Program Goal: Increase student success in the RCC technology-based learning environment
Objective 1: Increase student digital skills
Student Learning Outcomes:
The student will be able to demonstrate skills to successfully use word processing, spreadsheet and presentation tools:
- Using Microsoft Word, Excel, and PowerPoint
- Open a file and save it 1:1a
- Create a folder and save file in that folder 1:1b
- Edit fonts within a document 1:1c
- Using Microsoft Word
a Properly create a header 1:2a
- Set margins and line spacing within a document 1:2b
- Format a document in American Psychology Association (APA) style 1:2c
- Format a document in Modern Language Association (MLA) style 1:2:d
- Using Excel
- Format data within a cell 1:3a
- Use formulas 1:3b
- Sort data 1:3c
- Create graphs 1:3d
4 Using PowerPoint
- Create a presentation 1:4a
b . Edit a presentation 1:4b
- Incorporate video and images into a presentation 1:4c
- Use slideshow mode with presentation 1:4d
Objective 2: Increase student online skills
Student Learning Outcomes:
The student will be able to demonstrate personal computing skills to successfully access LMS, SIS and RCC email and using course-specific online program.
- In LMS student will demonstrate ability to: 2:1
- Access a course 2:1a
- Post to a discussion board 2:1b
- Submit an assignment 2:lc
- Take a quiz/test 2:1d
- Check grades 2:1e
- Communicate with instructor and classmates via the LMS video conference tool. 2:1f
- In Student Information System student will demonstrate ability to 2:2
- Locate program of study 2:2a
- Locate advisor and contact information 2:2b
- Determine program requirements 2:2c
- Locate information regarding account balances and financial aid 2:2d
- Search for, register for, and withdraw from classes 2:2e
- In a course-specific online resource student will demonstrate ability to: 2:3
- Create and update a login and password for a publisher-specific sites (such as Hawkes Learning, NortonWrite.) 2:3a
b. Access and navigate learning tools within the course-specific online resource. 2:3b
Objective 3: Increase student technology skills
Student Learning Outcomes:
The student will be able to demonstrate information literacy skills including:
- Ability to access and navigate within multiple internet browsers 3:1
a Ability to use Google Chrome internet browser 3:1a
- Ability to use Firefox internet browser 3:1b
- The ability to use an internet search engine to find credible sources 3:2
- Use search tools to limit and qualify search for information 3:2a
- Distinguish between credible and unreliable sources 3:2b
- The ability to use online library resources: 3:3
- To search for a book 3::3a
- Use online database search tools to search for resource materials 3:3b
- To search for and recognize an academic journal article 3:3c
- To distinguish between credible and unreliable sources 3:3d
- Access and utilize online tutoring resources, independent of course materials. 3:4
Skit
In an effort to promote our new QEP effort, we organized a skit, starring faculty, to teach the College community about our plan. Below are some photos from the performance.
QEP Skit performance from October 2017.
Fall Bash
Check back soon!
Logo Contest
In an effort to promote the QEP effort to the student body, and in-turn, to the entire College community, the QEP committee created a QEP logo contest. Please view the contest entries and the promotional flyer.
QEP Song
Spring Fling
Check back soon!
RCC Quality Enhancement Plan Timeline
The Quality Enhancement Plan (QEP) is a document developed by the institution that (1) includes a process identifying key issues emerging from institutional assessment, (2) focuses on learning outcomes and/or the environment supporting student learning and accomplishing the mission of the institution, (3) demonstrates institutional capability for the initiation, implementation, and completion of the QEP, (4) includes broad-based involvement of institutional constituencies in the development and proposed implementation of the QEP, and (5) identifies goals and a plan to assess their achievement.
Identifying key emerging issues from institutional assessment
- SSLI team work 2015-26; Academic and Student Development Faculty Staff Spring 2016 workshop; Fall 2016 Academic and Student Development Workshop “Implementing the Student Success Plan”; Academic VP first week coffees
Choosing a topic:
- Using the outcomes of the work and meetings in # 1 above, prepare a request for proposals that generates a list of suggested topics. (Sept 27)
- Solicit one-page proposals from full time faculty and counselors to generate suggested topics (Sept 29 – Oct 17)
- Send proposals to SSC members for a blind review and rubric scoring. (Oct 18-26).
- Present rubric results/scores at SSC meeting where the topics will be narrowed to 2-3. Group like proposals together and form topic teams. (Oct 28)
- Present proposal topics to RCC community at Town Hall. (Nov 2)
- Gather input from full RCC community to aid proposal writing and final topic selection. (Nov 3-Dec 2).
