QUALITY ENHANCEMENT PLAN · Top Ten Topics in Rank Order 11 Table 3. RFP Submission Scores According to Rubric 12 ... our Quality Enhancement Plan (QEP) is an integral part of serving

2019 - 2024

QUALITY ENHANCEMENT PLAN

List Of Tables, Figures and Appendices 5 Executive Summary 6

Introduction 7

Topic Selection 8

Strategic Plan 8

Topic Selection 10

Review of Institutional Data 13

Development 16

Introduction to Literature Review 16

Defining Essential Skills 16 Acquiring Essential Skills 20

Contextualizing Essential Skills 21

Theoretical Framework for Building Courses 22

Pedagogical and Andragogical Approach 22

Employees as Role Models of the Essential Skills 23

Identification of Specific Essentials Skills for the QEP 24

Developing Baseline Data on Essential Skills 26

Distilling the List Down to Three Essential Skills 29

Desired Student Learning Outcomes 31

Implementation 36

Overview of Essential Skills in the Curriculum 37

QEP Commitment #1 40



Assessment 49

Micro-Assessment: Assessing Student Learning 51

Macro-Assessment: Assessing the Overall Success of the QEP 53

Timeline 56

Administrative Structure 64 Role of the QEP Director 65

Resources 66

References 68

Appendices 73

TABLE OF CONTENTS

MISSISSIPPI GULF COAST COMMUNITY COLLEGE

4 MGCCC QEP 2019


5MGCCC QEP 2019

Table 1. Media Used to Communicate with Stakeholders 11Table 2. Top Ten Topics in Rank Order 11Table 3. RFP Submission Scores According to Rubric 12Table 4. Essential Skills for Successful Transition from Student to Employee Based on Literature 17Table 5. Attributes of Essential Skills by Organization 18Table 6. MGCCC Employer Satisfaction Survey 26Table 7. MGCCC Employee Survey of Student Attainment of Essential Skills 27Table 8. Student Graduation Survey 27Table 9. MGCCC Business/Industry Partner Response to Identify Top Essential Skills 30Table 10. Establishing Baseline Data with the QEP Rubric After Intervention 34Table 11. Career Programs Implementation of Essential Skills by Course 39Table 12. Overview of Three QEP Commitments: Intervention and Assessment 55Table 13. MGCCC Timeline: Four-Semester Overview of Implementation and Assessment Plan 63 Table 14. Five-Year Cost Estimate to Implement QEP, Including Pre-Planning Year 66

Appendix A. Topic Selection Committee 73Appendix B. Scholarships 74Appendix C. QEP: Call for Topics 75Appendix D. QEP Topic Proposal Rubric 76Appendix E. QEP - Request for Proposals 77Appendix F. QEP - Call for Feedback 78Appendix G. QEP - Survey 80Appendix H. Topic Development Committee 81Appendix I. Mississippi Gulf Coast Chamber of Commerce 82Appendix J. Right Signals 83Appendix K. QEP Listening and Speaking Rubrics 87Appendix L. QEP Logo Contest 89Appendix M. QEP Planning Process 91Appendix N. Dr. Brad Bailey’s Biography 97

Figure 1. Infographic of MGCCC Key Demographics and Core Student Information 7Figure 2. Topic Selection Process 10Figure 3. QEP Feedback Survey: Combined First and Second Preferences 13Figure 4. CCSSE Data on Essential Skills 14Figure 5. Comparing the Survey Results: Employers, Employees, and Students 28Figure 6. MGCCC Business/Industry Partner Response for the QEP (2nd Survey) 29Figure 7. Evolution of Three SLOs 31Figure 8. The Three SLOs: Implementation Over Four Semesters 32Figure 9. QEP Commitment #1 and Implementation of Three SLOs 40Figure 10. Listening and Speaking Taught Over Four Semesters 42/52Figure 11. Illustration of the QEP Assessment 49Figure 12. QEP Organizational Chart 64

List of Tables

List of Appendices

List of Figures


6 MGCCC QEP 2019

Executive Summary

Deeply embedded in the educational, economic, social, and cultural life of Stone, Harrison, Jackson, and George Counties, Mississippi Gulf Coast Community College (MGCCC) is a vibrant institution that strives to provide “superior instruction through traditional and technological formats to offer workforce pathways, certificates, diplomas, and associate transfer and applied degrees” (Mission Statement). MGCCC’s Strategic Plan 2020 identifies four commitments that guide all decisions at the institution: Teaching and Learning, Student Success, Community Engagement and Partnerships, and Culture of Innovation. These commitments ensure that our programs prepare students to excel in all areas of their lives. The College has cultivated relationships with local and national businesses and organizations that have allowed us to develop programs that equip graduates with 21st century skills that qualify them to become productive members of the workforce and academia. Aligning with the four commitments, our Quality Enhancement Plan (QEP) is an integral part of serving the needs of our students and stakeholders.

