human resources necessary
for successful development and implementation of the QEP include student
classroom assistants and tutors for I CAN Learn® math lab and writing/reading
lab; a support staff person for the Student Success Center on each campus; and a
continuing supply of strong instructors dedicated to transitional
education.
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 2004.
As of September 1, the College has defined a QEP committee structure
and identified committee chairs. Laura Brown, division chair for transitional
education, will chair the Advisement Committee which will consist of advisors
from outside the College. Dr. Phil Hammonds, Superintendent of Education for the
Jefferson County Schools, has agreed to serve on that committee. Other
commitments should be secured within the next two months. Dawn Kretschmann, CACC
counselor, has agreed to chair the Coordination of Transitional Education
Services Committee. This committee will coordinate services among the
transitional education division, Student Services, and Student Support Services.
Three committees have been established for curriculum review by discipline.
James Blair and Elizabeth Mitchell will serve as co-chairs of the
Developmental/Transitional Math Curriculum Committee. Janie Hornsby will serve
as chair of the Developmental/Transitional Writing Curriculum Committee. David
Story will serve as chair of the Developmental Reading Curriculum
Committee.
Q-3.2 Meet with each division and department for review of the QEP draft in September
2004.
Information about the QEP
will be presented to all employees at the Fall Seminar to be held September 24.
Following the general meeting, the QEP will be further discussed in discipline
and department meetings, with emphasis on the role that members of each
discipline or department will play in the implementation of the QEP.
Q-3.3 Survey college constituencies annually for
opinions on developmental education beginning January
2005.
As
part of the comprehensive evaluation plan that is discussed later in this
document, college constituencies are scheduled to be surveyed annually. Initial
surveys to be used with faculty and students are included as ATTACHMENT D.
Additional survey instruments will be developed this fall by the Assessment
Committee.
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.
Baseline data as available has been evaluated and is presented
in APPENDIX I. Transitional education program outcomes have been developed and
are included as APPENDIX J.
Q-4.2 Develop evaluation instruments for all
components of the QEP subject by January 2005.
The Assessment Committee will work throughout the fall term 2004 to create needed evaluation instruments to be used according to the Evaluation Plan. The Assessment Committee has a long history of creating evaluation instruments and has, in fact, created almost all instruments now being used at CACC.
Q-4.3 Develop an evaluation calendar by November 2004.
The
Evaluation Calendar has been finalized and is included in ATTACHMENT H.
Q-4.4 Conduct evaluations according to the
evaluation calendar.
The
College has a long history of institutional evaluation. These evaluations will
be included in the College’s Planning and Evaluation Calendar and conducted on a
regular basis as part of the College’s overall evaluation system. A separate
Evaluation Calendar for the QEP has also been developed for review by the SACS
visitors and is included in ATTACHMENT H.
Q-4.5 Modify the QEP based on evaluation results
during the term following each evaluation cycle when
possible.
The first evaluations will
be conducted in October 2004. These evaluations will be informal surveys of
students currently enrolled in courses utilizing I CAN Learn®. At that time,
evaluations will be reviewed by the Dean and Associate Dean of Instruction and
the Division Chair for Developmental/ Transitional Studies. Modifications will
be documented by means of an Implementation Documentation Form (Close the Loop
form included as APPENDIX K), and will be reflected in the revised QEP document
to be published each June. When possible, modifications will be implemented
immediately; however, when budget or instructional constraints require a period
of longer than one term for completion of modifications, these modifications
will be made as soon as is reasonable.
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
2007).
The first QEP newsletter, Central Developments, was published in April 2004. A newsletter has since been published monthly and distributed to all employees of CACC in order to provide a forum for discussion and understanding. All issues are also published on the website at www.cacc.edu/qep. This employee newsletter will continue throughout the lifespan of the QEP. The newsletter is scheduled to be published quarterly in a slightly different form with revised content as Central Transitions, a newsletter for students, in fall term 2004.
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 2007).
The QEP website was begun in April 2004. All newsletters, minutes, memos, etc. related to the QEP to date have been published on this website. The website address has been published monthly in the QEP newsletter and has also been made available to employees via email notification.
Q-5.3 Host one roundtable discussion each month
until completion of the third full year of implementation of the QEP plan
(spring 2007).
Roundtables began in June and July 2004. During these two months, seven employee roundtables were scheduled. In August, student roundtables were held on the Alexander City campus. Student roundtables will be held in Childersburg in September. Alumni/Community member roundtables will begin in October 2004.
Q-5.4 Publish QEP evaluation results based on the
QEP evaluation calendar.
Results of all evaluations except evaluations of faculty by students
and evaluations of faculty by Dean/Associate Dean of Instruction will be
published college-wide in the long-standing tradition of CACC. As all
modifications based on evaluations must be determined by the next term following
the evaluation administration whenever possible as required in Q-4.5, evaluation
results will be available for publication within two months.
