Focusing the QEP - Roanoke College · Focusing the QEP Responses to the ... Report to the SACS Leadership Committee June 29, 2010. The First QEP Topic Survey ... Climate 5.3 …

Focusing the QEPResponses to the follow-up surveyResponses to the follow-up survey

Report to the SACS Leadership Committee

June 29, 2010

The First QEP Topic SurveyThe First QEP Topic Survey

Results by Group for the

Four Topics Chosen Four Topics Chosen

0.7

Topic Selection: First Survey

0.4

0.5

0.6M

ea

n=

ye

s v

ote

s/to

tal

vo

tes

0.2

0.3

0.4

Me

an

=y

es

vo

tes/

tota

l v

ote

s

Faculty Staff Students Alumni

Experiential

0

0.1

Experiential 0.51 0.46 0.49 0.54

Post-grad 0.16 0.41 0.55 0.63

Abroad 0.52 0.31 0.37 0.17

Climate 0.43 0.31 0.19 0.26

Follow-up SurveyFollow-up Survey

For each topic,

• Two questions were asked using Likert-type rating scales:• Two questions were asked using Likert-type rating scales:

– Rate the potential impact of this topic on student learning.

(from ‘very high’ to ‘very low’)

How much do you see yourself getting involved? – How much do you see yourself getting involved?

(from ‘a lot’ to ‘not at all’)

• Two open-ended questions were asked:• Two open-ended questions were asked:

– If this topic is selected, what specific programs or projects should be

the focus?

– Do you have any concerns about the feasibility of developing a QEP on – Do you have any concerns about the feasibility of developing a QEP on

this topic?

• Additional comments were solicited.

Follow-up Survey RespondentsFollow-up Survey Respondents(171 total respondents)

Faculty Tenure-track TA Visiting PT/Lecturer

93 13 8 2

Staff Above Assistant

Director

Other full-time Other part-time

Director

24 25 6

Impact on Student LearningImpact on Student Learning

Overall Results

Impact on Student Learning:

very high

Category Response % by Topic

average

high

low

average

0 5 10 15 20 25 30 35 40 45 50

very low

very low low average high very high

Experiential 1.2 1.2 8.8 47.4 41.5

Post-grad 4.1 11.1 26.9 35.7 22.2

Abroad 1.2 2.3 15.8 39.8 40.9

Climate 1.8 2.9 20 41.2 34.1

Ratings Distribution: Impact on

Student Learning by Topic

Experiential

Post-grad

Abroad

Climate

very high very low

Impact on Student LearningImpact on Student Learning

Results Presented by Group

Topic Impact on Student Learning by Position

4

4.5

5

Topic Impact on Student Learning by Position

2.5

3

3.5

4

Me

an

im

pa

ct s

core

1

1.5

2

2.5

Me

an

im

pa

ct s

core

Experiential Post-grad Abroad Climate

Faculty 4.11 3.35 4.12 3.96

0

0.5

1

Faculty 4.11 3.35 4.12 3.96

Staff 4.57 4.14 4.25 4.12

Response Category %

Impact on Student Learning by GroupImpact on Student Learning by Group

Experiential Learning Post-Graduate Success

high

very high

high

very high

average

high

average

high

very low

low

very low

low

0 10 20 30 40 50 60 70


Staff 0 0 1.8 39.3 58.9

Faculty 1.8 1.8 12.5 51.8 32.1

0 10 20 30 40 50


Staff 0 3.6 21.4 32.1 42.9

Faculty 6.3 14.3 30.4 36.6 12.5Faculty 1.8 1.8 12.5 51.8 32.1 Faculty 6.3 14.3 30.4 36.6 12.5

Response Category %

Impact on Student Learning by GroupImpact on Student Learning by Group

Study Abroad Campus Climate

high

very high

high

very high

average

high

average

high

very low

low

very low

low

0 10 20 30 40 50


Staff 0 0 14.3 46.4 39.3

Faculty 1.8 3.6 16.1 37.5 41.1

0 10 20 30 40 50


Staff 0 5.4 16.1 39.3 39.3

Faculty 2.7 1.8 22.5 42.3 30.6Faculty 1.8 3.6 16.1 37.5 41.1 Faculty 2.7 1.8 22.5 42.3 30.6

