Implementing the QEP

A launch of the institution’s QEP effort was delayed to accommodate our move to a new learning management system, Desire2Learn, in Fall 2012. See the QEP summary for an overview of the project.

What We Will Do
 
Implementing the QEP involves six phases:

  1. Training and certifying faculty in quality course design and best practices in online instruction.

Certain course-design features and instructor behaviors have been identified in recognized national standards as vital for successful online courses. These standards form the basis of training for our faculty in the QEP and are communicated through two courses all online instructors will complete. (Read more about faculty and the QEP in “Faculty Involvement in the QEP.”)

  1. Assisting faculty in designing or redesigning high-quality online courses.

The ultimate goal within the QEP time period is that every course offered fully online by the college will have been built or revised to meet national standards as organized in the BC Quality Course Design  (see also the Rubric Guide). This process assures a common level of course and instructor effectiveness in all online courses. Many instructors will surpass the rubric and instructor-effectiveness standards in their course design and teaching. The QEP seeks to ensure a minimal level of quality for both course design and instruction.

  1. Launching the newly-designed courses annually and assessing their effectiveness.

The QEP calls for various assessments of the success of the plan. (See the assessments section of that document for a summary.)

  1. Developing and launching a required tutorial for students in use of GeorgiaVIEW and requiring a readiness-for-online-learning assessment.

Students will be required to complete a tutorial on using the online-course system. Initially, students can take this tutorial independently. But beginning fall, 2012, the tutorial will be embedded into the required Foundations for Success so that all students will complete the tutorial in that first-semester class. In addition, the Foundations class will include a module on being a successful online student. As a part of that module, students will complete the SmarterMeasures assessment that determines their readiness to take an online class. The module and this assessment will be used to advise students on whether or not they should take online courses.

  1. Assessing the expected outcomes of the QEP annually to track progress and to drive improvements to the plan.

Along with the QEP director and the QEP Implementation Committee (QEPIC), the director of institutional effectiveness will analyze data annually to assess the effectiveness of the plan and to recommend changes to the QEP or related processes as needed.

  1. Evaluating the summative success of the QEP over five years and preparing the QEP Impact Report.

At the end of the five-year period, the entirety of the QEP will be evaluated to gauge the institution’s success in implementing the plan and to answer one important question: Did the plan lead to improved online learning for students as measured by the plan? A final Impact Report will be written and submitted to SACS.

 

 
 

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