- Proposal teams write short proposals no longer than 5 pages. (Nov3-January 13)
- Full-time faculty, student development staff, technology staff, dual enrollment staff, marketing staff, student support staff (e.g. the VPC division) review community input and use a scoring rubric to choose final topic. (January 27)
Spring 2017
- Formed QEP leadership Team
- Researched the topic (Spring 2017)
- Considered goals and objectives of QEP based on literature and data
Summer 2017
- Defined QEP SLOs (Student Learning Outcomes).
- Defined terms as needed
- Drafted QEP Objectives
- Consider communication strategies for fall 2017
- 5 min at convocation
- Obtain QEP email address
- QEP chair attended SAC COC Summer Institute
Fall 2017
- Obtain student baseline data on technology skills.
- Student survey of technology skills
- Faculty survey of student technology skills
- Faculty assessment of student technology skill (students in selected entry level classes)
- Ongoing writing of QEP narrative
- QEP promotion as Fall Bash (Booth – QEP Team)
- QEP activity for fall Convocation (skit)
- Ongoing QEP Meetings
- Academic Dean and SACS COC liaison attend SACS COC Winter Institute
Spring 2018
- Collect data assessing student technology skills (hands-on, small group new students)
- QEP Slogan created.
- QEP logo contest initiated
- Revised Student Learning Outcomes
- Survey of staff regarding student technology skills
- QEP Expo for RCC faculty and staff
- Presentation of QEP Goals and Objectives based on RCC data
- Input from faculty and staff regarding goals and potential student activities
- QEP Presentation at Spring Convocation (QEP song)
- Continue communication plan
Summer 2018
- Finalize Student Learning Outcomes
- Team Co-chair attends SACS COC Summer Institute
- Student Learning Outcomes shared with Deans for Input
- QEP logo contest winner chosen
- Interviews with key faculty and staff regarding technology skills needed in various career fields
- Finalize assessment instrument for pre/mid/post test
- Delineate progression of skills/courses
Year One 2018-2019
Fall 2018
- Faculty Professional Development Development-August (Faculty Meetings)
- Finalize intervention activities for first wave of intervention-August (Faculty Meetings)
- Faculty input regarding embedded class activities
- Ordering of technology skill levels in classes based on faculty input
- Fall 2018 classes included in intervention: HIS 101, HIS 121, PSY 200, SDV 100 (SDV 101?), ENG 111/112, MTH 154, MTH 155
- Students will be tracked from first course taken to second course taken
- Example: ENG 111 PSY 200
- Identify pre-test cohort participants
- Selected students participate in skills pre-test (Cohort 1)
- Cohort 1 students participate in QEP Activities in respective classes
- Students participate in in-class assessment of intervention
- QEP Promotion
- QEP Logo on all syllabi
- QEP Banner on each campus
- QEP Posters on walls at each campus and off-campus site
- QEP t-shirts to dual enrollment students
- QEP information at dual enrollment convocation
- QEP information to adjunct faculty dual enrollment convocation
- QEP information on computer screens at each campus
- QEP Banner and information table at high school football games
- QEP information on all RCC social media sites
- QEP Pep Rally
Spring 2019
- Continuation of intervention in following classes: HIS 101, HIS 121, PSY 200, SDV 100 (SDV 101?), ENG 111/112
- Intervention implementation in additional courses
- Process evaluation of intervention implementation
- End of Spring 2019
- Mid-test of students in Cohort 1
Summer 2019
- Analysis and evaluation of Cohort I data
- Analysis of process
Year Two 2019-2020
Fall 2019
- Continuation of intervention in following classes: HIS 101, HIS 121, PSY 200, SDV 100 (SDV 101?), ENG 111/112
- Cohort I participants will take following courses in which students will learn higher level technology skills: BIO 101, CHEM 101, ACC 212, BUS 200
- Identify Cohort II Participants
- Administer pre-test
- Continued tracking of Cohort I students
- Ongoing process evaluation of intervention implementation
- Changes to implementation and intervention as indicated by data
- Intervention in additional courses
Year Three 2020-2021
- Identify Cohort III Participants
- Administer Pre-test
- Post-test for Cohort I-Spring 2021
- Mid-test for Cohort II
- Ongoing process evaluation of intervention implementation
Year Four 2021-2022
- Post-test for Cohort II-Spring 2022
- Mid-test for Cohort III
- Ongoing process evaluation of intervention implementation
Year Five 2022-2023
- Continuation of intervention of activities
- Post-test for Cohort III-Spring 2023
- Ongoing process evaluation of intervention implementation
EXECUTIVE SUMMARY
Connect the D.O.T.S (Digital, Online, and Technology Skills): Rappahannock Community College’s (RCC) Quality Enhancement Plan (QEP) aims to equip students with technology skills needed to navigate the college experience, to succeed academically, and to compete in the workplace. RCC will intentionally provide more explicit, systematic, active, and accountable technology learning opportunities across the curriculum to improve student mastery of technology skills.
