Institutional Plan for the Quality
Enhancement Plan
Academic Year(s):
2005-2009
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PURPOSE
The purpose of the quality enhancement plan is to enhance our programming
and services at Angelina College to foster an environment that is more
conducive to learning. The concept of quality enhancement is to be engaged
in an ongoing program of improvement and to be able to demonstrate how
well these efforts fulfill the institution’s mission. The focus of the
quality enhancement plan is critical thinking and is entitled: Critical
Thinking Skills – A Key for Successful Student Learning Outcomes in All
Disciplines.
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QUALITY ENHANCEMENT PLAN GOAL 1:
Establish a common understanding of the tools and concepts of critical
thinking among college administration, faculty, and staff.
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QEP OBJECTIVE 1
Improve faculty/staff understanding of the QEP by developing an
organizational structure for implementation.
RELATED INSTITUTIONAL GOAL(S)
Goal VI – Personnel Leadership: The college will provide leadership for
our service area through development of a competent, dedicated faculty and
staff who reflect the diversity of background, needs, and expectations of
our community.
RELATED INSTITUTIONAL OBJECTIVE(S)
6.2 - The faculty should remain professionally current and up-to-date,
especially in teaching skills and methods.
QEP STRATEGIES
1. Create an organizational chart to guide the implementation of the QEP
on campus to include a QEP Coordinator/Facilitator and support staff.
2. Fill the position of QEP Coordinator.
3. Redefine the function of the QEP Steering Committee to that of QEP
Advisory Committee.
4. Assign individuals to standing QEP committees created within the
organizational chart.
EXPECTED OUTCOMES
1. The organizational chart will be completed by Fall 2005.
2. The QEP Coordinator will be hired by Fall 2006.
3. The QEP Steering Committee’s function will be redefined by Spring 2006.
4. QEP subcommittees will be formulated by Fall 2006.
QEP OBJECTIVE 2
Enhance the understanding and use of critical thinking skills by providing
professional development for all faculty and staff.
RELATED INSTITUTIONAL GOAL(S)
Goal VI – Personnel Leadership: The college will provide leadership for
our service area through development of a competent, dedicated faculty and
staff who reflect the diversity of background, needs, and expectations of
our community.
RELATED INSTITUTIONAL OBJECTIVE(S)
6.2 - The faculty should remain professionally current and up-to-date,
especially in teaching skills and methods.
QEP STRATEGIES
1. Introduce the college community to the QEP through the following: IPEC,
General Faculty meetings, Board of Trustees meeting, Dean’s Educational
Council, Division meetings, and Classified Staff meetings.
2. Division Directors and selected faculty will attend workshops on
embedding student learning outcomes within the curriculum and/or the use
of CCSSE.
3. Two members from the steering committee will attend to the Annual 25th
Conference of Critical
Thinking in Berkeley, California.
4. Present critical thinking strategies learned at the 25th Annual
Conference, the focus of the college’s QEP, and its importance for
developing positive student learning outcomes to all six instructional
divisions and classified staff.
5. Adopt the Foundation for Critical Thinking Model as the tool and common
language for Angelina
College. (Paul/Elder)
6. Introduce the concepts of critical thinking and the QEP in new employee
and adjunct faculty
orientation.
7. Conduct retreats, workshops, and informal round table discussions
within divisions concerning theories, strategies, and tools of teaching
critical thinking.
8. Provide ongoing professional development training relevant to teaching
critical thinking by developing a faculty leaning community.
9. Create a resource center providing information and material on critical
thinking that is available to all faculty and staff.
10. Survey faculty on their perceptions of professional development in
critical thinking and perceived student learning of critical thinking
utilizing the Student Learning Survey for Faculty.
EXPECTED OUTCOMES
1. Members of the QEP Steering Committee will receive training during the
Summer of 2005 on the Paul/Elder model to facilitate the adoption of the
model across the curriculum.
2. Eighty-five percent of faculty and staff will be informed of the focus
of the QEP by Fall 2005
3. Faculty/staff will receive initial training and information on the
Paul/Elder model of critical thinking by Spring 2006
4. A critical thinking resource area will be available for faculty and
staff by Fall 2007.
