Daytona State College has submitted its Quality Enhancement Plan (QEP) to the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). The first phase of the QEP implementation will begin shortly after SACSCOC approval.
Daytona State's QEP takes form as a one-credit-hour course, College Resources (SLS 1101), to be taken concurrently with Freshman Composition (ENC 1101) by first-time-in-college students who are academically at-risk for failing ENC 1101, a key gatekeeper course in all associate and baccalaureate degree programs. This experiential learning course will show students how using three major academic resources - the Library, Academic Support Center and the College Writing Center - can enhance their potential for success in ENC 1101 and beyond.
Pending SACSCOC approval of Daytona State's QEP, SLS 1101 will be piloted beginning spring 2014 on the Daytona Beach Campus. Identifying, advising and enrolling students who will benefit most from the course is a key element in the implementation of the QEP. The Implementation Team is establishing criteria for determining a student’s level of risk, which may include, but not be limited to, a set score on a college entrance or placement test (PERT, SAT, ACT), high school grade point average and length of time since high school graduation.
Implementation of the QEP will be accomplished through a five-year process. All elements of the program will support the college mission by aligning with Daytona State’s strategic priority for emphasizing student success.
To achieve the desired results, extensive coordination in the implementation and management of the plan will exist among units charged with its administration: the Student Life Skills Department; the School of Humanities and Communication, which houses the English Department; Academic Advising; the Division of Library and Academic Student Services, which includes the Library, Academic Support Center and College Writing Center; and the Professional Development Department. Individuals representing each of these divisions are part of the QEP Implementation Team, which is developing and implementing QEP strategies in conjunction with the QEP Director, SLS SOAR Course Lead Instructor and the QEP Research Analyst. Three key components of the plan are described below:
A subcommittee of the QEP Implementation Team began meeting in spring 2013 to develop the SLS 1101 course and define an appropriate training program for faculty selected to teach the course. The one-credit-hour course will emphasize hands-on experience using academic resources invaluable for ENC 1101 success. The academic resources that will be integrated into the course are:
- College Writing Center
- Library Services
- Academic Support Center
- Digital Resources: Falcon Online, FalconMail, Learning Commons Online (library, writing center, academic support center)
SLS 1101 is intended to be offered in the fall and spring semesters during “A” term with ENC 1101 as a co-requisite. The course will be in the summer terms by the end of year two. SLS 1101 will meet two-hours a week for seven weeks and will be graded on the A-F grading scale, with the course being counted toward the student's grade point average. To maximize the engagement of students and the experiential nature of the course, each class section will be capped at 22 students.
The pilot program will include three class sections to be offered on the Daytona Beach Campus. In the second year of QEP implementation, the number of class sections will increase to 37 sections offered on the Daytona Beach Campus. Full implementation will occur in the third year, with approximately 58 class sections offered across all campuses. Delivery formats will expand to include hybrid and online options, as well as traditional face-to-face courses.
Student and Faculty Engagement
Academic advisors, as front-line staff, have a big part in promoting the course to students. With new directives from the state altering the landscape of developmental education, it is anticipated that less academically prepared students will find their way into Freshman Composition; the new SLS course will be one means to address the academic needs of these students.
A three-hour training session is being developed to provide academic advisors with information about the academic risk factors to look for in a student, the need to understand and promote the new SLS course, and how the course will supplement ENC 1101.
Selection of faculty who appreciate the philosophy of the course is vital to the success of the program. There will be three phases in the selection of faculty. The first phase will be that of the pilot program, when three faculty members belonging to the Student Life Skills Department will be identified to teach the pilot sections of the course. Additional faculty will be needed in the second phase (year two) when class sections increase to 37. Faculty from the Student Life Skills Department and the English Department will be recruited. Once the QEP program reaches full implementation starting in year three, the third phase of faculty selection will take place. At this point all full-time faculty and qualified professional staff will be invited to participate as instructors in the program.
The second component of faculty training will be directed to faculty who are involved indirectly with the QEP because they teach the complementary ENC1101 course. These instructors will be engaged in a brief training about the SLS course, its content, its goals and how these will impact their Freshman Composition class.
The final faculty training component will engage all college instructors. A two-hour online training module will focus on raising further awareness of academic resources in the Learning Commons. The module will train faculty to incorporate classroom strategies and assignments that promote the use of the the Libary, Academic Support Center and the College Writing Center. The objective is to work in tandem with members of the college faculty to stress the importance of using academic resources as a means of helping students succeed.
Ultimately, SLS 1101 will be integrated into the Student Life Skills Department as a continuing course offering, and student outcomes will be incorporated into the ongoing academic assessment processes of the department.
By the third year, the course will be fully implemented. Early assessment activities will have been employed to form and drive the implementation of the program, as well as any necessary adjustments in course content, student engagement or faculty training. Year four and five will focus on maintaining the key elements of the program, scheduling course sections, updating the course curriculum and continuing professional development activities. The QEP director and research analyst will monitor enrollment trends as well as the characteristics and needs of FTIC students to ensure that the course remains relevant and effective. Assessment and evaluation will shift to a more summative nature as more students complete the course and more faculty are trained to teach it. Surveys, focus groups, and data review and analysis will continue, and results of these assessment strategies will be used to evaluate program performance and guide program enhancements.
College Resources (SLS 1101)
The overriding goal of Learn to SOAR is to “Increase ENC 1101 success rates for FTIC students who are at risk for academic failure.”
Student Learning Outcomes
1. Students who enroll in SLS 1101 will be able to use, select, and value appropriate library resources to support academic success.
2. Students who enroll in SLS 1101 will be able to use, select, and value appropriate Academic Support Center resources to support academic success.
3. Students who enroll in SLS 1101 will be able to use, select, and value appropriate College Writing Center resources to support academic success.
4.Faculty who participate in Learn to SOAR professional development will increase knowledge regarding success strategies for FTIC at-risk students
5. By the end of 2017-2018, the ENC 1101 success rate for FTIC at-risk students will increase from 60% to 65%.
For more information, contact:
Dr. Tom Bellomo
(386) 506-3000, BellomT@DaytonaState.edu