QEP Presentation
Attorney Wesley Bishop
Associate Vice Chancellor for Academic Affairs
(Faculty Affairs, TRIO, and QEP)
Pamela E. Wanga, Ph.D.
Associate Professor & Chair of QEP Task Force
Director, Child Development and Family Studies
College of Education, Building #1
504.286.5086 (Direct)
504.284.5546 (fax)
pwanga@suno.edu
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Revised QEP Standard (Dec. 2009)
www.sacscoc.org
SACSCOC Handbook (2010 Edition). The
Principles of Accreditation: Quality
Enhancement Plan
 Core Requirement 2.12 (page 19)
 Comprehensive Standard 3.3.2
(page 25)
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QEP Topic Selection Process
 11 topics (March 23-May 1, 2009)
 22 topics (May 1-July 21, 2009)
 Topics reduced from 22 to 8
o University Conference (8/17/09)
o Freshman Seminar and College
Survival Skills Classes (Fall 2009)
o SACS Institutional Effectiveness and
SLO Workshop(9/11/09)
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QEP Topic Selection Process
 2 topics tied (SACS/QEP Town Hall Meeting
(11/11/09)
 Utilize Technology as a Tool for Student
Information , Communication, and
Positive Engagement (B1)
 Improve Student Learning in Online
Courses by Increasing Student, Faculty,
and Institutional Readiness for such a
Learning Environment (B2)
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QEP Topic Selection Process
Tie Breakers!
 University Conference 1/04/2010 and Alumni
Online Survey 1/21/2010 through 1/22/2010
1) Utilize Technology as a Tool for Student
Information, Communication, and Positive
Engagement
(B1=64)
2) Improve Student Learning in Online Courses
by Increasing Student, Faculty, and
Institutional Readiness for such a Learning
Environment
(B2=70)
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Final Topic
E-Focused!
Enhancing Student Learning in
Online Courses by Improving
Institutional Readiness
http://www.suno.edu/QEP/index.html
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SACSCOC Advisory Visit
(July 12-14, 2010)
Updated QEP Timeline
 Orientation of SACS Leadership Team , Atlanta,
Georgia (June 14, 2009)
 Broad-based QEP selection process (Fall 2009-Spring
2010)
 Submission of QEP Abstract and Organizational Chart
(May 11, 2010)
 SACSCOC Advisory Visit (7/12-7/14, 2010)
 Nomination of QEP Lead Evaluator (By 1/15/2011)
 Submission of QEP Report (and Focused Report , if
necessary) (1/15/2011)
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SACSCOC Advisory Visit
(July 12-14, 2010)
Updated QEP Timeline, cont.
 SACSCOC On-Site Visit (3/2-3/4, 2011)
 QEP Pilot and baseline data collection (Spring
and Fall 2011)
 Reaffirmation of accreditation decision
(December 2011)
 Implementation of QEP following
reaffirmation (Spring 2012)
 Submission of the QEP Impact Report (2017)
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QEP Goals and Objectives
 1 Topic
 3 Goals
 10 objectives
 8 Specific Measurable Outcomes
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QEP Goals and Objectives
Goal 1: Enhance the performance of second
semester first year freshmen in online
general education courses. (5 Objectives)
 Objective 1.1: Engage and motivate
students to build a conceptual understanding
and mastery of the QEP and its impact on
online course performance.
 Objective 1.2: Employ technology
comprehensively and innovatively to support
effective student learning in online courses.
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QEP Goals and Objectives
Goal 1,cont.
 Objective 1.3: Create and consistently utilize a
tool or tools to formally assess student readiness
for online learning.
 Objective 1.4: Provide remediation and staff
support for students not ready for online
learning.
 Objective 1.5: Select three general education
courses to prepare students early for online
learning and to provide baseline data.
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QEP Goals and Objectives
Goal 2: Increase faculty and staff readiness and
proficiency for online teaching. (3 Objectives)
 Objective 2.1: Ensure quality and consistency in
the design and evaluation of online courses.
