CAPITULO 1: MARCO TEÓRICO
1.2. Bases teóricas
1.2.1. Comunicación Organizacional
meetings, committee meetings, new staff orientations, student mentoring initiatives, and posting information in permanent archives for internal informational sharing.
Measurement of Student Learning Outcomes (SLOs)
LSCC will assess the QEP SLOs using the same methods as in the College’s comprehensive assessment plan for student learning outcomes across the curriculum. This includes identified shared assessment activities, rubrics, and scoring, with scores recorded, aggregated, and reported in eLumen, LSCC’s Student Learning Outcome management software. The Student Learning Outcomes will be assessed by the SLS Faculty Coach in each section of
developmental coursework which is part of the QEP. These outcomes will also be assessed in developmental mathematics courses during the Fall semester of 2010 to provide a baseline before the QEP begins. Courses which are outside of the scope of the QEP pilot project will also be assessed for comparison with the targeted sections.
QEP Student Learning Outcome 1: Students will articulate realistic yet attainable goals for academic and personal success and a plan to achieve those goals.
Performance Objective: Students will read and observe effective examples of goal setting strategies, and design their own personal leadership plan illustrating realistic short-term and long-term goals.
Method of Measurement: The Program Manager, discipline coordinator, and SLS Faculty Coach will create a template for the specific activity. A possible indicator of mastery in articulating realistic yet attainable goals might include the construction of a personal leadership plan, projecting student goals for the semester. This personal leadership plan could be expanded to project attainable goals in the next semester, next year, or even include career goals.
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QEP Student Learning Outcome 2: Students will demonstrate note-taking skills as a valuable component of course work. Students will be able to write comprehensive, organized class notes.
Performance Objective: Students will observe examples of effective note-taking techniques and participate in class discussions, sharing their own hints for improving the process. Students will survey the textbook and individual chapters, identify textbook reading techniques, discuss note-taking techniques such as Cornell Notes, mind-mapping, lists, flash cards, outlining, and summarizing.
Method of Measurement: Students will develop a note-taking system for a resource in current use in MAT 0024 and apply the system. Students will take notes from a 15 minute in-class lecture on a selected subject and compare their notes with a teacher-prepared sample over the same information. (60% accuracy will be required.)
QEP Student Learning Outcome 3: Students will demonstrate the ability to alleviate test anxiety through formulation of test taking strategies for both objective and essay exams and preparation of practice exams and practice exam questions.
Performance Objective: Students will demonstrate methods to reduce test-taking anxiety such as visualization and relaxation techniques. Students will develop their own sample test questions to present to their peers.
Method of Measurement: Students will devise five sample test questions and share with the class how they constructed each question. They will be able to identify and discuss the key components to the question as well as the distracters in the answer set.
Maslow’s hierarchy proposed that students succeed when they are directed toward the attainment of goals (Schunk, 2004). Building student esteem and self-actualization will guide students along the path of self-discovery (Schunk, 2004). Activities such as test-item building will reduce test-taking anxiety by enabling them to successfully identify and discuss key components of test questions.
QEP Student Learning Outcome 4: Students will understand how to interpret and apply feedback from instructors, using the feedback as a learning tool.
Performance Objective: Students will reflect on and verbalize what they have learned, what they still need to know, and how they might assess themselves.
Method of Measurement: Students will effectively manage the frequency and consequences of feedback on such items as weekly quizzes or un-graded practice assignments This will provide iterative opportunities for students to practice skills, to
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examine small failures, and to receive advice about how to correct mistakes. Students will articulate examples of counterproductive responses to academic feedback, such as:
avoidance of feedback
denial and rationalization in the interpretation process
overreaction, dramatization, and/or self-pity.
Students will also articulate examples of constructive ways to interpret and utilize faculty feedback, such as critiquing and analyzing their own work and making corrections based on the feedback.
QEP Student Learning Outcome 5: Students will understand intrinsic and extrinsic motivation and demonstrate strategies for persistence in college.
Performance Objective: Students will state the differences between intrinsic and extrinsic motivation and the value of each. Students will identify personal and
environmental sources of both types of motivation in their pursuit of academic success . Method of Measurement: Students will identify verbally and in a brief written
assignment their own sources of motivation for completing the course, will state whether these sources are intrinsic and/or extrinsic, and will explain how these sources will impact their success in the course. Another method of measurement strategy might be the completion of a research-based instrument such as the Self Regulation
Questionnaire (SRQ), the Perceived Competence Scale (PCS), the Intrinsic Motivation Inventory (IMI), or the Academic Intrinsic Motivation Scale (AIMS). The AIMS was designed by French and Oakes to measure student motivation to succeed in college in terms of curiosity, control, career outlook, and challenge.
Table 5 provides a draft template for assessing the five QEP student learning outcomes.
Assessment will begin in Spring 2011 with MAT 0024 Elementary Algebra and continue with REA 0002 College Prep Reading and ENC 0010 College Preparatory Composition in
subsequent years (see timeline in section III). More specific level descriptors will evolve from this work.
