Quality Enhancement Plan (QEP)Five-Year Report on Hybrid Learning in Math Hubs

ByBob Indrihovic

&Pat Velicky

Florence-Darlington Technical CollegeFlorence, South Carolina

Orlando, FloridaMarch 24, 2012

FDTC’s remedial math transformation began with the SACS Quality Enhancement Plan (QEP)– • The title of the plan is Calculate This! modeled

after the University of Alabama’s Math Technology Learning Center.• The QEP is a compliance standard that has been

established by the Southern Association of Colleges and Schools (SACS).• The QEP is an ongoing plan of continuous

improvement done on a 5-year reporting cycle.

Transforming Remedial Math

Florence-Darlington Technical College will transform the traditional instructional approach into a flexible, customer-oriented learning environment emphasizing a global economy, certifications, work experience credit, competency-based outcomes, self-paced, individualized instruction, and the infusion of technology in all programs of study.

One of the five Institutional Goals at FDTC was perfect for Calculate This!

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OBJECTIVES:

• SACS QEP Overview

• FDTC QEP Process

• FDTC QEP Data and Results

SACS QEP Overview

• Commission on Colleges expectations– Core Requirement 2.12– Comprehensive Standard 3.3.2– Nine Steps to developing a QEP

• to dedicate itself to enhancing the quality of its programs and services within the context of its mission, resources, and capabilities

• to create an environment in which teaching, public service, research, and learning occurs

The Commission on Colleges expects an institution:

SACS QEP Overview

Core Requirement 2.12 states that the QEP• demonstrates that the plan is part of an ongoing

planning and evaluation process• presents an opportunity and an incentive for an

institution to enhance overall institutional quality and effectiveness by focusing on an issue important to improving student learning

• clearly and directly links to improving the quality of student learning

• integrates into ongoing planning and evaluation

SACS QEP Overview

• demonstrates institutional capability for the initiation, implementation, and completion of the QEP;

• includes broad based involvement of ‐institutional constituencies in the development and proposed implementation of the QEP;

• identifies goals and a plan to assess achievement.

SACS QEP OverviewComprehensive Standard 3.3.2 states that the QEP

1. Selecting the Topic2. Defining the Student Learning Outcomes3. Researching the Topic4. Identifying the Actions to be Implemented5. Establishing the Timeline for Implementation6. Organizing for Success7. Identifying Necessary Resources8. Assessing the Success of the QEP9. Preparing the QEP for Submission

Nine Steps to Developing a QEP

SACS QEP Overview

FDTC QEP Process

• Phase I (April 2004 – May 2005)– Research– Budget planning– Calculate This! proposal/approval – QEP subcommittees formed– First two Math Hub courses designed and offered

FDTC QEP Process• Phase II (June 2005 – May 2006)– Publicity about the Math Hub and QEP• Area Commission • FDTC community• S.C. Developmental Educators Conference• Local news media

– QEP documents sent to SACS – SACS on-site review (October 2005)– Data Collection begins

FDTC QEP Process

• Phase III (June 2006 – June 2011)– Extensive data analysis of student learning – Assessment and adjustment of the Hub policies &

procedures and instructional methodology– Continuous inclusion of the Math Hub in Math

Department’s Institutional Effectiveness – Exploration of grants and other funding measures– SACS 5th Year Interim Report (June 2011)

FDTC QEP Data and Results

We are collecting and analyzing data for the four QEP goals.

Primary Goal of QEP

… to increase student knowledge of course competencies by at least 5% in our remedial/prerequisite courses.

How We Measure Our Primary Goal• Within the first two days of each semester, students are

given a course pre-assessment: a subset of the departmental final exam

• A subset of the departmental final exam serves as he post-assessment

• Both sets of data are stored electronically and used to compare changes in student learning outcomes

• Finally, the data are divided into two groups for comparison: Hub environment and traditional environment

.

Primary Goal Results

The average increase from pre to post for 2650 Hub students is 34.7 points

The average increase from pre to post for 2728 traditional students is 29.1 points

Percent difference between the two environments is

34.7 29.1 100% 19.2%29.1

This well exceeds our goal of 5%

Secondary Goal One

… to increase the course success rate in remedial/prerequisite math classes by at least 5%.

Secondary Goal One Results

The success rate for 5574 Hub students is 56.7%

The success rate for 9996 traditional students is 41.9%

Percent difference between the two environments is

56.7 41.9 100% 35.3%41.9

This well exceeds our goal of 5%

Secondary Goal Two

… to increase the course success rate of students in curriculum math courses who took the prerequisite math course by at least 5%.

Secondary Goal Two Results

The success rate in a curriculum math course of the 867 students who took the prerequisite math course in the Hub environment is 63.1%

The success rate in a curriculum math course of the 3077 students who took the prerequisite math course in a traditional environment is 59.7%

Percent difference between the two environments is

63.1 59.7 100% 5.7%59.7

This exceeds our goal of 5%

Secondary Goal Three

…to increase the average on the final exam of each remedial/prerequisite math course by at least 5%.

Secondary Goal Three Results

The average grade on the cumulative final exam of the 3203 Hub students is 77.1

The average grade on the cumulative final exam of the 7800 traditional students is 69.2

Percent difference between the two environments is

77.1 69.2 100% 11.4%69.2

This well exceeds our goal of 5%

Additional Observations

• Active student learning• One-on-one help• Increased student/faculty communication• Additional time on task• Course acceleration • Increased self-confidence and motivation

Title III Grant

FDTC received a $1.87 million Title III grant in Fall, 2009, to expand the Hub. As a result, most of the remedial/prerequisite math students now use and learn math via the Mathematics and Technology Hub.

For more information…

Questions:Bob.Indrihovic@fdtc.eduPat.Velicky@fdtc.edu

http://qep.indrihovic.com• The Original Proposal – Calculate This!• Five Year Impact Report• Title III Annual Performance Report (Year 2)• Much More…