Quality Enhancement Plan (QEP)

What is the Quality Enhancement Plan and how does it

relate to Guilford Technical Community College?

The Quality Enhancement Plan (QEP) is an important and required component of the Southern Association of Colleges and Schools (SACSCOC) re-accreditation process. It describes an in-depth, focused five-year plan that GTCC will develop with broad-based community support to significantly enhance student learning on the GTCC campus. As such, unlike much of the work associated with accreditation, the QEP looks to the future.

SACSCOC recognizes that student learning is at the heart of the mission of all institutions of higher learning. The QEP is an opportunity and an impetus for an institution to enhance overall institutional quality and effectiveness by focusing on an issue or issues the institution considers important to improving student learning. The plan launches a process that can move the institution into the future characterized by creative, engaging, and meaningful learning experiences for students (SACSCOC Handbook,21).

What has been chosen for the QEP?

SPARK (Students Providing Alternative Resources for Knowledge) is focused on peer learning.  Supplemental instruction is the peer learning strategy we are implementing in biology courses for the QEP.

QEP defined:  Based upon institutional assessment, the QEP is an opportunity for GTCC to focus specifically on student learning and/or the environment that supports student learning and accomplish the mission of the College.

  • In fall 2012, the College involved all College stakeholders in the topic selection process.
  • In spring 2013, first year experience was selected as the focus area for the QEP.
  • In summer 2013, a new committee was charged with teasing out the component of first year experience that would best support student learning at GTCC.

Upon examination of College data, other institutional initiatives already in place (Completion by Design and PRESS), and new state policies (multiple measures and performance based funding); peer learning was selected as the kernel of the first year experience, or any point in a student’s experience, most likely to improve instructional capability and student learning.

  • The peer learning strategy/intervention was condensed into supplemental instruction.
  • Supplemental instruction is a peer-led academic assistance program that targets traditionally high risk courses and is offered to all students enrolled in the supported classes.
  • Target classes -BIO 163, BIO 165, and BIO 166.
  • Participation in SI will be mandatory based upon the first course examination score.

Student Learning Outcomes

GOAL: The focus of SPARK at GTCC is to improve student learning strategies and student success by utilizing the active/collaborative learning techniques and principles of supplemental instruction.
Students will:

  • Develop effective learning strategies and apply them in their current course of study.
  • Demonstrate competence (a grade of “C” or better) in selected high risk courses and decrease course withdrawal rates.
  • Demonstrate non-cognitive factors of self-efficacy, motivation and resilience which are essential to student success.
  • Establish a connection with other members of the community college.

Please watch the video below to learn more about SACS and the QEP. (Click here)

Related Links for the Quality Enhancement Plan

SACSCOC
www.sacscoc.org

Last update 09/11/2014