Developing the Topic
To determine the topic for the MCC Quality Enhancement Plan (QEP), a Planning Committee was selected by the President's Cabinet which included primarily faculty representatives, as well as representatives from the College administration, Curriculum administration, Institutional Effectiveness, Student Services, the Library, Marketing, and Continuing Education. The QEP Planning Committee conducted a series of surveys of students, faculty, staff, administration, and Board of Trustees to help determine an area that was of interest to and would have significant impact on the college community. From those surveys, it was determined that the topic of the QEP would be in the area of online learning.
The QEP Implementation Committee identified English (ENG 111), religion (REL 211), psychology (PSY 150) and computer (CIS 110) courses to pilot QEP activities. These courses are ones offered every semester and generally taught by the same instructor. QEP implementation action items include a new online student learning orientation, a student self-assessment for online learning readiness, interventions for students for identified deficiencies, professional development for faculty teaching online courses, a faculty self-assessment for online teaching readiness, interventions for faculty for identified deficiencies, and increased online instructional resources for faculty. The action items will be implemented in stages during the first two years of the QEP, with constant re-evaluation and redesign occurring as issues are identified through the process. Full implementation of QEP intervention strategies into all online courses will occur at the beginning of Year 3.
Student learning will be measured through pretest and posttest data from technical skills inventory of students and information gathered from the student learning Outcome Assessment Reports for the identified online courses. These data will be collected for each selected course throughout the implementation of the QEP, including year one baseline data prior to the implementation of any intervention strategies. This methodology will allow comparisons to be made of technical skills and student learning outcomes both prior to and after the intervention strategies with minimal extraneous effects.
Course attrition rates and failure rates will also be used as measures of the success of intervention strategies. Measures will include an analysis of faculty, staff, and student perceptions gathered from opinion surveys. Additional surveys will be used to measure the success of orientations, training, workshops, and seminars.