Section 2.12: Quality Enhancement Plan

Judgment of Compliance

Requirement

The institution has developed an acceptable Quality Enhancement Plan and demonstrates that the plan is part of an ongoing planning and evaluation process.

Narrative

McNeese State University is in compliance with Core Requirement 2.12.

The University is in the process of developing a Quality Enhancement Plan that has grown out of assessment of students’ needs. It is an integral part of the University’s mission to foster academic excellence and student success.

The Principles of Accreditation requires as part of its reaffirmation review that McNeese submit a carefully designed Quality Enhancement Plan, which includes a “focused course of action that addresses a well-defined issue or issues directly related to improving student learning.” After reviewing faculty, staff, and student input and in consideration of available resources, the University has selected, “Write to Excellence” as the plan to improve student learning at McNeese.

The University Leadership Team, charged with guiding institutional efforts for the Compliance Certification and the Quality Enhancement Plan, held its first meeting on December 8, 2004. During that first meeting, the Team identified key individuals to serve on the QEP Steering Committee. Shortly after individuals were identified, the University President sent out appointment letters on February 22, 2005, inviting them to serve. At the same meeting on December 8, the Leadership Team planned a series of college meetings to invite faculty input in determining a QEP that would improve student learning at McNeese. The Leadership Team knew that faculty engagement would be of great importance in successfully implementing an effective QEP.

The Office of Institutional Effectiveness, in collaboration with the Leadership Team, conducted seven presentations in March 2005 for faculty and staff from each academic college and the Library. At the conclusion of each presentation, the floor was opened for discussion based on the single question, “How can student learning outcomes be improved at McNeese to provide students a better college experience and to improve the University overall?” In order

Following the college meetings in March, the Office of Institutional Effectiveness worked with the Office of Student Services arranging focus groups to gain the students’ perspective for improving student learning at McNeese. Between April 11 and May 13, 2005, three student focus groups were held with the Student Athletic Advisory Committee, Student Government Association Officers and Student Senate, and the Student Housing Staff to briefly describe the reaffirmation project and to share input for improving student learning. The results of both the college meetings and the student focus groups were compiled and posted on the SACS website so that the campus community would have access to the suggestions.

To further encourage campus participation, the Office of Institutional Effectiveness developed a quarterly newsletter, called the QEP Communiqué, with the first issue distributed across campus in third quarter 2005. The newsletter invited suggestions for improving student learning through email, campus mail, and direct contact. The QEP Communiqué has continued to provide valuable input from faculty, staff, and others throughout the preparation of the plan. A website was developed and posted to www.mcneese.edu/assessment to keep the University campus and outside community abreast of the University’s efforts toward demonstrating compliance and preparing the Quality Enhancement Plan. (The website was moved to www.mcneese.edu/sacs in Spring 2006.)

The QEP Steering Committee, chaired by Dr. Ray Miles, began meeting April 8, 2005, and has continued meeting throughout the duration of the project. One of the first orders of business was to define the requirements of the QEP as described by the COC/SACS Handbook for Reaffirmation of Accreditation and as understood from research into development of the QEP. Handouts included the input received from the college meetings and student focus groups. The Steering Committee, composed of on-campus personnel and off-campus representatives, agreed that faculty input and support were essential in successfully developing and implementing an enhancement plan for improving student learning.

At a meeting on August 11, 2005, it was suggested that a “focus group be initiated as soon as possible and be given a short timeframe for preparing a recommendation.” The Committee recommended a facilitator work with the focus group to ensure that they stay on track in recommending a QEP that is realistic, achievable, and measurable.

The core members of the Pinnacle Excellence Award recipients were suggested and approved as the basis to form the QEP Focus Group. President Hebert sent out the appointment letter to Pinnacle Excellence Award winners and other recommended personnel on September 1, 2005, with the first meeting slated to take place on September 27, 2005.

Unfortunately, this meeting had to be cancelled when the University was forced to close on September 22, 2005, due to an approaching storm, Hurricane Rita. In the days, weeks, and months following the Hurricane, efforts to develop the QEP were delayed as recovery efforts were underway to reopen the University and to resume, as much as possible, normal operations.

“After completing core curriculum and course requirements, students will be able to write effectively and appropriately as required by their disciplines.”

A booklet was prepared by the Focus Group outlining fourteen specific recommendations for proceeding with the writing initiative. On March 17, 2006, a joint meeting of the QEP Focus Group and the QEP Steering Committee was held with Leadership Team members to present the suggested topic of writing and make recommendations. As follow-up, the Steering Committee continued its work in reviewing the suggestions with the decision made to plan implementation of the first seven recommendations during the first five-years of roll-out and the second seven initiatives during the next five-years of roll-out.

The Leadership Team recommended that a position be created for a QEP Director to guide the process of planning, developing, and implementing a successful writing initiative. The Office of Institutional Effectiveness created a job description and presented it to the Leadership Team members for approval. At the same time, the Team discussed possible faculty members to serve as the QEP Director before unanimously deciding on the QEP Focus Group Chair who had so successfully led the Pinnacle Group members in narrowing the topic down to writing. Dr. Hebert asked Dr. Harold Stevenson to serve as the QEP Director beginning Fall 2006.

At this time, with Dr. Stevenson at the helm, the QEP Steering Committee and the QEP Focus Group are both at work identifying specific learning objectives and assessment tools, faculty development strategies, communication and implementation strategies for “Write to Excellence.”

A faculty survey conducted in Spring 2006 provided valuable assessment data regarding the number and breadth of writing requirements currently required in the disciplines. This information, along with other assessment data, will be used as both teams continue their efforts in preparation of the QEP’s submission in January 2007.

Supporting Evidence

QEP Website

Meeting Notes – December 8, 2004

Appointment Letter

College Meeting Discussion

Student Focus Group Discussion

Sample QEP Newsletter

Focus Group Recommendations

QEP Director Job Description

Harold Stevenson Resume