1 / 18

Lamar University’s QEP: FRESHMAN SUCCESS

Lamar University’s QEP: FRESHMAN SUCCESS. Making it happen. Quality Enhancement Plan. SACS requirement Plan due in Feb. 2009 just before on-site visit Reviewed by experts; advice offered Runs for 5 years

lewis-whitehead
Télécharger la présentation

Lamar University’s QEP: FRESHMAN SUCCESS

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Lamar University’s QEP:FRESHMAN SUCCESS Making it happen. . .

  2. Quality Enhancement Plan • SACS requirement • Plan due in Feb. 2009 just before on-site visit • Reviewed by experts; advice offered • Runs for 5 years • Must be based on wide institutional input; must address important student learning issues; must have an adequate budget; must be assessed as it is implemented.

  3. So far. . . List of potential activities: survey of faculty preferences LU Data Review: Framing A QEP Student Demographics Review FRESHMAN SUCCESS QEP Development Committee Focus Groups: Strengths and Weaknesses Reading Peer QEPs Leadership Team Topic Selection

  4. Why FRESHMAN SUCCESS? 1.Low on active and collaborative learning (NSSE and HERI) 2. Low student satisfaction with core curriculum (Senior Survey) 3. Student learning in core lagging slightly (Core Curriculum Evaluation) 4. High attrition rate from freshman to sophomore year. Persistence for all students lagging. (THECB Accountability) 5. Changing student demographics 6. Perception that Lamar’s academic standards are too low and our academic culture is not as conducive to learning as it could be. (Focus Groups and NSSE)

  5. 1.National Survey of Student Engagement Assesses student engagement in five dimensions • Level of academic challenge • Active and collaborative learning • Student-faculty interaction • Enriching educational experiences • Supportive campus environment Gathers data from freshmen and seniors

  6. Why engagement is importantGeorge Kuh, creator of the NSSE. . . “Students who participate in collaborative learning and educational activities outside the classroom and who interact more with faculty members get better grades, are more satisfied with their education, and are more likely to remain in college. But the gains from those practices are even greater for students from underrepresented racial and ethnic backgrounds, or who come to college less prepared than their peers."

  7. NSSE Findings(03 and 06) • Moderately weak in all areas for Freshmen • Improvements from 03 to 06 everywhere • In both years, Lamar freshmen scored below LU seniors and below freshman students at comparable institutions on: • Active and collaborative learning (lowest) - Level of academic challenge • Enriching educational experiences

  8. 2. HERI 04: Faculty report on methods they use in most or all of their courses METHODLU %4-Yr Colleges % Class discussion 74 81 Cooperative learning 32 49 Essay midterm/final 48 57 Extensive lecturing 68 56 Group projects 25 36 Multiple drafts of written wk 18 27 MC midterm/final 49 34 Short answer midterm/final 24 39 Student presentations 40 46 Student-selected topics 10 15

  9. Implication? Teaching methods commonly used by LU faculty are NOT ones which promote active and collaborative learning.

  10. 3. LU Freshman Retention * Attrition rates higher in some sub-groups National retention average of public comprehensive “low-lows” 65% in Pell Institute report, “Demography is not Destiny: Increasing the Graduation Rates of Low-Income College Students at Large Public Institutions” (2007)

  11. 4. THECB Comparisons: 1 yr persistence

  12. 5. Student Demographic Data: How our freshmen have changed Since 2000, LU freshmen have become • younger (from approximately 70% to 80% under 20) • more diverse (from approximately 75% white/25 of color to 50/50) • more full-time (from about 60% full time/40% part time to 75/25)

  13. What does FRESHMAN SUCCESSmean? The LU QEP Planning Team will decide exactly, but. . . .

  14. Some Best Practicesfrom“Demography is Not Destiny,” Pell Institute, 2007 • Freshman-year seminars or activities • Redesign of Freshman courses for more active/collaborative learning • Learning communities (and living/learning) • Coordinated, proactive advising system • Student engagement activities such as service learning, undergrad research, clubs, groups and organizations. • Financial aid education

  15. More Possibilities • More work-study employment so our students can work on campus • Use of work-study students to mentor or tutor freshmen • Faculty/freshman mentoring • Increased use of technology to reach and teach “the net generation”

  16. Next Steps . . . QEP Planning Committee will • Research needs of students and best practices • Choose specific activities to meet the goals and scope, with extensive faculty input • Design a procedure for implementation • Select assessments • Develop a detailed 5-year budget • Keep everyone informed • Direct public relations and marketing of QEP

  17. Assumptions of LU QEP • Will adjust scope to fit budgetary constraints. Whatever we do, we want to do well • No additional required hours (120 cap) • Will elicit faculty involvement voluntarily using incentives, probably mini-grants. • Plan will attempt to incorporate the activities most preferred by faculty

  18. How to get involved • Come to faculty forums • Research how these issues affect your program and courses. Share insights • Prepare to apply for a mini-grant • Bookmark the QEP Website and check it for updates

More Related