Kilgore College’sQuality

Enhancement Plan

The centerpiece for reaffirmation of our accreditation

Must change the learning environment

Must be measurable and quantifiable

QEP

Must focus on measurable student learning outcomes (not student achievement – retention, grades, graduates, etc.)

Must be instructor driven

Must be an institution-wide initiative

Constitutes a 5-year plan

QEP

Where could KC make a great deal of improvement?

What data exist to indicate our problems or lack of success?

Where could we make the greatest impact?

And others…

Questions we have asked:

FacultyStaffStudentsCommunity membersRetireesBoard members

We have conducted focus groups with

Top ranked subjects on a scale of 1-5 were:

Students in any developmental class: 3.71 Students in developmental reading: 3.34 Students in developmental math: 3.23 Students in developmental English: 2.63 Students in classes with low success rates,

including pre-health career courses: 2.37

What did we learn from these groups?

Of Fall total 5149 students –

◦All areas complete: 3397 or 66%*◦Incomplete in at least one area: 1752 or 34%

*Caution: the 66% figure includes students who still need math 0308 and those students in certificate classes whose program does not require them to be TSI complete

What does the data show?

Total: 1188

◦All areas complete: 529 or 44.5%*◦Incomplete in at least one area: 659 or 55.5%

*Same comment as above re: math 0308 and certificate programs

First Time in College (FTIC) Students

Of those who take the THEA or other placement test,

Approximately 63-73% of math fail (variation depends on semester)

Approximately 38-49% of writing fail Approximately 51-53% of reading fail Approximately 69% failed at least one section And… 21.5% of all those who needed testing

fail all three areas

Initial Testing Results

– earned grade of A,B, or C in Spring ’07

Math: 36.7%

Writing: 52.6%

Reading: 61.2%

Student success in developmental courses

All developmental education: probably too broad would have to be narrowed might include only first time in college students might need to look at one level – such as all

0306 classes could still be too broad however, addresses all three areas

Advantages/Disadvantages of each of the top three choices

Reading: smaller cohort and manageable only one full time reading teacher and many

adjuncts students have other ways to leave reading –

through success in other college courses reading skills critical to almost all other course work students in developmental reading have highest

rate of success, so is it our area of most critical need?

Advantages/Disadvantages

Math: much larger cohort; sheer numbers are challenging student success the lowest in math we may have our least success in math it could be the greatest challenge how to narrow the QEP and have numerous

faculty lead the initiative.

Advantages/Disadvantages

How to move from “language of deficiency” to “language of assets”

How to embrace an institution-wide, faculty driven initiative focused on creating significant success in student learning outcomes

 

Challenges for KC

Conduct this next round of faculty focus group balloting

Work more intensely with select groups of faculty to narrow the topic

Faculty-produced proposal moves forward for final faculty/staff approval

Select QEP team and begin to study best practices and formulate the Plan

Next steps:

Thank you for your valuable participation!