Standard 2.12: The Institution has developed an
acceptable Quality Enhancement Plan and demonstrates that the plan is
part of an ongoing planning and evaluation process
. (Quality
Enhancement Plan). (Not applicable for the Compliance
Certification submitted by Institutions.
The Quality Enhancement Plan is submitted to the Commission
on Colleges prior to the College's scheduled on-site visit. A summary is included as part of the Summary Form prepared for the
compliance certification review.
Judgment of Compliance
|
X |
Compliance |
Partial Compliance |
Non-Compliance |
NARRATIVE/JUSTIFICATION FOR JUDGMENT OF COMPLIANCE
Improving
student success in developmental mathematics is the ultimate goal of Southeast
Kentucky Community and
Technical
College’s QEP. Our students come to us significantly under
prepared to be successful in college level mathematics and our retention rate
within the developmental sequence and for developmental level students overall
are also problematic. The committee quickly developed a philosophy called The
Paradigm of Success that helped articulate goals and strategies for the QEP.
The student is pictured inside a closed circle, but another circle symbolizing
success exists just beyond the first boundary. Three primary factors are within
the circle with the student: attitude,
attendance and his or her ability to benefit. These factors can either be inhibitors to
success or the keys to penetrating the inner barrier to success in student
learning.
Students
must believe that math, at any level, is a subject that can be learned with
effort and persistence. However, our
students too often see mathematical skill as a “gift” that one is born knowing
or they see math as a skill, which no matter how hard they try, cannot be
mastered. In addition to negative or
“magical thinking” regarding math, many students have had negative experiences
with academics as a whole. Attendance is also a key factor for student
success. Too often students, who are
already convinced they are going to be unsuccessful, have erratic attendance
patterns that practically ensure they will be unsuccessful. Sometimes, they stop attending altogether.
The final factor is the student’s ability to benefit. Do students understand
the significance of the placement tests? Do they understand that moving in a timely manner through the correct
sequence can be beneficial? Are students
placed accurately? Can students move
quickly and efficiently through the developmental sequence? Can students benefit and thus learn under our
current scheduling practices, class size, using the technology available,
tutoring and advising?
The outer
circle, success, can be reached by enacting the corrective strategies listed in
the outer circle. These strategies are rooted in best practices, in the
Institutional research conducted regarding inhibitors to student success in
developmental mathematics and include the following: enhancing instructional strategies, faculty
development, more effective utilization of technology, strengthening
relationships with adjunct faculty who provide the majority of instruction in
developmental mathematics, increasing student use of tutorial services,
utilizing uniform training for tutors, and evaluating scheduling and placement
practices. Using The Paradigm of
Success, Institutional research, and best practices, the QEP committee
articulated the following goals:
- To improve advising of developmental students
- To improve student success within developmental
mathematics courses
- To improve student
attitudes toward learning mathematics
- To improve flexibility
of developmental mathematics delivery
- To improve student use
of tutoring available for developmental math
- To strengthen relationships with adjunct faculty
- To provide a central organizational structure
for developmental education to help monitor changes in developmental mathematics
