Quality Enhancement Plan (QEP) Information for Academics at the Florida Keys Community College in Key West, FL
Quality Enhancement Plan (QEP)
FKCC Quality Enhancement Plan (QEP)
Island TIME: Transition Into Math Excellence
Island TIME: Transition Into Math Excellence
Logo created by FKCC graphic design student Sergio Islas
FKCC Quality Enhancement Plan Philosophy
Florida Keys Community College believes all students, especially developmental-level students, deserve a quality education and innovative learning experience. By focusing on active learning and student engagement, FKCC enhances the student learning experience. FKCC’s commitment to a student-centric learning environment promotes opportunities for students to attain academic, personal, and professional goals. This philosophy statement forms the basis for the QEP and is consistent with the FKCC Mission Statement.
Florida Keys Community College Mission
Florida Keys Community College is an open-access, educational institution dedicated to serving the intellectual, diverse, cultural, and occupational needs of the Florida Keys as well as the global community. The college is committed to student-centric academic programs and services, workforce development, continuing education, diverse partnerships, electronically delivered instruction, and sustainable practices that prepare students for personal success and responsible citizenship.
FKCC QEP Purpose Statement
The purpose of FKCC’s Quality Enhancement Plan (QEP), Island TIME: Transition Into Math Excellence, is to enhance student learning by improving student performance in developmental mathematics courses and to promote student transition to and success in targeted college-level courses. The focus of the re-designed experience of developmental mathematics instruction will be active learning and student engagement.
FKCC discovered through data analysis that more than 63% of its students entering college for the first time had test scores indicating a need for developmental courses in mathematics. The data further uncovered areas for additional concern: only 39% of our students in Basic Math (Developmental Math I), on average, were successfully completing the course and advancing to Introduction to Algebra (Developmental Math II). Of those students, more than half were withdrawing from their courses, and some even from their degree programs, before their successful completion of Introduction of Algebra. In short, many FKCC students were abandoning their education before they ever got started.
To respond to this critical instructional need at FKCC, the College developed a QEP in developmental mathematics in support of the college’s mission and strategic plan. The decision to focus on developmental mathematics as FKCC’s QEP topic was the result of data analysis and broad-based input from students, faculty, staff, and members of the community. The topic selection process began with campus-wide education sessions to introduce the concept of a QEP—its purpose, its importance, and its potential impact on improving student learning and success at our college. Subsequently, all members of our community were invited to formulate topics for consideration with support, guidance, and data from FKCC staff. Developmental education prevailed as the chosen focus/topic after a campus-wide vote from a roster of proposed topics. FKCC’s faculty further analyzed placement test and course assessment data, course and degree completion rates, overall student performance and success data, anecdotal evidence from faculty, students and advising services. As a result, the faculty focused the topic to developmental mathematics after it became clear that students were having the most difficulty with developmental math courses and that it was hindering their ability to move into credit courses and therefore earn a degree at FKCC. In order to improve student learning in developmental mathematics, the FKCC Math faculty are redesigning the developmental mathematics courses, currently taught in a traditional lecture/homework/testing model, and “re-branding” developmental math courses as pathways to enhance student success. With that in mind, goals, outcomes, and assessment measures have been established to assist in the development and evaluation of the QEP:
GOAL #1: Improve Student Performance in Mathematics
Context: By providing a redesigned developmental mathematics curriculum that includes computer-assisted and individualized lessons, active and collaborative learning strategies, and a technologically-enhanced environment as identified in the research of student success through engagement, the college will experience the following:
1.1. By spring term 2015, Developmental Math I student performance, measured by comparing college-wide test results collected prior to the intervention as well as pre- and post-test (MyMathLab) results* of the intervention group in Key West to that of the control groups in the upper- and middle-keys centers, will increase by 20%.
1.2. By spring term 2015, Developmental Math II student performance, measured by comparing college-wide test results collected prior to the intervention as well as pre- and post-test (MyMathLab) results* of the intervention group in Key West to that of the control groups in the upper- and middle-keys centers, will increase by 20%.
1.3. By spring term 2015, student math-related anxiety levels in Developmental Math I, measured with the survey instrument administered prior to intervention in Fall Term 2011 and the results will be compared to those who participate in the intervention as well as those in the control groups in the upper- and middle-keys centers, will be reduced by 15%.
1.4. By spring term 2015, student math-related anxiety levels in Developmental Math II, measured with the survey instrument administered prior to intervention in Fall Term 2011 and the results will be compared to those who participate in the intervention as well as those in the control groups in the upper- and middle-keys centers, will be reduced by 15%.
* Adjustments will be made to the pre- and post-test measures to include a breakdown of major concepts/components that measure specific student learning outcomes. This item by item analysis will be completed and included in the plan results.
GOAL #2: Improve Retention Rates of Students in Developmental Mathematics Courses
Context: With differentiated advising, self-paced instruction with one-on-one assistance, improved student performance in developmental mathematics, and the overall re-branding of developmental mathematics courses to include a positive community-wide shift in the reputation of developmental mathematics at FKCC, the college will experience the following:
Context: With differentiated advising, self-paced instruction with one-on-one assistance, improved student performance in developmental mathematics, and the overall re-branding of developmental mathematics courses to include a positive community-wide shift in the reputation of developmental mathematics at FKCC, the college will experience the following:
2.1. 11% increase in progression rates in Developmental Math I by Spring term 2016. Progression rates will be measured by comparing 5-year progression data prior to introducing intervention with progression rates after intervention is established.
2.2. 16% increase in progression rates in Developmental Math II by Spring term 2016. Progression rates will be measured by comparing 5-year progression data prior to introducing intervention with progression rates of Key West students after intervention is established.
2.3. 12% increase in persistence rates in Developmental Math I by Spring term 2016. Persistence rates will be measured by comparing 5-year persistence data prior to introducing intervention with persistence rates of Key West students after intervention is established.
2.4. 14% increase in persistence rates in Developmental Math II by Spring term 2016. Persistence rates will be measured by comparing 5-year persistence data prior to introducing intervention with persistence rates of Key West students after intervention is established.
To review FKCC's latest Draft of the QEP, click here. For more information regarding the QEP, please contact Nadi Klausing-Hall, QEP Coordinator, at nadia.hall@fkcc.edu or by calling 305-809-3143. Please visit FKCC's Student Success Center (SSC), the Home of Island TIME.