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.
As
described in Q-1.1, committees were established on April 9, 2004, and included
administrators, faculty and staff. Employees have also had additional input to
the QEP through the newsletter and roundtable discussions.
Q-6.2 Identify a key administrator to head the
QEP process by August 2004.
Because the QEP process at
Central Alabama Community College will focus primarily on instructional issues
to enhance student learning, Dr. Amelia Pearson, Dean of Instruction, will
oversee the QEP process. She will, however, work closely with Mrs. Linda
McGuirt, Associate Dean of Students, in administration of all issues related to
Student Services. Laura Brown, Chair of the Division of Transitional Studies,
will work closely with both of these administrators. Additionally, at the
recommendation of the I CAN Learn® company, lead instructors for transitional
math have been named on each campus. James Blair serves in this capacity in
Alexander City; Elizabeth Mitchell serves in this capacity in Childersburg. Each
of these lead instructors coordinates use of the I CAN Learn® lab and works
closely with Mrs. Brown, Dr. Pearson, and Mrs. McGuirt. The College anticipates
that lead instructors will be selected for transitional English and transitional
reading prior to implementation of changes in these disciplines in fall term
2005.
Q-6.3 Enlist administrators, faculty and staff to
craft articles for the QEP newsletter monthly.
The first newsletter, published in April 2004, was written entirely by the CACC accreditation liaison, Barbara Anne Spears. However, that first newsletter focused strongly on requests for articles, ideas, and submissions. Each subsequent newsletter has featured articles from employees, with administrators, faculty, and staff contributing at various times. In July 2004, the first student comments were featured.
Progress,
Developmental/Transitional Education Goals and
Objectives
1. Create a centralized transitional
education division to enhance student learning.
T-1.1 Obtain approval from the President in
fall 2003 to establish a transitional education
division.
Administrators agreed in
fall 2003 to establish a transitional education division beginning fall 2004.
Laura Brown was named division chair; this announcement was made in the Central Developments newsletter in April
2004.
T-1.2 Appoint a transitional education division
chair by August 2004.
Mrs.
Laura Brown, English instructor, was appointed to this position in April 2004.
She was scheduled to officially begin these duties at the beginning of fall 2004
term; however, she was granted one class’ release time in order to plan for QEP
during Summer 2004. Brown has often taught developmental English classes;
furthermore, her undergraduate math minor gives her a basic understanding of
math concepts and practices. Additionally, Brown has taught on both campuses and
has taught both as a full-time and an adjunct instructor for the College. Prior
to accepting her position of English instructor at CACC, she worked as a high
school English instructor for 27 years. She received the 2003 Chancellor’s Award
for Outstanding Instructor for all two-year college faculty in the state of
Alabama.
T-1.3 Develop a job description for the
transitional education division chair position by August
2004.
Job
description for the transitional education division chair can be found in
APPENDIX E.
T-1.4 Develop goals and objectives for
transitional education that reflect the College’s mission by July
2004.
The
College’s mission, revised spring term 2004 and approved by the Alabama State
Board of Education, is as follows:
Central Alabama Community
College seeks to provide accessible, affordable, quality education; promote
economic growth; and enhance the quality of life in its service area and
beyond.
Transitional education goals
and objectives as listed here were developed during spring term 2004 and
finalized in June 2004. Each supports the mission by seeking to provide “quality
education” and also by working to “enhance the quality of life” for students who
need additional support, remediation, or individual
instruction.
T-1.5 Schedule an orientation session between
the division chair and all developmental education instructors prior to fall
term 2004.
With
emphasis on transitional mathematics during the 2004-2005 academic year, the
College chose to focus on orientation for developmental math instructors.
Instructors met all day August 13 and 16 to learn the mechanics of I CAN Learn®,
coordinate instructional techniques and practices, and familiarize themselves
with the standardized syllabi for each course as developed by Mrs. Brown, Mr.
Blair, Mrs. Mitchell, and Sarah Scott, adjunct math instructor. English and
reading instructors will begin meeting with Mrs. Brown this fall to revise
transitional reading and English courses.
T-1.6 Secure appropriate space for a math lab
on each campus by July 2004.
A
Space, Equipment, and Staffing Committee was appointed on each campus to secure
appropriate space. The Childersburg committee was chaired by Dr. Ronald Harkins,
Dean of Financial Affairs, and the Alexander City committee is chaired by Dr.
Amelia Pearson, Dean of Instruction. Each committee secured space for the I Can
Learn® math labs on each campus. The math lab on the Childersburg campus is
located in the space previously occupied by the English/writing lab, Room E2.
The English/writing lab was moved to another location. Equipment was installed
in August 2004. The math lab on the Alexander City campus is located in the
classroom previously occupied by the EMT program, Room BS102. Equipment was
installed in August 2004. Classes in both new labs began August
18.