Its purpose is to “propagate a culture of essential skills improvement among Career students by aligning academic and support services with best practices and resources that empower students to take ownership of their essential skills needs related to attendance/punctuality, listening, and speaking.”

Undergirding all of MGCCC’s commitments is a robust data infrastructure that yields actionable quantitative and qualitative data, including feedback from all of the College’s stakeholders. When College stakeholders speak, the College listens, and during the QEP Topic Selection Process, both employers and students identified essential skills as an area of need. Consequently, the QEP Topic Selection Committee submitted a request for proposals to students, partners in business and industry, and employees. From among several strong proposals, the submission from the Pi Epsilon chapter of Phi Theta Kappa,“Soft Skills for Hard Work,” emerged as the selected topic. This student group’s research combined with research conducted by the College’s Institutional Research department and feedback from

local employers revealed a deficiency in students’ essential skills. Ultimately, attendance/punctuality, listening, and speaking proved to be the areas of greatest need. It became evident that while MGCCC was doing an excellent job of teaching students hard skills, it had neglected to place the same level of emphasis on essential skills. Using this data, the QEP Topic Development Committee worked to design a practical and effective solution to deliver engaging essential skills training to Career students. The final product of these efforts is Embracing Essential Skills!, MGCCC’s Quality Enhancement Plan. This initiative provides an opportunity to have both an immediate and lasting impact on the careers of students. The development and implementation of modules that teach attendance/punctuality, listening, and speaking skills in Career classes and the redesign of Public Speaking I constitute the core actions of the QEP. During each semester of their programs, Career students acquire and develop a new aspect of the essential skills while intentionally practicing the essential skills that they have already learned. We anticipate that this immersion into essential skills training will result in profound behavioral change among MGCCC Career students, subsequently strengthening the College with more polished students and the employers that hire MGCCC students with more refined employees. A pilot of the QEP in Smart Start Pathways, a prerequisite for students embarking on selected Career pathways, suggests that our goals are realistic. For example, 43% of students entering the pilot (before intervention) met expected outcomes on nonverbal listening while 82% of students who completed the pilot met expected outcomes. We aim to replicate this success with all of our Career students. The QEP presents opportunities for meaningful growth for MGCCC students. While the QEP focuses on Career programs, we envision scaling essential skills training to a broader audience over time, if manageable. After reflecting on QEP-specific data collected from Career programs, the QEP Implementation Committee will identify the most successful elements of the plan and refine the implementation process, creating a framework to propagate a culture of essential skills across the institution.


7MGCCC QEP 2019

In 1911, the citizens of the Mississippi Gulf Coast embarked on a journey to provide quality education by establishing the Harrison County Agricultural High School. The institution soon emerged as a junior college and was awarded accreditation by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) in 1929. The College has remained committed to full compliance with SACSCOC accreditation requirements for ninety years. In 1987, Mississippi Gulf Coast Junior College became Mississippi Gulf Coast Community College (MGCCC).

The purpose of the QEP is straightforward. MGCCC will propagate a culture of essential skills improvement among Career students by aligning academic and support services with best practices and resources that empower students to take ownership of their essential skills needs related to attendance/punctuality, listening, and speaking.Figure 1. Infographic of MGCCC Key Demographics and Core Student Information.

MGCCC serves the 389,385 citizens of southeast Mississippi with two-year university transfer, Career and Technical, workforce training, and community education programs. The institution has developed into three comprehensive campuses and seven centers operating as one unified college. The locations range from rural areas in the northern part of the District to a designated metropolitan area of the state, cities of Gulfport and Biloxi.

As a globally competitive learning community with an entrepreneurial spirit that cultivates student success, Gulf Coast aims to provide the very best learning opportunities for South Mississippi residents. The vision of Mississippi Gulf Coast Community College is to remain at the forefront of innovation and academic excellence on a regional and national level. For example, MGCCC has a 97.7 percent graduation rate among student athletes, a 93.7 percent job placement rate for Career and Technical and Health Science graduates, and a 95.9 percent licensure exam passage rate among health sciences students.

