A Quality Enhancement Plan, or QEP, is a comprehensive, 5-year action plan that targets an issue identified by the institution as important to increasing student learning and/or success. It is an integral part of the reaccreditation process of any Southern Association of Colleges and Schools (SACSCOC) member. The QEP must address five main components:
Emerge through the institution’s ongoing planning and evaluation processes,
Has widespread support of key stakeholders,
Aim to improve student learning and/or success,
Include outcomes and a plan for measuring success, and
Demonstrate the institution’s capacity to undertake and complete the plan.
What is Southeastern Community College’s QEP?
The overall goal of Southeastern Community College’s Quality Enhancement Plan (QEP) is to enable each student to select an appropriate academic program based on their identified interests and career objectives in order to facilitate the timely completion of their academic goals. This will assure the students KNOW they are on the right track to a great career. (Put italicized text in orange?)
Southeastern Community College has developed four main focus areas of the QEP. Each of these focus areas has an intended student outcome and accompanying strategies that will be implemented in order to achieve these outcomes.
Overall Student Success Outcome: SCC’s I Know QEP seeks to increase student retention, completion, and transfer rates by providing students with the proper tools, guidance, and support needed to select appropriate academic programs based on their identified interests and career objectives.
What are the intended student outcomes and accompanying strategies?
Intended Student Outcome 1: Each student will make an informed program selection when enrolling at SCC.
Strategy 1.1: Students will complete the Career Coach career exploration and skills assessment during the onboarding process.
Strategy 1.2: Trained Student Services Advisors will assist students in determining the correct program selection based on their career exploration and skills assessment results.
Strategy 1.3: Students who are still unclear as to the correct program selection after meeting with a Student Services Advisor will be referred to an NCWorks Career Advisor.
Intended Student Outcome 2: Each Associate in Applied Science (AAS) student will enroll in and complete either a Pathway to Employment (PTE) course within their first year at the College that is aligned with their career cluster.
Strategy 2.1: Create career clusters that align with Pathway to Employment (PTE) courses.
Strategy 2.2: Incorporate PTE courses into the first year of each AAS academic program.
Intended Student Outcome 3: Each Associate in Science (AS) and Associate in Arts (AA) student will complete a career exploration module in their academic success course, ACA 122, during their first year at the college.
Strategy 3.1: Require ACA 122 for all AA and AS students in the first two semesters of their program.
Strategy 3.2: Include an extensive career module in ACA 122 for all sections and delivery modes.
Intended Student Outcome 4: Each student will receive continued support in aligning career and academic goals throughout their time at SCC.
Strategy 4.1: Provide professional development sessions to all student services and faculty advisors in the use of the Appreciative Advising model.
Strategy 4.2: Assign all AAS students a faculty advisor within their career cluster who will meet with the student every semester to ensure their timely progression toward their career and academic goals.
Strategy 4.3: Assign all AA and AS students a faculty transfer advisor who will meet with the student every semester to ensure their timely progression toward their career and academic goals.