Quality Enhancement Plan University of Texas – Pan American : Quality Enhancement Plan University of Texas – Pan American Enhancing Learning for Mexican American Students in Gatekeeper Mathematics Courses
2007 SACS Accreditation
http://sacs.utpa.edu
What is the QEP? : What is the QEP? The Quality Enhancement Plan (QEP) is:
A major component of the Southern Association of Colleges and Schools (SACS) accreditation process
An opportunity to enhance overall institutional quality and effectiveness
Focuses on an issue the institution considers important to improve student learning
Must address Student Learning Outcomes (SLOs)
QEP Topic Development : QEP Topic Development Phase I – a large committee consisting of faculty and staff (2004-2005)
Phase I conducted town hall meetings with each college and department
In late Spring, 2005, a QEP topic was refined and approved by the President: Gear Up to Graduate: A Model for Academic Success for First Generation Mexican American University Students
QEP Phase II : QEP Phase II In the fall of 2005, President Cardenas appointed faculty and staff to the QEP Phase II committee
Phase II further refined the QEP topic, based on feedback from SACS workshops in Austin and Atlanta: Gear Up to Graduate: A Model for Success in Gatekeeper Mathematics Courses for Mexican American First Generation University Students
QEP Phase II Committee Members : QEP Phase II Committee Members Karen Watt, Project Manager, Educational Leadership
Judy Davidson, Writing Center
Bill Turk, Political Science
Chad Richardson, Sociology
Gilbert de los Santos, Business
Glenn Martinez, Spanish
Cristina Villalobos, Math
George Eyambe, Clinical Lab Sciences
Jeanette Broshears, Director of Special Programs
Hector Ochoa, Educational Psychology
Ana Maria Rodriguez, VP for Undergraduate studies
Farzhani Razzaghi. Library
Lokenath Debnath, Math
John Bernard, Math
Cindy Valdez, Gear Up
Ludivinia Rodriguez, Grants and Contracts
Subcommittee of Phase II : Subcommittee of Phase II Formed in late summer 2006
Composed of Phase II members who attended majority of QEP meetings in 2005-06
Charged with finalizing the QEP document for submission
Title was further refined after visit from Dr. Gerald Lord from SACS: Enhancing Learning for Mexican American Students in Gatekeeper Mathematics Courses
Subcommittee of Phase II : Subcommittee of Phase II Karen Watt
Judy Davidson
Bill Turk
Chad Richardson
Cristina Villalobos
George Eyambe
Jeanette Broshears
Hector Ochoa
Ana Maria Rodriguez
Statement of Need : Statement of Need Extensive literature review
Focus group data from math students and professors
Failure rate data for MATH 1300, 1334, 1340 (MATH 1300, 1334, and 1340 are the courses with the highest failure rates across the university)
Focus Group Findings: Commonalities among students and instructors : Focus Group Findings: Commonalities among students and instructors Tutoring is valued
The use of group work, manipulatives, and hands-on activities are more effective
A 4th contact hour for the lower-level classes is needed
TA’s, tutors and instructors should have some consistency in their teaching methodologies
High school preparation is below par
Statement of Need (continued) : Statement of Need (continued) In Fall 2005:
77 percent of first generation students enrolled in Math 1300 failed to pass the course;
78 percent of first generation students enrolled in Math 1334 failed to pass the course;
71 percent of first generation students enrolled in Math 1340 failed to pass the course;
91 percent of all students enrolled in Math 1300, Math 1334, and Math 1340 were Hispanic or Mexican American.
Goal and Learning Outcomes : Goal and Learning Outcomes Goal: To increase student achievement in MATH 1300, 1334, and 1340 so that all students are successful.
Learning Outcomes:
After completing MATH 1300, Elementary Algebra, all students will (6 Student Learning Outcomes for MATH 1300)…
After completing MATH 1334, Intermediate Algebra, all students will (5 SLOs for MATH 1334)…
After completing MATH 1340, College Algebra, students will ( 7 SLOs for MATH 1340)…
QEP Proposed Interventions : QEP Proposed Interventions The proposed interventions, which were generated by the Provost’s university-wide proposal-writing invitation in early spring of 2006, cover the following broad areas:
1) enhancing curriculum
2) enhancing student support
3) enhancing professional development
Intervention and Implementation Plan : Intervention and Implementation Plan
Enhancing Curriculum : Enhancing Curriculum 4-hour structural design for the courses
3-hour Lecture
1-hour Discussion Session, where students work math problems collaboratively in groups with trained tutors and SAs
Modular Structure (3 modules/course, all 3 modules run in parallel)
Uniform Standards for Courses/Modules
Common Exams
Frequent (graded) Quizzes
Mandatory (graded) Homework (online & procedural)
Enhancing Curriculum (Modular Structure) : Enhancing Curriculum (Modular Structure) 1 1 1 F 2 2 2 F 3 3 3 F FAIL FAIL FAIL PASS COURSE PASS PASS PASS Registrar’s Office keeps track of numerical modular grade or “F” and assigns student an “IP” for “In Progress”. Student repeats course if he/she does not complete 3 modules.
Course Grade= Average of 3 modular grades; convert to letter grade.
Enhancing Student Support : Enhancing Student Support Modified Early Warning System (EWS)
Mandatory tutoring
Student Assistants (SAs)
Mathematics Tutors
Enhancing Professional Development : Enhancing Professional Development Professional Development Activities for Mathematics Instructors and SAs:
Relational Learning
Collaborative and Cooperative Learning
How to conduct Discussion Sessions
WeBWorK
Advancement Via Individual Determination (AVID) Strategies include Writing, Inquiry, Collaboration, and Reading (WICR)
Professional Development Activities for Mathematics Tutors
AVID Tutorial Training and Strategies
AVID strategies (WICR)
FY 07-08: Pilot Year : FY 07-08: Pilot Year The first year will be used to pilot the interventions. Much of the planning will occur in spring and summer of 2007. The following activities will occur during the planning phase:
Appointing Project Director
Hiring/Selecting additional personnel (instructors, tutors, SAs)
Training personnel (professional development for instructors, SAs and tutors)
Modular pilot of MATH 1300 in fall 2007
Developing a professional development plan.
Research Design Groups : Research Design Groups Modularized QEP Groups: 8 sections of each modularized MATH course (1300, 1334, and 1340) - approximately 30 students assigned to each section (240 students per MATH course, totaling 720 students).
Non-modularized QEP Groups (traditional 3-hour course, but instructors receive training): 8 sections of each MATH course (1300, 1334, and 1340) – approximately 30 students assigned to each section (approximately 720 students).
Non-QEP Groups: 8 sections of each MATH course (1300, 1334, and 1340) – approximately 30 students assigned to each section (approximately 720 students).
Management Plan : Management Plan Timeline: 5-year plan with annual review
Project Director will be hired in Spring/Summer and will report to Provost
Three project coordinators will be supervised by the Project Director to implement each component of the QEP
Management/Organizational Chart : Management/Organizational Chart
Marketing Plan : Marketing Plan Present to colleges/departments beginning in January, 2007
Banners
Information Cards
Campus TV
Bookstore Marquee
Student Essay (or other) Contest
QEP link on UTPA Website
SACS Visit : SACS Visit
The SACS visitation team will visit UTPA campus April 16 - 19, 2007!!!!!