The mission of Mississippi Gulf Coast Community College is “to meet the educational and community needs in George, Harrison, Jackson, and Stone counties by providing superior instruction through traditional and technological formats to offer workforce pathways, certificates, diplomas, and associate transfer and applied degrees. The College embraces lifelong learning, productive citizenship, service learning, and leadership development in a dynamic and innovative learning environment.“ MGCCC is authorized to award Associate of Arts, Associate of Science, Associate of Applied Science, and Associate of Applied Science in Occupational Education degrees as well as certificates and diplomas. Official Fall 2018 enrollment totaled 9,049 students. Figure 1 features student enrollment characteristics, core student information, and key demographics.

48% Almost 1/2 of the MGCCC student

population is enrolled in online courses.

Online Enrollment

Teaching & Learning

Student-to- Teacher

Ratio20:1

Job Placement for MGCCC’s Career & Technical programs is 5% HIGHER

than the state average.

MGCCC Enrollment

Workforce Training and Other Non-Credit

Students

Credit Students

54% 46%

97% MGCCC nursing programs

have an average placement rate of more than 97% in a

two-year period.

Veterans make up more than 9% of the MGCCC student

population.

53% of all MGCCC students are between the ages of 18-21.

About Our Students

Male Students

Female Students

White African-American Hispanic/Latino Asian Other

61%24%

6%6%

3%

61% White

24% African-American

6% Hispanic/Latino

3% Asian

6% Other

Student Ethnicity

64%

36%

MGCCC Credit Enrollment

Part-Time Students

Full-Time Students

INTRODUCTION

60%40%


8 MGCCC QEP 2019

With over 100 years of educational experience, MGCCC has a history of developing and implementing programs to provide educational opportunities for targeted populations with established support systems for members of its service district. In July 2017, the College President, Dr. Mary S. Graham, and Executive Council* appointed a QEP Topic Selection Committee that included four faculty members, three staff members, three students, four administrators, and an institutional researcher (Appendix A). The committee developed an approach to determine the QEP topic, and the College President, Executive Council, and Board of Trustees approved this approach in August 2017. The approach to QEP topic selection and development of the QEP were first filtered through MGCCC’s mission, Strategic Plan 2020 (2011), and planning process.

The QEP topic selection committee designed this approach to maximize participation and to provide media through which all stakeholders’ voices could be heard. Students are the primary stakeholders in the institution, and the committee hoped to receive topics and proposals from students.

The Pi Epsilon chapter of Phi Theta Kappa (Jackson County Campus) submitted a proposal on soft skills, and while it initially ranked second in the rubric scoring, it emerged as the clear choice during the request for feedback phase. During that phase, students were second only to employees in raw number of responses, and they favored the soft-skills proposal by a wide margin.

Few factors motivate faculty as much as students asking to be taught a particular set of skills and devoting their time and energy to acquiring that set of skills. The commitment from students generated responsibility and enthusiasm across the institution.

The success of MGCCC lies in the strength of its strategic plan, developed every ten years, and annual planning that takes place within each division. MGCCC adopted Strategic Plan 2020 (2011), which details its four Institutional Commitments: 1) Teaching and Learning, 2) Student Success, 3) Community Engagement and Partnerships, and 4) Culture of Innovation. All college stakeholders play a part in the development of the strategic plan, and the four Institutional Commitments support the college’s mission, vision, and values.

The Institutional Commitments serve as a framework for the annual planning process that begins prior to the fall semester each year and concludes in the spring. Every division and department within the institution establishes goals for the upcoming year, and the goals correlate to one or more of the institutional commitments. As a formative assessment, college leaders evaluate the goals throughout the year, and as a summative assessment, the divisions and departments review the results and determine how to use the results to make plans for the future of their divisions and the institution as a whole.

Strategic Plan

Institutional Commitment #1 – Teaching and Learning

Students served on the committee, submitted topics and proposals, and provided feedback on all of the proposals.

The QEP not only demonstrates MGCCC’s commitment to excellence, it also supports Strategic Plan 2020 and is a direct result of the planning process.

The students’ investment in their education and in the institution as a whole endows their proposal with a remarkable sense of urgency.