5. The faculty learning community component will be implemented by Fall
2007.
6. Division facilitators serving on the faculty learning community will
complete the Student Learning Survey for Faculty by Spring 2009.
7. By Spring 2010, 20% of full-time faculty will have completed a
professional development program based on the Paul/Elder model.
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QUALITY ENHANCEMENT PLAN GOAL 2:
Teach and use elements of critical thinking skills across the curricula.
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QEP OBJECTIVE 1
Improve student learning by introducing the student population to the
concept of critical thinking.
RELATED INSTITUTIONAL GOAL(S)
Goal II – Quality Instructional Outcomes: The college will continue to
emphasize instruction and student achievement to meet the changing needs
of students in transfer and technical-occupational areas. The
instructional program will be supported by a comprehensive program of
student support services and remediation that will enable students to meet
individual goals. We will also provide access to a wide variety of
community service classes and programs to enable adults to fully
participate in social, educational, and economic opportunities available
in this area.
RELATED INSTITUTIONAL OBJECTIVE(S)
2.1 – The objectives of all instruction is to enable each student to meet
their own unique variety of needs and goals for transfer, occupational
needs, remediation, or socialization.
QEP STRATEGIES
1. Publicize information concerning critical thinking in all college and
student publications and through electronic media.
2. Introduce and emphasize the concept of the QEP and its focus, critical
thinking, and its purpose to all students during each semester.
EXPECTED OUTCOMES
1. Eighty-five percent of students enrolled in PSYC 0300 will be
introduced to the Paul/Elder model of critical thinking by Fall 2005
2. The Webmaster will create a link to the QEP by Fall 2005.
3. College publications will print stories about the QEP every semester.
QEP OBJECTIVE 2
Improve student learning by implementing a pilot program to introduce and
apply concepts of critical thinking.
RELATED INSTITUTIONAL GOAL(S)
Goal II – Quality Instructional Outcomes: The college will continue to
emphasize instruction and student achievement to meet the changing needs
of students in transfer and technical-occupational areas. The
instructional program will be supported by a comprehensive program of
student support services and remediation that will enable students to meet
individual goals. We will also provide access to a wide variety of
community service classes and programs to enable adults to fully
participate in social, educational, and economic opportunities available
in this area.
RELATED INSTITUTIONAL OBJECTIVE(S)
2.1 – The objectives of all instruction is to enable each student to meet
their own unique variety of needs and goals for transfer, occupational
needs, remediation, or socialization.
QEP STRATEGIES
1. Educate students in PSYC 0300/Student Development in the application of
critical thinking
tools.
2. Assess and evaluate learning outcomes of PSYC 0300/Student Development
course.
3. Review of assessment data from student development program to determine
effectiveness and
achievability across college curriculum.
4. Create a course portfolio of delivery systems for the Paul/Elder model
of critical thinking.
EXPECTED OUTCOMES
1. Eighty-five percent of students enrolled in PSYC 0300 will be
introduced to the Paul/Elder model of critical thinking by Fall 2005
2. A pre-post test format utilizing embedded critical thinking questions
will be utilized in PSYC 0300 beginning Fall 2005
QEP OBJECTIVE 3
Enhance instructional pedagogy by developing a systematic plan and
approach for implementation of critical thinking strategies across the
college curricula.
RELATED INSTITUTIONAL GOAL(S)
Goal II – Quality Instructional Outcomes: The college will continue to
emphasize instruction and student achievement to meet the changing needs
of students in transfer and technical-occupational areas. The
instructional program will be supported by a comprehensive program of
student support services and remediation that will enable students to meet
individual goals. We will also provide access to a wide variety of
community service classes and programs to enable adults to fully
participate in social, educational, and economic opportunities available
in this area.
RELATED INSTITUTIONAL OBJECTIVE(S)
2.1 – The objectives of all instruction is to enable each student to meet
their own unique variety of needs and goals for transfer, occupational
needs, remediation, or socialization.