Predicted InvolvementPredicted Involvement

Overall Results

Predicted Involvement:


a lot


some

a good bit

a little bit

some

0 5 10 15 20 25 30 35 40

not at all

0 5 10 15 20 25 30 35 40

not at all a little bit some a good bit a lot

Experiential 7.1 12.9 28.8 34.1 17.1

Post-grad 11.7 26.3 35.7 21.1 5.3

Abroad 22.8 25.1 17 15.8 19.3Abroad 22.8 25.1 17 15.8 19.3

Climate 5.3 14.7 35.9 28.8 15.3

Experiential

Ratings Distribution: Predicted

Involvement by Topic

Experiential

Post-grad

Abroad

ClimateClimate

very high very low

Predicted InvolvementPredicted Involvement

Results Presented by Group

3.5

4

Predicted Involvement by Position

2.5

3

3.5

me

an

in

vo

lve

me

nt

1.5

2

me

an

in

vo

lve

me

nt

0.5

1

Experiential Post-grad Abroad Climate

Faculty 3.59 2.94 3.07 3.54

Staff 3.02 2.61 2.45 2.91

0

Response Category %

Predicted Involvement by GroupPredicted Involvement by Group

Experiential Learning Post-graduate Success

a good bit

a lot

a good bit

a lot

some

a good bit

some

a good bit

not at all

a little bit

not at all

a little bit

0 10 20 30 40 50


Staff 14.3 16.1 33.9 25 10.7

Faculty 3.6 11.6 25.9 38.4 19.6

0 10 20 30 40


Staff 16.1 30.4 32.1 19.6 1.8

Faculty 8.9 25 36.6 22.3 7.1Faculty 3.6 11.6 25.9 38.4 19.6 Faculty 8.9 25 36.6 22.3 7.1

Response Category %

Predicted Involvement by GroupPredicted Involvement by Group

Study Abroad Campus Climate

a good bit

a lot

a good bit

a lot

some

a good bit

some

a good bit

not at all

a little bit

not at all

a little bit

0 5 10 15 20 25 30 35


Staff 26.8 30.4 21.4 14.3 7.1

Faculty 19.6 22.3 15.2 17 25.9

0 10 20 30 40 50


Staff 8.9 30.4 30.4 21.4 8.9

Faculty 3.6 7.2 38.7 32.4 18Faculty 19.6 22.3 15.2 17 25.9 Faculty 3.6 7.2 38.7 32.4 18

Experiential LearningExperiential Learning

Open-ended Responses

Cluster Analysis Results:

Specific Programs or Projects

Representative Quotes

�“A requirement that all students conduct a notable experience:

study abroad, internship, research, or creative works.”Specific Programs or Projects

for Experiential Learning

(121 total)

study abroad, internship, research, or creative works.”

�“I will only work on the student research portion. I didn’t work to

get a PhD to be part of co-curricular learning. The problem here is

that there is too much in the area of co-curricular activities and not a

serious focus on academics.”62 Study Abroad and IL (international and

domestic)

48 Undergraduate Research and Creative

(original) works

serious focus on academics.”

�“A mix of activities hitting a mix of different students. Internships

match business majors (and many others). UG research matches

math/science and most social sciences. Student affairs can provide

deep experiences in service and special co-curricular and recreational 45 Internships (includes community

partnerships and professional

networking)

25 Service Learning

deep experiences in service and special co-curricular and recreational

trips. Study abroad or domestic locations also fits. All of that looks too

broad, but it allows most everyone to get involved…both students and

faculty/staff. More involvement = more impact.”

12 Need for variety and extending the

opportunity to many

11 Co-curricular and Leadership

7 Embedded experiential learning in the

�“…The college needs to (a) give students somewhere to focus their

attention, and (b) encourage social ties that take a person out of their

social zone…”

�“The college has many programs in place to support experiential 7 Embedded experiential learning in the

classroom

7 Other (includes independent studies,

honors, and learning communities)

�“The college has many programs in place to support experiential

learning. I would like to see an emphasis on getting all students

involved in these programs, particularly those who may be more likely

to be underrepresented.”

�“If we want to be a top 50 liberal arts college then we have [to] �“If we want to be a top 50 liberal arts college then we have [to]

make ourselves different. Also to attract and keep good students they

need to have more opportunities rather than just going to class.”