The first commitment, Teaching and Learning, fosters an environment that “develops and maintains innovative and market-driven programs focusing on employability of students in a global market” and emphasizes methodologies that “create and support a student-centered learning environment that encourages active learning” (Strategic Plan 2020, 2011). This responsibility demands that MGCCC instructors teach skills that directly make students’ employable.

TOPIC SELECTION

* MGCCC’s Executive Council is comprised of the President, Executive VP of Teaching & Learning/Community Campus, Executive VP of Enrollment Management/Student Success, Executive VP of Finance/Administration, Executive Vice President of Institutional Advancement, and 3 Campus VPs.


9MGCCC QEP 2019

The second commitment, Student Success, embraces student support programs. This initiative “provides employment support services for students and alumni” and “supports student success and retention through counseling, advisement, [and] study skills.” Student success begins before a student enters the classroom, and it extends beyond college completion. Student-opinion surveys and assessments of student learning outcomes reflect student success throughout a student’s community college career; however, data that support student success after completing a degree or certificate at MGCCC are equally important. For example, comprehensive data exist to show the success rate of students who transfer to a university upon completion of their two-year degree. Other data show student success in the workplace once a student has earned a certificate, diploma, or degree. The Employer Satisfaction Survey indicates whether essential skills in the workplace are demonstrated. The findings of the data and the surveys, as well as feedback from Career advisory councils, will be discussed under the Development section of the QEP.

with valuable information regarding workforce needs. Advisory councils or comprised of industry partners who not only employ the college’s graduates, but also provide valuable feedback on the performance of the students they employ and future changes in the industry that may affect all or part of a program. The feedback allows Career instructors, as well as college leadership, to make informed decisions during the planning process.

The QEP leverages community partnerships in three ways:

1. Community partners helped choose the topic.

2. Community partners give feedback on students’ essential skills needs (Employer Satisfaction Survey)

3. Business and industry partners provide real-world examples for classroom instruction through Advisory Councils to enhance essential skills training.

Therefore, the curriculum must include skills that are relevant and applicable to employment, and the andragogy should incorporate active learning strategies. Institutional Commitment #2 – Student Success

Institutional Commitment #3 –Community Engagement and PartnershipsThe third commitment, Community Engagement and Partnerships, involves embracing and expanding local, regional, and national partnerships. In addition to the partnerships between MGCCC and the state or regional universities, the institution strives to forge partnerships with area businesses and industries in order to “create effective and sustainable pathways for students to complete educational goals to reach career and life outcomes.” Additionally, the college is committed to “assess[ing] workforce development needs and align[ing] training and career/tech programs to targeted industries” (Strategic Plan 2020, 2011). The creation of an advisory council for each Career and Technical (CTE) program and on-going meetings with council members provide the college

The final commitment, Culture of Innovation, promotes an entrepreneurial atmosphere that encourages risk-taking, innovation, and collaboration. This commitment “foster[s] a collegial environment reflecting an entrepreneurial foundation in instruction, student services and administration supported by faculty/staff and student development with incentives to foster innovation” (Strategic Plan 2020, 2011). For example, students proposed the topic chosen as MGCCC’s QEP. Additionally, MGCCC students are becoming leaders on a national level, winning national competitions based on academic and skill attainment, and receiving prestigious scholarships for their academic and leadership abilities (Appendix B). This includes atypical academic pursuits for community colleges. For example, through the Mississippi IDeA Network of Biomedical Research (INBRE) grant, students conduct significant research and contribute to the biomedical field on a national scale. The entrepreneurial environment of the college not only allows students to pursue excellence in innovative

Institutional Commitment #4 – Culture of Innovation


10 MGCCC QEP 2019

ways, it also cultivates a risk-taking atmosphere, which allows employees to be creative and inventive within their own disciplines.

The committee made it a priority to distribute the call for topics as broadly as possible because of the integral, reciprocal relationships that exist between the college and its stakeholders. The college serves a diverse and vibrant district replete with business and industry, thousands of current, former, and prospective students, hundreds of talented and committed employees, current and former members of the military, and a number of vital community organizations, each of which constitutes a critical part of the college’s identity and each of which has specific needs. While each group has unique needs and makes unique contributions to the college, the groups complement each other to accomplish the college’s mission and to fulfill its commitments. Therefore, it was crucial that each stakeholder had a voice in the topic selection process. Table 1 shows the media through which the committee reached each distinct group of stakeholders:

From adopting a new technology within a classroom to building new state-of-the-art facilities, MGCCC empowers its stakeholders to pursue excellence in ways that support the mission, Strategic Plan 2020, and the Quality Enhancement Plan of the institution.