QEP STRATEGIES
1. Use data from PSYC 0300 to establish a plan for implementation of
critical thinking across the curricula.
2. Implement the plan to teach and use critical thinking skills across the
curricula.
3. Conduct ongoing assessment of learning outcomes and integrate findings
necessary for continuous
improvement of a systematic plan.
EXPECTED OUTCOMES
1. The development of the QEP implementation plan will be complete by Fall
2006.
2. The QEP implementation plan will be initiated by Spring 2007.
3. All course syllabi will reflect a definition of critical thinking based
on the Paul/Elder model by Spring 2008.
4. The development of critical thinking enhanced curriculum (CTEC) courses
using course portfolios will be implemented by Spring 2008.
5. Implementation of the critical thinking enhanced curriculum (CTEC) will
be initiated by Fall 2008.
6. Data will be collected from the assessment of learning outcomes in CTEC
courses by Spring 2009
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QUALITY ENHANCEMENT PLAN GOAL 3:
Angelina College graduates will be able to apply critical thinking skills
and strategies in their academic, professional, and personal lives.
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QEP OBJECTIVE 1
Improve community perceptions of institutional and academic effectiveness
by assessing the use of critical thinking skills by graduating students
and alumni.
RELATED INSTITUTIONAL GOAL(S)
Goal VII – Image: The college will succeed in projecting a positive image
to its various clients and communities; students and ex-students, faculty
and educational colleagues, public school personnel, business and
industry, various accrediting agencies, and the general public. This image
will be continually enhanced and measured by evaluation of various
components of institutional purpose.
RELATED INSTITUTIONAL OBJECTIVE(S)
7.1 – The overall image will consistently rank high on student surveys and
do as well or better on local consortium and national benchmarks.
QEP STRATEGIES
1. Survey students biennially on the perception of their critical thinking
abilities based on their Angelina College experience using the Community
College Survey of Student Engagement (CCSSE).
2. Establish a baseline with a random sampling of Angelina College
graduates utilizing the California Critical Thinking Skills (CCTST).
3. Administer the CCTST to Angelina College graduates annually.
4. Solicit perceptions of former AC students who transfer to four year
universities concerning their use of critical thinking skills and
strategies acquired at Angelina College. (Using AC past and current data
and implementing the Paul/Elder Model).
5. Compare GPA of alumni who completed PSYC 0300/Student Development
course with those of students
who did not take the course. (Using the Paul/Elder Model).
6. Solicit perceptions of AC graduates in the workforce concerning their
use of critical thinking skills and strategies acquired at Angelina
College. (Using the Paul/Elder Model)
7. Solicit perceptions of employers of AC graduates critical thinking
skills. (Using the Paul/Elder Model)
EXPECTED OUTCOMES
1. Baseline scores from the CCTST will be compiled by Spring 2006.
2. Scores attained by students on subsequent administrations of the CCTST
will demonstrate an improvement in critical thinking.
3. Scores attained on the embedded critical thinking questions on the
CCSSE will demonstrate an improvement in critical thinking.
4. A random sampling of students will complete the CCSSE every two years,
beginning in Spring 2005
5. A sampling of AC graduates will receive a survey soliciting their
perceptions of their use of Critical Thinking skills within one year of
employment.
QEP OBJECTIVE 2
Improve employer perceptions of Angelina College graduates regarding their
application of critical thinking skills.
RELATED INSTITUTIONAL GOAL(S)
Goal VII – Image: The college will succeed in projecting a positive image
to its various clients and communities; students and ex-students, faculty
and educational colleagues, public school personnel, business and
industry, various accrediting agencies, and the general public. This image
will be continually enhanced and measured by evaluation of various
components of institutional purpose.
RELATED INSTITUTIONAL OBJECTIVE(S)
7.1 – The overall image will consistently rank high on student surveys and
do as well or better on local consortium and national benchmarks.
7.2 – Employer satisfaction will be high for recently employed graduates
as measured by employer follow-up surveys.
EXPECTED OUTCOMES
1. Employers of former AC students will provide their perceptions of
students’ Critical Thinking abilities within one year of employment.
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