T-1.7 Secure appropriate space for a
writing/reading lab on each campus by July 2005.
At
present, lab space in Childersburg has not been finalized because of several
relocations currently under way. However, the Space, Equipment, and Staffing
Committee on each campus will finalize the process prior to July 2005. Because
of Mr. Harkins’ retirement in September, Mr. Nathan Brackeen will replace him as
chair of the Childersburg committee. In Alexander City, the College expects to
install the lab on the 3rd floor of the Thomas Russell Library by
replacing the current writing lab.
T-1.8 Secure appropriate space for a Student Success Center* on each campus
by July 2006.
At present, space for a Student Success Center* in Childersburg
has not been finalized because of several relocations currently under way.
However, the Space, Equipment, and Staffing Committee will finalize the process
prior to July 2005. Because of Mr. Harkins’ retirement in September, Mr. Nathan
Brackeen will replace him as chair of the Childersburg committee. In Alexander
City, the College hopes to install the Student Success Center* on the
3rd floor of the Thomas Russell Library in the space currently
occupied by the Retired and Senior Volunteer Program. This program is scheduled
to relocate to a newly vacated building on the College
campus.
T-1.9 Develop and publish a transitional
education faculty handbook beginning fall term 2004.
Work
on this handbook was begun in July 2004 by Mrs. Laura Brown, Chair, Division of
Developmental/Transitional Education. The handbook will be completed in phases,
which is why no completion date is included as part of this objective. The
General Information and Mathematics sections are scheduled for completion in
October 2004. The Reading and English/Writing sections are scheduled for
completion in July 2005. The handbook will then be updated annually and
distributed prior to the beginning of fall term.
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 2004.
Budget for 2004-2005 was developed and submitted to the Alabama Department of Postsecondary Education in June 2004. Review copy is included in APPENDIX E. This budget includes funding for adjunct instructors, in-state travel to workshops and other colleges, membership in the National Association for Developmental Education and the Alabama Association for Developmental Education, contractual services for a professional speaker who can present information on learning styles to all faculty, materials and supplies, and funding for a English/reading computer lab to include hardware, software, and furniture. Budgets for 2005-2006 and 2006-2007 have been drafted but will not be submitted to the Alabama Department of Postsecondary Education for approval until June 2005 and June 2006, respectively. These draft budgets with explanatory narrative are also included in APPENDIX E.
T-2.2 Complete budget request for the 2004-2005
budget in June 2004.
Budget for 2004-2005 was
developed and submitted to the Alabama Department of Postsecondary Education in
June 2004 and approved in July 2004. Review copy is included in APPENDIX
E.
T-2.3 Submit budget to ADPE for approval in
July 2004.
Budget for 2004-2005 was
developed and submitted to the Alabama Department of Postsecondary Education in
June 2004 and approved in July 2004. Review copy is included in APPENDIX
E.
T-2.4 Appoint the transitional education
division chair as the budget unit manager by August
2004.
Laura Brown was named Budget
Unit Manager for transitional education in June 2004 upon completion of the
2004-2005 budget.
T-2.5 Select faculty to teach developmental
courses.
Faculty for fall 2004 were
identified and scheduled in July 2004. All faculty selected to teach
developmental courses were identified in the budget request of June 2004 to
ensure that they will be paid according to this budget. Full-time faculty were
encouraged to teach developmental courses; currently, seven full-time faculty
teach at least one developmental course.
T-2.6 Select and secure books, software,
journal subscriptions, and other pertinent resources for the beginning phase of
the program by fall 2004.
On
July 13, administrators, developmental faculty, bookstore managers, financial
aid personnel, counselors, and other related personnel met with personnel from
the I CAN Learn® software company to ensure that all necessary components of the
new developmental math program are in place. Journal subscriptions for Research in Developmental Education and
the Journal of Developmental
Education were submitted by the Acting Librarian on June 22,
2004.
T-2.7 Select software for math lab by June
2004.
The
math faculty selected the I CAN Learn® software in March
2004.
T-2.8 Purchase I CAN Learn® software by July
2004.
Contracts for the I CAN
Learn® software were signed in June 2004.
T-2.9 Establish and equip I CAN Learn® (math) lab by August
2004.
Rooms for the I CAN Learn®
labs were identified in June 2004 and cleared in July 2004. Equipment was
installed August 12, 2004, in Childersburg and August 13, 2004, in Alexander
City.
T-2.10 Select and purchase software for a writing
/reading lab by March 2005.
English and reading
instructors have begun the process of reviewing software. They are scheduled to
complete their selection by March 2005 to ensure sufficient time for ordering
software, installing furniture, hardware, and software, and training
instructors.
T-2.11 Establish and equip transitional
writing/reading lab by July 2005.
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