Ready, Set, Succeed!
College Readiness for Long-term Success

 

After a collaborative lab, the Topic Selection Committee was formed. The goal was to start with seven broad-based areas, and through research, discussions, and surveys, determine the top four:

1. First-year experience with cohort-driven learning communities (including mentoring).
2. College readiness (ENC1101 and MAT1100/1033).
3. Increasing student success in online courses in highest enrollment courses or gateway.
4. Strengthening writing for highest enrollment classes (ENC1101, POS2041, PHI1600).
5. Faculty engagement in student learning support for degree foundation courses.
6. Subsequent critical courses on Pathways success.
7. Personal responsibility, social engagement and ethical decision making among students.

From there, we were able to settle on two possible topics:

1. College Readiness for Long-term Success: This topic could include many of the ideas related to the possible focus area of the first-year in college experience but could also incorporate support for fundamental skills in math, reading and/or writing through faculty-led learning communities/student cohort groups to include mentoring ideas. This could also include integrated advising, career/transfer & tutoring resources that could be further enhanced with coaching for college success skills in a way that provides students with better study skills, time management strategies, awareness of personal responsibility, and gains in life/school balance. Overall, the goals of this broad-based focus area would be to enhance student learning in critical areas with measurable outcomes that support long-term student success. In addition, a wide range of stakeholders (faculty, staff, students, alumni, and employers) were consulted with and involved in the selection through forums, focus groups, surveys, andinformation sessions. In April 2016 SPC's Board of Trustees approved the College's QEP topic: College Readiness for Long-term Success.
 
2. Strengthening Writing: This topic could include a focus on successful writing in different disciplines rather than just communication courses with the possibility of creating a fabric of support for critical skills for long-term success in writing. Strategies that might be considered would be assigned writing coach for certain classes/groups as a way to integrate writing resources seamlessly in the classroom experience. This broad-based focus area would be to focus on the writing experience through the use of: standard rubrics; plagiarism checks; shared tools for students & faculty; consistent resources as a student progresses along their academic pathway.

 

College Readiness White Paper PDF

College Readiness in the Online Community PDF

College Readiness through Personal Responsibility and Ethical Decision Making PDF

QEP Strategic Projects SharePoint site

 

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Five components of the QEP framework:

1. An Institutional Process: The institution uses an institutional process for identifying key issues emerging from institutional assessment.
• Plan is directly related to institutional planning efforts. Topic selection involved process that generated information and specific ideas from a wide range of constituents. Selection of topic determined by representative process that considered institutional needs and viability of plan.
• A direct and strong relationship of QEP topic to institutional needs; clear how accomplishment of QEP would directly improve institutional/student performance.
2. Focus of the Plan: The institution identifies a significant issue that (i) focuses on learning outcomes and/or environment supporting student learning and (ii) accomplishes the mission of the institution.
• Detailed student learning outcomes tied directly to institutional needs.
• A clear relationship between activities of QEP and the improvement of student learning, all tied to established institutional needs.
3. Institutional Capability for the Initiation, Implementation, and Completion of the Plan: The institution provides evidence that it has sufficient resources to initiate, implement, sustain, and complete the QEP.
• Very detailed budget information, institutional commitment of funds clearly indicated. If individuals are not yet identified, detailed job descriptions provided that indicate the specific skills and abilities needed for key personnel. Organizational structure shows clear reporting responsibilities and oversight structures.
• Very detailed timetable is provided for year by year activities including specific actions, budgetary expenditures and assessment processes. Timetable indicates clearly that QEP can be realistically implemented and completed in five years.
4. Broad-Based Involvement of Institutional Constituencies: The institution demonstrates the involvement of its constituencies in the development and proposed implementation of the Plan.
• Process used ensured input from all relevant constituencies in developing the plan.
• All relevant constituencies have direct involvement in implementation.
5. Assessment of the Plan. The institution identifies goals and a plan to assess the achievement of those goals.
• Goals are clearly stated, lead to specific, measurable outcomes.
• Assessment is based on clear outcomes, assessment methods related to outcomes, and are direct measures of those outcomes.

