Preliminary Responses

 

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First Set of Responses Received from the College Community
to Proposed QEP Topic:

"Keys to Enhancing Student Success "
 

bullet

bulletImproving Key Competencies  
bulletBasic Skills (keyed to college mission)
bulletEntry Level Testing & Follow-Up
bulletOther Assessment Needs
 

Responses

bulletStaff/Administration:
bulletGood - I feel that Entry Level Testing and Assessment is key!!
 
bulletI would really want a better definition of what we consider key competencies... as we are developing a new mission statement, is this true to who we are?
 
bulletStudent/Staff:
bulletI really like the idea of an entry-level test and another test upon graduation.  For example, a business major could be evaluated during BUAD 151 and revaluated during BUAD 451.  A key point to this project is to realize that different departments may have different needs, thus, different type of tests.
 
bulletFaculty:
bulletIt's not clear what "Other Assessment Needs" means. Only the second point seems to be an action that we might take toward improving competencies.
 
bulletI believe we need to more clearly, meaning make them more measurable, define each of the Goals for General education (if these are the goals you are referring to). For example, under ethics and values "tolerant toward and respectful of these different views and ideals" is really not measurable. How will we determine this--and can we actually expect 'demand' this or can we only make them familiar with those differences and hope they become more tolerant. I'm unsure how you teach an 18 year old tolerance toward that which is different.
 
bulletTrustee:
bulletContact Deb Alford at Southwestern Illinois College in Bellevelle, IL.

 

bullet
bulletEngaging Students  
bulletAdvisement
bulletRetention
bulletCampus Culture
 

Responses

bulletStaff/Administration:
bulletGREAT!  Quality advising can make such a difference in a student's experience --oftentimes that is where relationships are formed.
 
bulletHopefully, advising would also address the need to use quality advisors in the process which could in turn help retention.
 
bulletA MUST!  GREAT PLAN

 
bulletStudent:
bulletThe advisement that some students receive is actually ill-advisment.  Some advisors are unaware of exactly what certain requirements and such are...So, it would be nice if the advisors could someway be held accountable for knowing what was going on......As far as retention.....It starts with recruiting better students....that is why I think that we need to be harder on just who we except....some of the ACT test scores we accept is ridiculous! Also, having things to do are going to keep students here...I think that is finally starting to happen!
 
bulletFaculty:
bulletThe first and third points could be ways of engaging students, but isn't retention a result? Don't we improve advising and campus culture to achieve better retention rates?
 
bulletI really wish you had more detail here--this outline doesn't really offer me enough information to know what you mean here.
 
bulletTrustee:
bulletI have been involved with several retention projects over the years at various institutions.  Several common threads ran through all of them - commitment, resources, development of appropriate data, a structured environment to monitor the project.   Does Union College have the resources necessary to complete the project?  My last institution had a strong structure to deal with retention and basic skills (Improving Key Competencies).
 

 

bullet
bulletDeveloping Faculty
bulletImproving Instructional Strategies
bulletTechnology in the Classroom
bulletTraining for a Student-Centered Environment 
 

Responses

bulletStaff/Administration:
bulletI really like "Training for a Student-Centered Environment."  I think that is a great way to bring together the entire campus community.
 
bulletANOTHER GREAT AREA OF FOCUS

 
bulletStudent/Staff:
bulletThis is an interesting project. However, if not done properly, it may not fulfill its purposes. In order to be done properly, the students have to be willing to do so. For instances: during Assessment Day I have heard so many people saying they did not give their best, and they have just done it because they were forced to do so. It would be good for us to be able to encourage them to do it.
My idea and suggestion on how to do so:   The first evaluation could be done during the Freshmen Seminar class; since we all know that time is available for that during that class. I like the idea of doing that during Freshmen Seminar because grading is not a major issue for that class, therefore, the students will be able to complete the test without a major stress level.  It will provide a good assessment. Then, during the capstone class for each major, another examination could be done, without affecting their class grade. At this point the motivation factor would be comparing their results to the national average. The challenge here is to provide an exam, which is done in more places, or at least, provide some type of ranking.

Again, this is just a rough idea. I would be glad to help in any way I can on this task. Please, do not hesitate to contact me at x1586. I am confident that a major part of success on this project is to get our student body engaged on this idea! (Rafael Forti)
 
bulletStudent:
bulletTechnology in the Classroom........there needs to be more of it. Plan and simple...a lot of the professors are uncomfortable using technology because they didn't grow up with it, but there students did.  Technology needs to be utilized more.
 
bulletFaculty:
bulletThese three points all could be (overlapping) ways of enhancing student success.
 
bulletI hope the committee is aware that one of the best ways to improve instructional strategies is to build research time into faculty schedules, and otherwise assist in faculty developing their own skills. This appears to be a deficiency in the current intellectual climate on the campus.
 
bulletWe are student centered--please explain how or why we need training in something which we do well. Training in specific areas in which we might then be able to help our students--like incorporating 'tolerance' issues or how all of us could be including more writing to improve writing skills would make more sense here.

 

bulletGeneral Comments & Concerns  
 

Responses

bulletStaff/Administration:
bulletYou have done a wonderful job. Thank you!
 
bulletI want to commend everyone on this outline.  This is very much on target with what I felt were the weaknesses the onsite team experienced with our other "plan"
 
bulletStudent:
bulletI don't really know if my comments helped but I hope they did. Also, I don't know how a student can help in this process, but if there is a way I would like to help.  I want Union to excel in every aspect of a college.  So, I'm willing to do anything and everything I can. (Brittany Carter)
 
bulletFaculty:
bulletThis plan would certainly enhance the quality of a UC education, involving all constituencies. Might it be TOO ambitious, requiring activity on too many fronts at once? It will be important to establish a clear, believable timeline for implementation.
 
bulletThis form contains so little data/ actual content it really is hard to comment at this point on the process.
 
bulletTrustee:
bulletThanks . . . I know Union will have a very good QEP design proposal that SACS will approve of. 
 
bulletThese are noble topics - are staff power and dollars available?

Responses from College Community
 Last Updated: 06/03/2005 09:24 AM

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