Quality Enhancement Plan Q&A



Published on: August 19, 2024
Brad Spielman, right, and a GTCC student pose for a photo with the college's QEP.
GTCC's QEP, "Here to Succeed," aims to improve student engagement and attendance within the first 12 credit hours.

 

In 2024, Guilford Technical Community College (GTCC) began its reaccreditation process with the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), the accrediting body that ensures the College meets rigorous standards of quality education. This reaffirmation process takes place every 10 years and includes the development and implementation of a five-year Quality Enhancement Plan (QEP).

GTCC’s QEP, titled "Here to Succeed," is focused on improving student success in the first 12 credit hours of instruction.

Below are some commonly asked questions regarding the QEP.

Q: Why is having a QEP important for GTCC?

A: A Quality Enhancement Plan (QEP) is important for GTCC because it will focus on improving student success in the first 12 hours by increasing student engagement and attendance in class.

Q: Why is our QEP named "Here to Succeed"?

A: GTCC’s QEP, entitled “Here to Succeed,” is the culmination of over four years of research and efforts to improve student success early on in a student’s academic pathway. As will be described below, many data insights have led the college to realize that improvement of student performance within the first 12 credit hours of instruction, inclusive of college and developmental hours, significantly increases student overall success and significantly reduces the achievement gap noted between subpopulations of students at GTCC.

The Voluntary Framework of Accountability (the first national system of accountability specifically for community colleges) data have shown that, currently, 57% of students coming to GTCC for the first time successfully earn 12 credit hours in two years. As a majority student-of-color institution, the college is committed to the effort to raise student achievement for all. Project strategies are centered around improving student attendance and engagement in the students’ first 12 credit hours attempted at the college.

Q: What are the goals of the QEP?

A: The goals, or student success outcomes, of the QEP are to:

  • Improve student attendance and engagement.
  • Increase success rates in students’ first 12 credit hours, which will decrease equity gaps in student sub-populations.
  • Improve student persistence.
  • Increase the percentage of students in good academic standing.
  • Decrease financial burden on students.

As GTCC continues to work on this QEP, four strategies were identified as necessary for successful implementation and broad-based institutional support. The college will meet the goals and student outcomes through four main strategies:

  1. Implementing an attendance policy and academic withdrawal.
  2. Increasing student engagement in the classroom.
  3. Ensuring appropriate professional development for all faculty and staff
  4. Establishing a system for financial aid distribution that supports student completion.

Q: In what ways do students benefit from having a QEP?

A: The QEP focuses on improving key areas that directly impact student success, especially in their early academic experience. A well-designed QEP targets specific factors like engagement, attendance, and student-centered teaching strategies, all of which create a more supportive and effective learning environment. By improving classroom engagement, students are more likely to be active participants in their own education, which enhances their understanding of course material and boosts retention rates. The emphasis on attendance ensures that students are present to receive the full benefits of instruction and participate in interactive learning activities that promote deeper learning.

Additionally, a QEP often involves a coordinated effort across campus to provide better resources and support services, such as tutoring, advising, and academic workshops. This comprehensive approach helps students stay on track and offers assistance when challenges arise. Overall, the structured focus of a QEP leads to more enriching academic experiences, better performance, and ultimately, higher rates of persistence and graduation.

Q: How do faculty and staff benefit?

A: Faculty and staff benefit from the QEP's focus on student engagement and attendance through the dedicated training and resources they will experience as part of implementation. By being given the proper tools and support, faculty will be equipped to provide a more dynamic and participative teaching experience, leading to increased satisfaction in their roles. Improved student success from better engagement will reflect positively on their efforts, creating a sense of contribution and accomplishment to the mission of the college. Additionally, the focus on engagement builds professional growth as they refine their teaching skills to create effective learning opportunities for students. Staff with roles in student services will benefit from working more closely with faculty, collectively creating a complete approach to student success. This collaboration will strengthen our college community across departments.

Q: What are some of the changes students can expect to see with the implementation of the QEP?

A: With the implementation of the QEP, students are likely to notice several positive changes that enhance their learning experience, particularly within their first 12 credit hours. Classes will become more interactive, with a focus on activities like group discussions, hands-on projects, and problem-solving exercises that encourage active participation. Students will also experience stronger connections with their instructors, as faculty will prioritize building supportive relationships and providing personalized feedback.

Attendance will be emphasized more consistently, with new strategies aimed at encouraging students to engage regularly with their courses. Additionally, collaborative learning will play a bigger role, with more opportunities for peer interaction through group work or team-based activities. Students can also expect to receive more frequent and meaningful feedback, helping them stay on track and adjust their learning strategies as needed. Overall, clearer communication of expectations and increased access to academic support resources will help students succeed and build a strong foundation in their early college experience.

Q: Why is making class attendance and participation a part of the grading process a good thing for students?

A: Making class attendance and participation a part of the grading process is beneficial for students because it encourages consistent engagement and active involvement in their learning, which are key contributors to academic success. Regular attendance ensures that students are exposed to the full scope of course content and have opportunities to ask questions, engage in discussions, and clarify any uncertainties. Participation encourages students to take an active role in their learning, which helps deepen their understanding of the material and fosters critical thinking. Additionally, when attendance and participation are graded, students are more likely to stay accountable and motivated, reducing the likelihood of falling behind. This structure not only promotes better academic habits but also helps students develop soft skills like communication, collaboration, and responsibility, which are valuable both in their academic journey and future professional endeavors.

Q: Why are the dates Oct. 28-31 important for factually, staff and students?

A: During this time, the "on-site" team from SACSCOC will be on GTCC campuses reviewing important aspects for our accreditation, including the QEP. The team will be meeting and interviewing faculty, staff, and students during their time. It is important that all

stakeholders in the college are aware and familiar with the QEP, its name (“Here to Succeed"), what it is, the tactics, and the overall goal.

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