Student Learning Outcomes: RCC has categorized the primary learning objectives for our QEP into three areas: Digital, Online, and Technology Skills (D.O.T.S). Upon full implementation of the QEP, students will demonstrate improved competency in
1) Digital Skills: using word processing, spreadsheets, and presentation tools.
2) Online Skills: accessing and utilizing the RCC Learning Management System (LMS), Student Information Systems (SIS), email, and course-specific online programs.
3) Technology Skills: using information literacy skills, including the ability to successfully employ internet browsers, online library resources, and online tutoring resources.
Implementation and Assessment: In fall 2018, a cohort of entering freshmen will be placed into the college QEP cohort and the students’ baseline technology skills will be assessed. This same cohort of students will be followed longitudinally for two years receiving, in all, a pre, mid, and post assessment of technology skills competency. A second cohort will be identified again in the second year of QEP implementation and also followed and assessed in the same manner. Each QEP cohort will receive a pre-assessment early in the fall before course-based learning activities associated with the QEP begin. QEP cohort students will be tested again at the end of their freshman (mid assessment), and sophomore year (post assessment) to evaluate technology skills improvement. In addition to these assessment efforts, selected courses will intentionally serve the goals of the QEP by setting objectives, reinforced by learning activities, intended to foster the outcomes stated in the QEP. Faculty will determine what specific learning activities will be used. However, the objectives, outcomes, and assessment will be common for all courses within that discipline. A pre-evaluation and a post-evaluation to assess competency and improvement will be required for students enrolled in each QEP designated course.
Development of Topic: Connect the D.O.T.S. was conceived and developed with the involvement and contributions of the entire RCC college community: faculty, students, and staff. Data over several years and from many sources, specifically data from faculty and students, revealed that a large percentage of students were not equipped with the technology skills needed to successfully compete in college and the workplace. Equipping graduates with the technological skills necessary to achieve success in continuing their education and acquiring jobs is a stated goal of the college and the Virginia Community College System. The transformation the college envisions within five years of implementing the QEP is a learning environment where instruction in the discipline content is supported by synchronous and seamless learning opportunities using technology to access, utilize, interpret, and present knowledge and new information. To achieve this goal, RCC has committed financial and human resources for faculty development, additional learning resources, curricular and extracurricular reviews and modifications to facilitate and improve student mastery of technology skills, and evaluation strategies that will lead to systematic improvements.
Contact
- Vice President of Instruction and Student Development, Dr. Donna Alexander: dalexander@rappahannock.edu
- QEP Chair and Associate Professor of Psychology, Dr. Lisa Hill: lhill@rappahannock.edu
SACSCOC Reaffirmation Leadership Team
| SACSCOC Reaffirmation Leadership Team | ||
| Team Member | Title | |
| Dr. Elizabeth Crowther | President | ecrowther@rappahannock.edu |
| Dr. Alexander | Vice President of Instruction and Student Development | dalexander@rappahannock.edu |
| Mr. Bill Doyle | Vice President, Finance & Administrative Services | bdoyle@rappahannock.edu |
| Dr. Glenda Haynie | Dean of Research, Effectiveness, and Planning | ghaynie@rappahannock.edu |
| Dr. Marty Brooks | Academic Dean | mbrooks@rappahannock.edu |
| Dr. Dave Keel | Dean of Student Development | dkeel@rappahannock.edu |
| Mr. Tim Hoffman | eLearning Specialist | thoffman@rappahannock.edu |
| Ms. Felicia Packett | Student Records and Information Coordinator/Acting College Registrar | fpackett@rappahannock.edu |
| Dr. Lisa Hill | Associate Professor of Psychology | lhill@rappahannock.edu |
| Ms. Martha Rest | Administrative Specialist to Vice President of Instruction and Student Development |
mrest@rappahannock.edu |
| Quality Enhancement Plan | ||
| Team Member | Title | |
| Dr. Lisa Hill, Co-chair | Associate Professor in Psychology | lhill@rappahannock.edu |
| Dr. Gena McKinley, Co-chair | Associate Professor in English | gmckinley@rappahannock.edu |
| Ms. Ruth Greene | Associate Professor in Information Systems Technology | rgreene@rappahannock.edu |
| Mr. Robert Parker | Professor in Mathematics | rparker@rappahannock.edu |
| Ms. Kendra Wood | Academic Counselor | kwood@rappahannock.edu |
| Ms. Ellen Vest | Assistant Professor in EMS | evest@rappahannock.edu |
| Mr. Tim Hoffman | eLearning Specialist | timhoffman@rappahannock.edu |
| Dr. Glenda Haynie | Dean of Research, Effectiveness, and Planning | ghaynie@rappahannock.edu |
| Dr. Donna Alexander | Vice President of Instruction and Student Development | dalexander@rappahannock.edu |
QEP FAQ
EVERYTHING YOU WANTED TO KNOW ABOUT THE QEP BUT WERE AFRAID TO ASK
What is the QEP?
