Quality Enhancement Plan, 2023-2028
Evaluation Plan and measures:
The QEP Assessment Coordinator and the Director of Institutional Effectiveness, in consultation with the QEP Leadership, will coordinate and collect annual and semi-annual data. Assessment methodology, measures, and targets may be adjusted over the course of the Plan as deemed necessary by the Institution.
KPIs:
1. Associated Competencies with PRSP course—Better understand someone else’s views by imagining how an issue looks from their perspective.
2. Develop common PRSP activities (advising with reflections).
3. Develop common PRSP activities (campus resources with reflections).
4. Expand outreach from Student Success and Advising Center.
Baseline measure (for each KPI):
1. NSSE 2e: Tried to better understand someone else’s views by imagining how an issue looks from his or her perspective.
2. Foundations and Skills for Lifelong Learning Rubric (AAC&U) scoring for PRSP course (begins at conclusion of Fall 2023 semester).
3. Foundations and Skills for Lifelong Learning Rubric (AAC&U) scoring for PRSP course (begins at conclusion of Fall 2023 semester).
4. Transition one grant-funded position in the Student Success and Advising Center to a budgeted position. Hire an additional budgeted position in the Center.
Current/most recent data (for each KPI):
1. In “Year 0,” (2022-2023), 72% of respondents chose “often” or “very often.”
2. Common presentations and lab components pertaining to advising have been developed and administered across all sections of Perspectives. Reflections have been developed, and administration is in progress until the end of the Fall 2023 semester.
3. Common presentations and lab components pertaining to campus resources have been developed and administered across all sections of Perspectives. Reflections have been developed, and administration is in progress until the end of the Fall 2023 semester.
4. One grant-funded position in the Student Success and Advising Center has been transitioned to a budgeted position. The hire of an additional position has yet to be determined as of October 2023.
Goal or targets (for each KPI):
Among the two Student Learning Outcomes, there are actions with measurable associated competencies across each area of Dalton State’s QEP, known as PACE (Perspectives, Advising, Campus Resources, and Engagement). For example, we seek to expand outreach from the Student Success and Advising Center. One of the competencies associated with this action item is that survey data will indicate an increase in the frequency with which advisers discuss academic progress (45% of students indicate quite a bit or very much in year one and 55% in year five). There are a total of six action items, and associated competencies, that support the two student learning outcomes. Some have baseline targets with a relatively incremental increase by one percentage per year. Some targets will be established when baseline data of new strategies is collected in year one.
Time period/duration: Five Years
During the first year of implementation, we discovered that an 8-week configuration, representing a fraction of all sections, did not provide students with ample opportunity to schedule and attend their advising appointment prior to the conclusion of the course. This issue will be exacerbated in year 2 in which additional presentations on engagement and service learning will be designed and implemented. The QEP Leadership Team decided to discontinue the 8-week configuration. Moving forward with a 16-week configuration of the course for all sections will enable students to process presentations on advising, campus resources, service learning, and engagement in a thoughtful and meaningful way, rather than being pressured to check the box, so to speak, prior to the conclusion of the course.
QEP Leadership has implemented a reporting structure in which each area coordinator will complete a triannual report. The results of these reports will facilitate conversations and modifications surrounding the Plan and will be used for further reporting to the Institution, for System initiatives, and for the Interim Report to SACSCOC.
With interest increasing around the value of conflict resolution skills, it is important to note that some Perspectives faculty members integrate conflict management assessments, literature, reflection, and activities into their PRSP courses.
This year, the Institution will need to plan for an additional hire in Student Success and Advising. The Center will need to conduct a search and complete and onboard the new hire.
QEP Leadership, in consultation with the QEP Steering Committee and various units across campus, will need to plan the implementation of action items for Year 2:
1. Create First-year traditions, which are linked to the Perspectives course
2. Design interactions for students to understand available engagement opportunities.
3. Develop common PRSP activities (engagement with reflections)
4. Develop common PRSP activities (service learning with reflections)
Challenges:
- Faculty participation in a freshman convocation at a busy time of year (beginning of the semester).
- Faculty and administrative mindset surrounding benefits and staffing of the Perspectives course.
- Faculty and administrative mindset surrounding content and class time dedicated to presentations on advising, campus resources, and engagement.
Support Needed:
Help tell the story of the efficacy of a freshman seminar course, especially one that has an academic subject that incorporates components that address student success. Furthermore, as we are at the launch of the Georgia Match program for undergraduate admissions, the University System of Georgia is in the position to tell the story of success that begins at the match and continues through successful completion of the first year. The strategic alignment of Georgia Match and the first-year experience elevates both of the initiatives.