Feasibility Concerns for

Experiential Learning


�“No concerns. I think that this would be one of the easier QEPs to

measure and show progress on.”Experiential Learning

(102 total)

35 None

measure and show progress on.”

�“These opportunities are NOT unique. Instead of focusing on sound

educational practice and academic rigor, the focus is on slogans.

Serious research on student learning is ignored or distorted.”

30 Resources (money and faculty time)

16 Breadth of Program

�“It really needs a strong team of leaders…perhaps one for each

major area. That’s hard to do on our campus. Funding is probably a

key limitation. Roanoke likes to do things on zero budget, and that’s

hard if a broad range of enhancements is attempted. A broad

initiative such as this also can lose focus…be too diffuse. But, the

10 Not “new” enough

5 Student Quality

initiative such as this also can lose focus…be too diffuse. But, the

bottom line is that this topic has something for everyone and that’s a

key thing!”

�“The variety of items listed above as potentially falling under this

4 Exclusion of Disciplines

�“The variety of items listed above as potentially falling under this

topic is worrisome. Without clear definition and cohesion, the QEP

will appear to be a convenient, but non defensible mishmash.”

�‘They will create the need for additional staff and faculty “person

hours” to create and supervise these activities.’hours” to create and supervise these activities.’

�“We need better support for IL travel courses and study abroad

opportunities so students can afford them. If we work on co-curricular

events, we have to find a way of ensuring students actually

participate in them. And undergraduate research needs to be participate in them. And undergraduate research needs to be

encouraged not only in the sciences but also in other fields. It seems

disproportionate right now.”

Post-Graduate SuccessPost-Graduate Success





�“Some programs in all departments in which our students have a

taste of what is the real world after undergraduate education.”Specific Programs or Projects

for Post-Graduate Success

(88 total)

29 Practical Experience and Experiential

Learning Opportunities

taste of what is the real world after undergraduate education.”

�“…practical experiences which apply to the work world or problem-

solving in general.”

�“Maybe an upper level career training requirement/course. Beyond Learning Opportunities

28 Graduate/Professional School

Preparation (includes scholarships &

fellowships)

20 Career Services (job-seeking skills,

�“Maybe an upper level career training requirement/course. Beyond

that, I find it hard to imagine a detailed full effort in this topic area. It

is too well defined and limited. To be honest, I think internships and

similar in depth experiential learning opportunities would have more

impact.”20 Career Services (job-seeking skills,

career counseling, and connections to

potential employers)

8 Focus on Student Learning—consistent

with the liberal arts mission

7 Embed into courses (includes

�“How to write a statement of purpose for a graduate program, what

to know about the particular program to which one is applying…walk

the student through the process a bit more.”

�“More focused career counseling and career-related experiences. 7 Embed into courses (includes

developing partial credit courses)

6 Don’t Know

4 Early Intervention

�“More focused career counseling and career-related experiences.

This is especially important in the humanities, where far too many of

our students graduate with no clear sense of direction or the relation

of their education to a possible career.”

�“I think this is an issue of making students understand how their 4 Early Intervention

5 Other (includes department-level

efforts and improved student quality)

�“I think this is an issue of making students understand how their

education improves their ability to function in the world.”

�‘There seems to be a “disconnect” between career planning and

exploration and the classroom experience. Why can’t career planning

topics be taught within the curriculum spending some class time on

these important post-graduate topics.’



�“I think this may take the focus off of the broad-based, liberal arts

approach fundamental to the college’s mission and lead to a more Cluster Analysis Results:


Post-Graduate Success(78 total)

approach fundamental to the college’s mission and lead to a more

vocational focus.”

�“I am concerned that liberal arts not be turned into vocational

training. I understand the tenor of the times, but I do worry that we

not lose sight of what our mission is.”22 Violation of the Liberal Arts Mission

18 None

not lose sight of what our mission is.”

�“This seems to me the most problematic topic because it is one

over which faculty have the least control. That matters since we will

be held responsible for success or failure. RC can provide

opportunities, but it cannot make students do things, even when 13 Lack of Control (Problems with

implementation and impact)

12 Student Motivation Issues

opportunities, but it cannot make students do things, even when

some specific course of action would be highly advantageous to the

student’s future…”

�“Topic has strong points, but I fear it might devolve into job

7 Faculty Buy-in

�“Topic has strong points, but I fear it might devolve into job

placement expectations. It could create false hopes; it would have to

be carefully defined. It could connect the curriculum of the college to

the world of work after college which may motivate some students.”

�“A lack of job satisfaction is not a reason to beef up RC’s pre-�“A lack of job satisfaction is not a reason to beef up RC’s pre-

professional programs. That fact is that most people will have at least

5 different jobs by the time we are 30. The best thing we can do as a

College is to provide a solid base of subject and skill…”

�“ With such little faculty interest it would never fly. You need better �“ With such little faculty interest it would never fly. You need better

buy in.”

Study AbroadStudy Abroad




for Study Abroad


�“To undertake this QEP we would need, in advance, a commitment to

deal with the costs of making travel study affordable for all students and

the costs of establishing an adequately staffed administrative office to for Study Abroad

(102 total)

26 All students should travel/Economic

Support so this can happen

the costs of establishing an adequately staffed administrative office to

build international connections with host sites and to assist faculty in

planning and logistics.”

�“Shorter trips associated with May term rather than semester-long

opportunities. I think giving EVERY student the opportunity to go 26 Short-term programs (IL, January,

Summer)

19 More programs and opportunities

(includes promotion of programs and

more diverse offerings)

opportunities. I think giving EVERY student the opportunity to go

overseas for 2-3 weeks is better than MOST students on a semester-long

event.”

�“…I would like to see a climate where study abroad provides a common

experience for most of our students. Not an IL course, but a semester or more diverse offerings)

18 Global Enrichment (includes on-campus

and programs to supplement the

abroad experience)

17 Long-term programs (semester, year-

experience for most of our students. Not an IL course, but a semester or

year abroad…”

�‘Study abroad, in and of itself, is desirable, but the focus should be on

international education in general so that students can be informed,

involved “global” citizens. We need to commit to truly internationalizing 17 Long-term programs (semester, year-

long, internships abroad)

14 Administrative Support

12 Build into Major (includes

programmatic revisions and JYP)

involved “global” citizens. We need to commit to truly internationalizing

the campus and curriculum in a variety of meaningful ways. Study

overseas should be just one component in a mix of efforts to better study

and understand an interdependent world.’

programmatic revisions and JYP)

11 Cultural Immersion (local communities

abroad and domestically)

9 RC-run Programs

�“Find ways for all departments to participate.”

�“…Students who study abroad should be involved in a project with the

local community, not just attending classes on campus.”

�“…we need to build off the success of the May term program, and 9 RC-run Programs

3 Don’t Know

�“…we need to build off the success of the May term program, and

incorporate a variety of other travel and cross cultural experiences to

create a varied ecosystem of travel opportunities…”




�“I think there are two problems here: 1) lack of funding for students

and 2) lack of support for professors/staff planning trips.”Feasibility Concerns for

Study Abroad

(96 total)

and 2) lack of support for professors/staff planning trips.”

�“None at all. Of the four topics, this one is the most concrete and

represents the largest opportunity for us to meet an embarrassingly

large need.”

51 Resources (Funding, Time, and

Support)

18 None

�“Even if expanded this is unlikely to impact all students. I would like to

see this combined with other experiential activities as in item #1.”

�‘A real commitment to this QEP would require more of the faculty to

lead programs, which may be difficult to achieve. Moreover, for the

11 Too Narrow--Should be a piece of

Experiential Learning

9 Lack of Faculty Interest/Buy-in

lead programs, which may be difficult to achieve. Moreover, for the

programs to legitimately reflect our pedagogical goals, faculty would

have to actually teach their classes abroad, not just “tour”.’

�“Works for the humanities primarily. The sequenced nature of

math/science curricula makes it hard for this to really work well

7 Not appealing/appropriate for all

majors

6 Lack of Student Interest

math/science curricula makes it hard for this to really work well

(semester abroad). It might not work well for Business either…our

largest major. As a scientist, the only participation I see for myself is

building more flexibility into my major curriculum to allow this. I don’t

expect to really participate meaningfully.”

4 Faculty Training Needed (includes

clear guidelines and policies)�“…So much is dependent on student attitude, which is really

unaffected by the study abroad experience (i.e., is the student mature

enough to handle a semester abroad?)”