QEP stands for Quality Enhancement Plan, a multi-year, college-wide initiative to improve student learning. The QEP is one component of our accreditation efforts here at RCC. We are currently undergoing a 10-year re-accreditation review process with SACSCOC (Southern Association of Colleges and Schools Commission on Colleges), RCC’s accrediting institution.
What does Connect the D.O.T.S. mean?
Connect the D.O.T.S. Digital, Online, and Technology Skills is the title of our QEP, which aims to equip students with the fundamental technology skills they will need to succeed at RCC, in future academic settings, and in the workplace. Similar to “Writing Across the Curriculum” initiatives, our QEP will embed technology skills instruction in all courses, beginning with several high-enrollment courses this fall. The long-term goal is to transform the culture of RCC so that basic computer and technology skills are woven into the fabric of student learning across the curriculum.
What technology skills are being targeted with the QEP?
For the purposes of this QEP, the Student Learning Outcomes are defined this way:
Digital: Word processing, spreadsheet, and presentation tools (such as Microsoft Word, Excel, and PowerPoint)
Online: RCC’s Learning Management System (LMS), currently Canvas; the Student Information System (SIS); RCC email; and course-specific online programs.
Technology: Information literacy skills, including the ability to successfully employ internet browsers, online library resources, and online tutoring resources.
How will these skills be assessed?
The QEP assessment plan includes two main methods of assessing student progression of these skills:
- Two cohorts of degree-seeking freshmen students will be selected at the beginning of the fall 2018 and fall 2019 semesters and will be assessed on the skills identified in the SLOs. Each cohort will be given pre-, mid-, and post- assessments over a two-year period.
- Activities targeting the skills identified in the SLOs will be embedded into identified General Education ((BIO 101, CHM 111, ENG 111, ENG 112, HIS 101, HIS 121, MTH 154, MTH 245, PSY 200, PSY 230, SDV 100, and SDV 101) courses and assessed with pre- and post- semester testing per course.
Why did RCC choose this topic?
RCC faculty, staff, administration, and students contributed to the selection and development of this QEP topic. Beginning in 2016, members of the Student Success Council and the QEP development team drew on student and faculty surveys and other institutional data to identify basic technology skills instruction as important to student success. Current research on the technology skills needed for college and workplace success confirmed the importance of this initiative, particularly for community college students and our student body. This QEP also supports RCC’s mission statement to provide quality instruction using current technologies that support our educational and training goals.
Who is on the QEP Committee?
Dr. Lisa Hill, Chair, Associate Professor in Psychology
Dr. Gena McKinley, Co-Chair, Associate Professor in English
Ms. Ruth Greene, Professor in Information Systems Technology
Mr. Robert Parker, Assistant Professor in Mathematics
Ms. Kendra Wood, Academic Counselor
Ms. Ellen Vest, Assistant Professor in Emergency Medical Services
Mr. Tim Hoffman, eLearning Specialist
Dr. Glenda Haynie, Dean of Research, Effectiveness, and Planning
Dr. Donna Alexander, Vice President of Instruction and Student Development
Who else is involved in the QEP?
Everyone at RCC! All members of the RCC community are committed to student success and contribute to the initiatives that support that goal. This includes all faculty (full-time, part-time, and Dual Enrollment), support staff, and students. By reading this and keeping up with the progress of the QEP, you are supporting it. So thank you!
Other Fun Facts
- SKIT–At the Fall Convocation for all RCC employees, the QEP Committee put on a skit that included performances by Ruth Greene, Lisa Hill, Bob Parker and Kendra Wood with guest performances by RCC Professor Emeritus Glenda Lowery and Building and Grounds Supervisor Cheryl Boltz. Photos available on the QEP website (see link below).
- SONG–Tim Hoffman, QEP committee member and IT specialist at RCC, wrote a QEP song that was performed at the 2017 Spring Convocation. An encore performance of the song by students, faculty and staff will be featured during the SACSCOC on-site visit September 24-27.
- LOG0–You have probably seen our logo (at the top of this page) which serves as the official “brand” of the QEP. In Spring 2018, there was a contest for students and staff to design a logo for the QEP. RCC student Landon Rock submitted the winning entry and he won a new laptop. Landon, you Rock! Elements of the 2nd place design by RCC student Tyler Blankenship were also integrated into the logo.
Where can I get more information about the QEP?
Check out our website, which is an ongoing site for information and updates about the QEP:
