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Click here for PACE Yourself video. QEP Executive Task Force. Co-Chairs Dr. Nico Schüler Dr. Beth Wuest Advising Ms. Jennifer Grant Ms. Kristi Rickman Mr. Brian Robinson Mentoring Dr. Brock Brown Dr. Laurie Fluker Dr. Paul Gowens Dr. Pamela Wuestenberg. Student Support - PowerPoint PPT PresentationTRANSCRIPT
Click here for PACE Yourself video
QEP Executive Task Force
Co-ChairsDr. Nico Schüler
Dr. Beth Wuest
AdvisingMs. Jennifer Grant
Ms. Kristi Rickman
Mr. Brian Robinson
MentoringDr. Brock Brown
Dr. Laurie Fluker
Dr. Paul Gowens
Dr. Pamela Wuestenberg
Student Support Ms. Jennifer Beck
Mr. Terence Parker
Mr. Curtis Schafer
StudentsMr. Christopher Covo
Assessment PlanningDr. Gail Ryser
Budget DevelopmentDr. Ronald Brown
MarketingDr. Mary Ann Stutts
Quality Enhancement Plan (QEP)
Personalized Academic and Career Exploration (PACE)
The Quality Enhancement Plan describes a carefully designed course of action that addresses a well-defined and focused topic or issues related to enhancing student learning.
The Quality Enhancement Plan, 2007
Personalized
Academic and
Career
Exploration
Goals
To help freshmen clarify their
career goals
- - - - - - - - - - - - -
To assist freshmen
in developing and implementing an educational plan
Initiatives
PACE CenterUniversity Seminar
College Faculty LiaisonsTechnology
Outline of Activities Constituents introduced to the QEP (fall 2007)
QEP Topic Development Team - determined topic selection criteria (spring 2008)
- narrowed topics to six (spring 2008)
Leadership Team approved the topic (summer 2008)
QEP Task Force - developed framework, including student learning
outcomes (fall 2008)
- identified key initiatives (spring 2009)
- strategized actions (spring 2009)
- finalized plan details (fall 2009)
BROAD-BASED PROCESS
Pervasive Practices
Reviewed mission, values, and goals resulting from university’s strategic planning process
Derived concepts from institutional data and best practices
Requested input from entire university community
Organized broad-based decision making groups - QEP Topic Development Team and QEP Task Force
represented widest range of university stakeholders (including divisions, colleges, faculty, staff, undergraduates, graduate students, alumni, and City of San Marcos)
Maintained open dialogue
Relationship to University Needs
Supports the University Mission Texas State University-San Marcos is a public, student-centered, doctoral-granting institution dedicated to excellence in serving the educational needs of the diverse population of Texas and the world beyond.
Supports the University’s Goal 3 Provide a premier student-centered, educational experience that fosters retention and success and is built on academic programs with clearly defined learning outcomes and a rigorous level of academic challenge.
Supports documented need for educational and career planning
FOCUS OF THE PLAN
Goal ITo help students clarify their career goals
Outcomes and Actions 1.A. Students will assess their future career opportunities
– Take career readiness inventory & write reflective piece– Research careers and related educational expectations
1.B Students will relate career requirements to their personal interests, abilities, and values – Analyze career options based on interests, abilities, & values– Explore qualities needed to be successful in a particular career through
mentoring relationship and informational interviews– Develop professional presentation skills
1.C. Students will choose appropriate career pathways, based on continuous self-assessment and analysis of the work world – Chart a career pathway– Participate in experiential learning activities
Goal II To assist students in developing and implementing
an educational plan
Outcomes and Actions II.A. Students will select an academic program that is consistent
with their interests, abilities, and career goals. – Analyze educational programs based on career assessment results– Define the most appropriate educational pathway based on their
academic status, abilities, and interests
II.B. Students will chart a sequence of courses for academic program completion. – Assess options and electives to enhance educational program based on
their goals– Develop a sequence for taking courses to efficiently complete
educational program
II.C. Students will choose co-curricular opportunities to enhance their educational and career goals. – Be acquainted with and active in professional organizations– Be acquainted with and active in organizations which will develop
qualities and skills applicable to their educational and career goals
INSTITUTIONAL CAPACITY FOR INITIATION AND CONTINUATION
Assuring Capacity
Charted a feasible timeline for development, implementation, and assessment
Developed an organizational structure - identified functions to be performed- determined reporting lines
- drafted job descriptions for key roles
Budgeted operational costs
Acquired necessary facilities
Gained commitment from Board of Regents
PACE Organizational Chart
PACE Center Undergraduate Academic Center
BROAD-BASED INVOLVEMENT IN DEVELOPMENT AND IMPLEMENTATION
Development of Plan
QEP Task Force developed plan over 2 years - QEP Task Force (43 member representation of
divisions, colleges, faculty, staff, and students) - QEP Task Force Planning Groups (6 subgroups --
advising, mentoring, student support services, budget, assessment, and marketing)
- QEP Executive Task Force (14 members representing all subgroups)
QEP Task Force - developed framework, including student learning
outcomes (fall 2008)
- strategized actions (spring 2009)
- determined timeline, organizational structure, budget, & assessment (summer 2009)
- finalized plan details (fall 2009)
Implementation of Plan
PACE Leadership provided by - PACE Administration, a new administrative group
reporting to the Provost - PACE Council, a representative group providing
guidance in achieving the PACE goals - PACE Assessment Committee, a subgroup overseeing
assessment activities
PACE organization identified for each action and initiative including functions to be performed and reporting lines
Support from three divisions (Academic Affairs, Student
Affairs, and Information Technology) essential to continued success of PACE
ASSESSMENT OF THE PLAN
Assessing the Plan
Assessments will be led by the PACE Assessment Coordinator and PACE Assessment Committee
Each of the six student learning outcomes are assessed through multiple measures
Assessments for each action provide specific data to instructors / service providers
Assessment plan includes additional measures to ascertain overall effectiveness - Matriculation, persistence, satisfaction, and efficiency of
progression
Assessments
Data include - Formative and Summative
- Direct and Indirect
- Quantitative and Qualitative
Details of assignments and instruments / rubrics to be developed simultaneously
Assessment timeline allows for three full years of data collection prior to submission of Impact Report
Timeline for the Future
Spring & Summer 2011– Hire Dean and Assistant Dean
2011 - 2012– Pilot University Seminar units; portfolio software, and
assessments– Establish PACE Council
2012 - 2013– Involve incoming freshmen with PACE Center advising– Appoint and develop College Faculty Liaisons
Spring 2013– Officially open new PACE Center
Intended Consequences
Student success -- In developing and implementing their educational plan
-- In clarifying their career goals
Higher levels of satisfaction
Efficiency of progression
Increased graduation rates