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1-Inadequate 2- Fair 3-Competent 4- Exemplary
1. Sets realistically attainable semester goals for academic
& personal success
in specific courses Personal Leadership
The student is able to articulate realistic and
The student is able to identify methods to
The student is able to articulate what they have
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The Program Manager of Developmental Studies will create student surveys and related performance objectives to track student input as to the effectiveness of the QEP. At least one survey per semester will be made available to students in the affected course sections.
Electronic survey services will facilitate immediate and cost-effective qualitative and quantitative data collection on the student response to the QEP. LSCC administered the Community College Survey of Student Engagement (CCSSE) in 2007, and these results will serve as reliable
baseline data. In addition, the CCSSE will be repeated to assess the effectiveness of the QEP.
Tracking of Pass Rates
Assessment of the QEP will include tracking student performance on the Florida College Basic Skills Exit Test, which is a state-mandated component of all three targeted developmental classes (MAT 0024: Elementary Algebra, REA 0002: College Prep Reading, and ENC 0010:
College Preparatory Composition). The College will track the percentage of students who are eligible to take the test and the percentage who pass it. As a baseline for measuring success, the College has collected data from Fall 2008 to present for MAT 0024 and will set up similar parameters for REA 0002 and ENC 0010. This data will be compared to success rates in those classes as the QEP is implemented.
Performance Objective 1: (for MAT 0024: Elementary Algebra only): The student will demonstrate that they are prepared to take the algebra portion of the Florida College Basic Skills Exit Test. Satisfactory preparation will be measured by a course average of 70% or better. The student’s course average is based on in-class tests and quizzes, class attendance/participation, and 250 exercises completed outside of class through the MyMathLab online resource. The course average is calculated according to the following formula:
75% of the student’s test average + 10% of the student’s quiz average + 10% of the student’s class attendance/participation grade + 5% of the student’s MyMathLab grade.
The student’s class attendance/participation grade is based on a point system. Each student starts with 180 points and throughout the semester may lose points for absence, tardiness, leaving class early, behaving inappropriately during class, or not participating fully in class. The student’s class attendance/participation grade is the number of points remaining divided by 180. The student’s MyMathLab grade is the number of exercises successfully completed divided by the total number assigned (250).
Performance Objective 2: Students will achieve a passing grade on the Florida College Basic Skills Exit Test.
45 Tracking Persistence and Success
Upon the successful completion of the appropriate developmental course, as well as the Florida College Basic Skills Exit Test, students will successfully persist to college credit courses.
Performance Objective: Students will register for the appropriate subsequent college credit course in the semester immediately following the developmental course. College credit courses are designed to be transferable to other institutions and are on the
statewide list of transferable courses. Transferability is verified by the statewide common course numbering system. Students will demonstrate persistence by completing the appropriate subsequent credit course with a course grade of C or better.
Institutional Indicators of Effectiveness
The Indicators of Effectiveness are measured annually and reported to the District Board of Trustees. Results are used to adjust and improve the curriculum. The QEP project staff will look at these indicators to measure the project’s impact on the performance of students in
developmental classes. The following indicators are relevant to the QEP:
Indicator # 2: The percent of withdrawals from LSCC courses for college credit and developmental courses.
Indicator # 3: Overall success rate in college credit and developmental courses (no less than a ―C‖ or ―S‖) for students enrolled in a given academic year including students who graduated during the year
Indicator # 4: Percent of students assessed into reading, English, or math developmental courses who enroll in those courses before completing 12 credits Indicator # 5: Percent of students enrolled in developmental courses who successfully complete those courses and achieve a GPA of 2.0 or better in the first college-level math or English course (from developmental reading and/or English) that they complete Indicator # 6: Percent of Fall FTIC students returning the following spring term and percent of Fall FTIC students still enrolled in the following fall term.
Indicator # 8: Percent of AA or AS/AAS degree seeking students who complete within four years by full-time or part-time status.
46 Continuous Review of QEP Progress and Impact
Two subcommittees of the Teaching and Learning Committee, part of the College’s planning structure, will assess the validity and success of the QEP on an annual basis and will submit reports and recommendations to the College Planning Council and the President’s Cabinet.
- The College Assessment Team will review QEP Student Learning Outcomes as part of the College’s overall Student Learning Outcomes assessment.
- The QEP Advisory Committee is assigned to work with the Program Manager of
Developmental Studies and will make an annual review of the Program Manager’s work and provide an overall assessment of the success of the QEP.
Conclusion
Lake-Sumter Community College was established 48 years ago by local citizens who believed their children deserved a college education. The LSCC QEP: Strategies of Success for Students in Developmental Classes, is a testament to that legacy. Advancements in technology,
unprecedented economic trends, and a daily influx of new Lake County residents have
demanded that higher education accomplish more than it ever has in the past. LSCC students of all ages and abilities deserve an opportunity not only to succeed, but to excel in their chosen professions.
Providing students with the foundational skills they will need to succeed in their classes will move them closer to achieving their dreams, while simultaneously infusing a rural community with a talented and well prepared workforce. The implications of the LSCC QEP are much broader than the effects on math, English, and reading. In this technological age, the implications of the QEP are local, regional, national, and global. Students have enrolled at LSCC for a great education close to home. They will leave LSCC with the skills and strategies they need for success in the world.
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