This section describes the resources necessary for initiating, implementing, and completing the TSU QEP. Specifically, this section addresses the personnel required for implementing the plan, the proposed implementation timeline, and the budget necessary for successful completion.
The organizational structure of the QEP project consists of the following key positions:
- An Executive Committee
- Faculty Partners
- An Assessment Coordinator
Three of these positions (Executive Committee, Quarterbacks, and Faculty Partners) are directly involved in the implementation of the QEP, while the fourth (Assessment Coordinator) serves as support for the project. This structure is depicted graphically in Figure 6.
Figure 6: QEP Organization Chart
The QEP Executive Committee is composed of 8 members: 3 administrators, 3 faculty, and 2 staff. This Committee will be responsible for oversight and implementation of the QEP effort. The Committee will be supported by faculty and staff from the entire University. In addition to its oversight function, the Executive Committee will also be responsible for the implementation of specific plays that involve Faculty Partners. Further, the Committee will be responsible for interpreting project data and making decisions regarding project adjustments and modifications.
Specifically, they will be responsible for:
- Monitoring the progress of individual plays,
- Reviewing assessment reports,
- Making adjustments in the implementation of the QEP, and
- Recommending changes in University policy and practices to better meet the needs of students.
The QEP project will also attempt to enhance faculty engagement by promoting and supporting faculty development activities. This activity will be a responsibility of the Executive Committee. Thus, additional responsibilities of the Executive Committee will include:
- Selecting grantees for faculty development grants related to innovative teaching strategies,
- Monitoring faculty development projects,
- Disseminating information and training related to innovative teaching strategies, and
- Recommending changes in University policy and practices regarding teaching.
The Quarterbacks will report directly to the Executive Committee and be responsible for the direct implementation of specific plays that focus primarily on student knowledge of University processes, practices, and procedures and institutional engagement. Their specific responsibilities will be as follows:
- Develop strategies for efficient and effective dissemination of the relevant knowledge,
- Identification of appropriate staff for a specific play,
- Identification of necessary resources for the implementation of a specific play,
- Identification of appropriate assessment measures,
- Collection of assessment data, and
- Recommendation of design changes for a specific play.
Faculty Partners will be directly involved with the implementation of specific plays. However, they will not be Quarterbacks in the sense described above. Instead, they will be used as integral parts of plays designed to address student skill development, personal development, and student motivation. They will be identified by and operate under the guidance of the Executive Committee.
The QEP will utilize faculty in three different capacities depending on the particular play being implemented. Tier 1 faculty will assist primarily in the area of student skill development and will
be directly involved with the “Academic Skill Development” Play. These Tier 1 Faculty Partners will have the following responsibilities:
- Train ECAs on implementation of Common Reader,
- Align FY12 course objectives to Common Read assignments, and
- Facilitate Pod-wide Common Read discussion.
Tier 2 faculty will assist primarily in the area of personal development and will be directly involved with the “Self-Administration” and “Self-Awareness” Plays. Tier 2 Faculty Partners’ responsibilities will include:
- Presenting to FY12 at least 4 times per year related to student success and career exploration,
- Marketing signature career exploration events, and
- Providing Pod-specific technical assistance to ECAs regarding student success.
Tier 3 faculty will assist primarily in the area of student motivation and will be directly involved with the “Motivation” Play. They will be responsible for:
- Identifying relevant speakers for signature events, and
- Developing strategies for connecting students to community resources.
As support to the project, an Assessment Coordinator will be utilized to coordinate the varied nature of the assessment process. The Coordinator will report directly to the Executive Committee and be responsible for:
- Identification of appropriate assessment metrics,
- Development of data collection procedures,
- Bi-monthly progress reports, and
- Annual assessment reports.
Figure 7 provides a timeline for the QEP effort through Spring 2021. As the figure indicates, the plan is to implement the project in stages beginning Fall 2019 with full implementation to occur in Fall 2020.
In Fall 2019 we will focus on a small set of activities, most of which are on-going University activities. The intent of the Fall 2019 effort is to tailor these activities such that their focus is directed toward first-time freshman students. The specific plays to be addressed in Fall 2019 are:
- Application and Admission
- Academic Skills Development
- Self Actualization
- Faculty Engagement
- Transition to Major
- Campus Engagement
Only four of these activities will actually be implemented in its intended form (Academic Skills Development, Self Actualization, Transition to Major, and Campus Engagement). The remaining two (Application and Admission and Faculty Engagement) will focus on the development of resources that will be necessary for full implementation.
In Spring 2020 we will begin work on all 14 plays. The two plays that began development in Fall 2019 (Application and Admission and Faculty Engagement) will be implemented in Spring 2020. Additionally, we will also implement the Financial Aid play during this semester. For all other plays the focus will be on the development of resources necessary for full implementation in Fall 2020 (See Figure 7).