     

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Implementation Phase 2:
Assessment Team	Position	Department	Campus
Ashley Caron**	Assoc. Dir.	Academic Effectiveness	EPI
Carol Weideman	Faculty	Math	Clearwater
Ian Call	Program Director	Collegiate High School	St. Pete/Gibbs
Lynn Grinnell	Faculty	College of Business	EPI
Melanie Paden	Faculty	Communications	Clearwater
Misty Kemp	Director	Retention Services	EPI
Teri Trde	Faculty	College of Health Sciences	HEC
Implementation Team	Position	Department	Campus
Ian Call**	Program Director	Collegiate High School	St. Pete/Gibbs
Melanie Paden	Faculty	Communications	Clearwater
Misty Kemp	Director	Retention Services	EPI
Learning Communities Team	Position	Department	Campus
Carol Weideman**	Faculty	Math	St. Pete/Gibbs
Kari Morrel	Reference & Instruction Librn.	Learning Resources	MT
Kellie Ziemak	Project Coordinator	Student Services	EPI
Mark Strickland	Provost	Provost Office	Seminole
Nikole Jorgensen-Zidar	Instructional Supp. Specialist	Learning Resources	Clearwater
Learner Mindset Team	Position	Department	Campus
Darryl Henderson	Administrative Services Specialist	Online Learning & Services	EPI
Dawn Janusz	Staff	Student Services	HEC
Joe Bowman*	Student	College of Business	Tarpon Springs
Lynn Grinnell	Faculty	College of Business	EPI
Michael Crews	Sr. Instructional Support Specialist	Learning Resources	Tarpon Springs
Misty Kemp**	Director	Retention Services	EPI
Learning Strategies Team	Position	Department	Campus
Lynn Grinnell**	Faculty	College of Business	EPI
Darlene Westberg	Faculty	Computer & Information Technology	St. Pete/Gibbs
Melanie Paden	Faculty	Communications	Clearwater
Michelle Piper	Instructional Technology Manager	Online Learning & Services	EPI
Saunya Talley	Advisor	Student Services	St. Pete/Gibbs
Course Design Team	Position	Department	Campus
Michelle Piper**	Instructional Technology Manager	Online Learning & Services	EPI
Judy Macdonald	Sr. Instructional Support Specialist	Learning Resources	Clearwater
Melanie Paden	Faculty	Communications	Clearwater
Sunita Kamari	Faculty	Social and Behavioral Sciences	Seminole
Susan Benson	Faculty	Communications	Clearwater
Subcommittees:
Budget Team	Position	Department	Campus
Heather Roberson	Faculty Chair	CETL	Clearwater
Jennifer Haber	Faculty	Communications	Tarpon Springs
Jesse Coraggio	VP Inst. Effectiveness & Acad. Svc.	Instruction and Academic Programs	EPI
Web Site Team	Position	Department	Campus
Ian Call**	Program Director	Collegiate High School	St. Pete/Gibbs
Marco Capobianco	Technology Support Specialist	CETL	Clearwater
Matthew Bodie	Executive Director	Learning Resources	EPI
Melanie Paden	Faculty	Communications	Clearwater
Video Team	Position	Department	Campus
Basil Mousatsous	Faculty	Humanities/Fine Arts	Clearwater
Christian Moriarty**	Faculty	Ethics	St. Pete/Gibbs
Kathy Siegler	Faculty	Natural Sciences	Clearwater
Marco Capobianco	Technology Support Specialist	CETL	Clearwater
Michelle Piper	Instructional Technology Manager	Online Learning & Services	EPI
Saunya Talley	Advisor	Student Services	St. Pete/Gibbs
Timm Andrews	Project Videographer	Online Learning & Services	Seminole
Information Literacy Team	Position	Department	Campus
Li-Lee Tunceren	Faculty	Communications	Seminole
Matthew Bodie	Executive Director	Learning Resources	EPI
Michael Crews	Sr. Instructional Support Specialist	Learning Resources	Tarpon Springs
Michelle Piper**	Instructional Technology Manager	Online Learning & Services	EPI
Misty Kemp	Director	Retention Services	EPI
Nikole Jorgensen-Zidar	Instructional Support Specialist	Learning Resources	Clearwater
Teri Trede	Faculty	College of Health Sciences	HEC
Marketing Team	Position	Department	Campus
Dawn Janusz	Staff	Student Services	HEC
Joe Bowman*	Student	Business	Tarpon Springs
LaVonda Leonard**	Staff	Leepa-Rattner Museum of Art	Tarpon Springs
Michael Crews	Staff	Learning Resources	Tarpon Springs
Sara Brzezinski	Faculty	Social Sciences	Tarpon Springs
Course Redesign	Position	Department	Campus
Michelle Piper**	Instructional Technology Manager	Online Learning & Services	EPI
Michael Crews	Staff	Learning Resources	Tarpon Springs
Judy Macdonald	Sr. Instructional Support Specialist	Learning Resources	Clearwater
Carol Weideman	Faculty	Math	Clearwater
Melanie Paden	Faculty	Communications	Clearwater
Ashley Caron	Assoc. Dir.	Academic Effectivenes	EPI
Theresa Phoenix	Systems Analyst	Information Systems - AIS	EPI
Online Course Design	Position	Department	Campus
Theresa Phoenix**	Systems Analyst	Information Systems - AIS	EPI
Michelle Piper	Instructional Technology Manager	Online Learning & Services	EPI
Judy Macdonald	Sr. Instructional Support Specialist	Learning Resources	Clearwater
Carol Weideman	Faculty	Math	Clearwater
Ashley Caron	Assoc. Dir.	Academic Effectivenes	EPI
Melanie Paden	Faculty	Communications	Clearwater
Michael Crews	Staff	Learning Resources	Tarpon Springs
Event Planning	Position	Department	Campus
Jennifer Haber**	Faculty	Communications	Tarpon Springs
Doyle Callahan	Systems Analyst, LMS	Online Learning and Services	EPI
Rina Coronel	Faculty, 12 Month	College of Business	EPI
Julia Meyer	Certification Testing Coord.	Career Connections	All State
Melanie Paden	Faculty	Communications	Clearwater
Cynthia Grey	Acting, Associate Dean VetTech	Veterinary Technology	VetTech Center
CARE for Faculty	Position	Department	Campus
Christian Moriarty**	Faculty	Ethics	St. Pete/Gibbs
Stephanie Silvers**	Accessibility Svcs Coordinator	Accessibility Services	HEC
Teri Trede	Faculty	College of Health Sciences	HEC
Rina Coronel	Faculty, 12 Month	College of Business	EPI
Mark Nusspickel	Faculty	Communications	Downtown
Abagail Mills	Adjunct Faculty	Communications	St. Pete/Gibbs
Suzanne West	Coord, Int'l LanguageInstitute	Workforce Institute	EPI
Janice Thiel	Instructional Design Spec	Online Learning and Services	St. Pete/Gibbs
Peer Mentoring	Position	Department	Campus
Ian Call**	Program Director	Collegiate High School	St. Pete/Gibbs
Joe Bowman*	Student	College of Business	Tarpon Springs
Stephanie Silvers	Accessibility Svcs Coordinator	Accessibility Services	HEC
Michael Crews	Staff	Learning Resources	Tarpon Springs
Bryan Sullins	Career & Academic Advisor	Student Services	Downtown
Angela Ashe	Research Analyst	Inst. Research & Effectiveness	EPI
* Student
** Team Lead

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With a goal of each N4S community to reach 30 students, the implementation plan following the pilot year will begin with the existing two campuses but immediately reach out to online students as the third location. The pilot year will allow the RSS! Leadership Committee to enhance the existing program based upon what was learned and focus its attention upon ensuring that online students are able to engage in a similar program during its initial year. After year 1, the plan is to expand college-wide, adding the final three educational locations. By the end of the fifth year, the plan will have supported 870 students.  

     

 

     

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