 Objective 2.2: Enhance the online instructional
skills of faculty and staff through regular training
to ensure quality and consistency.
 Objective 2.3: Improve assessments and
evaluation of online course instructor
effectiveness.
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QEP Goals and Objectives
Goal 3: Improve institutional readiness
for online teaching and learning.
(2 Objectives)
 Objective 3.1: Develop and commit a
budget that reflects a realistic institutional
investment of resources in the QEP.
 Objective 3.2: Enhance and increase online
learning resources and student services.
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QEP Measurable Outcomes
 Specific Measurable Learner Outcome
for Objective 1.1:
By the time of the SACSCOC onsite visit
in early March 2011, at least 80% of
SUNO freshman and sophomore year
students and 50% of junior and senior
year students will be able to articulate
the QEP topic and its impact on student
learning.
Your position:
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Your Input:
QEP Measurable Outcomes
 Specific Measurable Learner Outcome for
Objectives 1.2 and 1.3:
100% of students in the QEP cohort will
perform above average (80% or higher) on
the Readiness for Education at a Distance
Indicator (READI), Student Orientation in
Online Mastery (SOOM), and Online
Learning Skills Assessment (OLSA) pre-test
assessments, indicating their readiness for
and likely success in online learning.
Your position:
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Your Input:
QEP Measurable Outcomes
 Specific Measurable Learner Outcome
for Objective 1.4:
50% of students receiving remedial
support for online courses will score
better than their original scores in the
post-test READI, SOOM and/or OSLA,
qualifying them for readiness to proceed
to the ENGL 111, BIOL 105, and COMM
210 online courses.
Your position:
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Your Input:
QEP Measurable Outcomes
 Specific Measurable Learner Outcome
for Objective 1.5:
75% of students in the QEP cohort will
demonstrate proficiency in the use of
basic computer operations, software,
and Blackboard applications as
evidenced in scores of “B” or better in
English 111, Biology 105, and
Communication 210 online courses.
Your position:
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Your Input:
QEP Measurable Outcomes
 Specific Measurable Outcome for
Objectives 2.1 and 2.2:
100% of faculty and staff teaching
online courses, including English 111,
Biology 105, and Communication 210
will receive Quality Matters training
and certification by August 30, 2011.
Your Position:
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Your Input:
QEP Measurable Outcomes
 Specific Measurable Outcome for
Objective 2.3:
100% of faculty and staff who will
have received QM training and
certification will be evaluated at 4.0
or better by their online students
completing English 111, Biology 105,
and Communication 210.
Your Position:
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Your Input:
QEP Measurable Outcomes
 Specific Measurable Outcome for
Objective 3.1:
The QEP Budget will be approved as
adequate by SACSCOC during the March
2-4, 2011 site visit based on
comparisons with institutions of similar
type/size doing similar QEP topics.
Your Position:
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Your Input:
QEP Measurable Outcomes
 Specific Measurable Learner Outcome for
Objective 3.2:
75% of students in the QEP cohort will
persist in the three online courses and
express interest in enrolling in additional
online courses at advanced levels, implying
better preparation and support will boost
retention of students in online courses
Your Position:
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Your Input:
To Sum It Up
Overall: E-Focused!
Enhancing Student Learning in
Online Courses by Improving Institutional Readiness, if
done right, will result in:
 Better quality of online course instruction and
learning
 Increased student enrollment in online courses
 Increased student retention in online courses
 Better performance of students in online courses
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To Sum It Up
 Increased percentage of students taking
subsequent online courses
 Increased positive perception of students of
their mastery of course objectives,
navigation, successful completion, and
evaluation
 A pool of highly motivated faculty and staff
 Meeting the requirements for SUNO’s
reaffirmation of accreditation by SACSCOC
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Moving Forward
 Focus on firming the QEP Student
Learning Outcomes (today’s assignment)
 Convene regular QEP subcommittee
meetings
 Stay tuned for QEP consultant visit
starting in early September
 Submission of QEP is January 15, 2010
More information online at:
http://www.suno.edu/QEP/index.html
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