�“ The lack of help for faculty in planning and implementing May term �“ The lack of help for faculty in planning and implementing May term

trips restricts the number of courses offered due to interested but

inexperienced faculty being hesitant to take on the daunting task of

travel planning with little expertise and little support…”

Campus ClimateCampus Climate




for Campus Climate


�“RC needs more community-wide academic enrichment experiences

and fewer individual ones. A look at the RC calendar will show evidence for Campus Climate

(91 total)

21 Quality Programming (includes guest

speakers and academic programs)

and fewer individual ones. A look at the RC calendar will show evidence

that we offer PLENTY of academic-enrichment experiences, so many that

the audience for any event is stretched thin because of the number of

events.”

�“I think we need to lessen the focus on extracurricular activities, speakers and academic programs)

21 Student Life—RC Community and

residence life promoting academic

engagement

17 Not sure/No specifics/ Too broad to

�“I think we need to lessen the focus on extracurricular activities,

increase the focus on academics, and encourage students to declare their

major as soon as possible. It would also be good to integrate academics

with the residence life experience.”

�“I don’t know! How do you make working hard cool?”17 Not sure/No specifics/ Too broad to

know

16 Higher academic standards (includes

professional development for increased

rigor and INQ course preparation)

�“I don’t know! How do you make working hard cool?”

�‘I don’t know. I am truly concerned but don’t see an obvious or easy

quick fix or we would have done it by now. Clearly CCLS wasn’t the

answer. I think the House Society concept is intriguing and may help but I

suspect we are talking about a 3 legged stool here and we need several 10 Early Interventions (includes

orientation and earlier declaration of

major)

7 Admissions/stronger students

suspect we are talking about a 3 legged stool here and we need several

viable ways of approaching the problem simultaneously. Of the four this

is, in my opinion, the most critical and yet most difficult “problem” to fix.’

�“Identifying how we can make our freshmen take academic life more

seriously prior to academic failure. Raising the bar for all students in a 5 Combating “Greek” life and anti-

intellectual activities

3 Honor System/Academic Integrity

2 Other structures (course evaluation

seriously prior to academic failure. Raising the bar for all students in a

fashion similar to the honors program which tries to build camaraderie

and cohesiveness among its participants. Students need to feel they have

accomplished something by getting in to Roanoke rather than coming

here and assuming anyone can get in and stay in with very little effort…”2 Other structures (course evaluation

system, student schedules)

here and assuming anyone can get in and stay in with very little effort…”

�“If we were to define the number one problem at RC, this is it…I do not

personally know what more can be done outside of admissions…”




�“This could be unwieldy, too big, too fast with little focus to make an

impact.”Feasibility Concerns for

Campus Climate

(92 total)

impact.”

�“Most vaguely defined of all and most difficult to change short-term.

This is a worthwhile generation-long challenge…”

�“This is the most important topic. Admins stand back and allow the

31 Too “big” of an idea/Too difficult to

change in the short-term

15 None

�“This is the most important topic. Admins stand back and allow the

students to be the focal point of the College.”

�‘Not convinced the analysis is entirely correct. The fact is that too

many of our students have/had Roanoke as second or third choice. Also,

many of our students are NOT PREPARED FOR COLLEGE. There is seldom

13 Student Quality/Student Fit and

Motivation

9 Faculty/Staff behavioral changes

needed

many of our students are NOT PREPARED FOR COLLEGE. There is seldom

a discussion of the pipeline which to many of the faculty is the

“elephant in the room”.’

�“While it seems to be a broad based initiative, I don’t think the real

impacts will come from those most interested in academics. Rather, needed

4 No New Ideas

3 Competition with non-academic

offerings

impacts will come from those most interested in academics. Rather,

student life and admissions would be the key. Thoughtful strong leaders

from these areas would need to step up and take charge…”

�“Is there anything that could work that we haven’t already tried?”

2 Student income disparities �“ I would love to see a more academically oriented campus, especially

one where we could drastically reduce the influence of “Greek”

organizations. They emphasize class differences (greek life is expensive)

and their organizations’ activities compete with study time and promote

a culture of drinking as entertainment…”a culture of drinking as entertainment…”

Documents

Focusing the QEP - Roanoke College · Focusing the QEP Responses to the ... Report to the SACS Leadership Committee June 29, 2010. The First QEP Topic Survey ... Climate 5.3 …