With the college’s mission and Strategic Plan 2020 (2011) guiding it, the QEP Topic Selection Committee – comprised of faculty, staff, student, and administrative representatives from both academic and Career-Technical disciplines – employed the approach approved by the Board of Trustees in August 2017. The approach established a four-phase plan: 1. Call for Topics, 2. Request for Proposals, 3. Call for Feedback, and 4. Final Selection as seen in Figure 2. In each phase of the plan, the committee focused on maximizing input from all of the college’s stakeholders. Therefore, MGCCC’s ongoing, comprehensive planning and evaluation processes led to the identification of the topic in two ways. First, the approach was part of a normal submission process for innovative ideas – the Innovators Awards. Second, through this approach the college’s planning guided the discussion and institutional data informed and distilled the topics.

During Phase One: Call for Topics, the college invited stakeholders to submit topic ideas for the QEP. MGCCC’s President, Dr. Mary S. Graham, emailed a survey requesting topics to more than 12,000 stakeholders, faculty, staff, students, partners in business and industry, and community organizations (Appendix C). The college created a Web page and an email address solely for QEP-related inquiries, and the QEP Topic Selection Committee members held face-to-face listening sessions on each campus, at each center, and with advisory groups to gather topic ideas.

Topic Selection

Call for Topics

Request for Proposals

Call for Feedback

FinalSelection

Phase 1

Phase 2

Phase 3

Phase 4

Emailed to Stakeholders on August 24, 2017

Emailed to Stakeholders on September 21, 2017

Survey sent on November 10, 2017 with a deadline of

December 12, 2017

Topic Approved by Board of Trustees on

January 17, 2018

Figure 2. Topic Selection Process

Phase #1 – Call for Topics


11MGCCC QEP 2019

1 Advising 28

2 Online Learning Experience 26

3 Soft Skills/Life Skills 23

4 Health & Wellness 22

5 Career Coaching 21

6 Critical Thinking Skills 18

7 Study Skills 18

8 Technology 16

9 Math Skills 15

10 Communication Skills 14

Stakeholders responded well, yielding 462 responses. The committee analyzed the responses, and the top ten topics ranked as illustrated in Table 2:

STAKEHOLDERS MEDIUM OF CONTACTGroup Website Email Print Piece Listening Session Newsletter

Students X X X X

Faculty X X X X X

Parents X X

Business & Industry X X X

Board of Trustees X X X X

Community X X

Staff X X X X X

Administrators X X X X X

Counselors X X X X X

Alumni X X

Military X X X

Higher Ed/Transfer Institutions

X X

Local Area High Schools

X X

Legislators X X

Student Activities & Organizations

X X X X X

ABE/HSE/Continuing Education

X X X X X

Public Relations/Local Media

X X

Student Support Services

X X X X X

Distance Learning X X

Civic Groups X X

Local/State Government

X X

Retirees/Life-Long Learning

X X

Foundation X X X X X

BSU & Wesley X X

Coordinators X X X X X

Community Education Programs

X X

Table 1Media Used to Communicate with Stakeholders

Table 2Top Ten Topics in Rank Order


12 MGCCC QEP 2019

Taking the top proposals from the RFP process according to the rubric score, the committee gathered qualitative and quantitative feedback during Phase Three: Call for Feedback. The committee presented a PowerPoint presentation on the top six proposals (Appendix F) and held listening sessions at every campus and center and with Career-Technical education advisory councils to gather qualitative feedback.

For the quantitative feedback, the MGCCC Human Resources office distributed a survey to stakeholders via email; in order to ensure a high response rate, this survey was attached to the Intent to Return to Work email (Appendix G). The survey included a summary of each proposal and offered stakeholders the opportunity to choose their preferred proposal (quantitative feedback). In addition, the survey provided stakeholders with an opportunity to give comments on each proposal (qualitative feedback). Of the 379 stakeholders who provided feedback, 199 were employees, 124 were students, and nine were community partners. The survey asked respondents to rank their first and second choices, and the results are illustrated in Figure 3.

Phase #2 – Request for Proposals Phase #3 – Call for FeedbackDuring this phase, the committee wrote a Request for Proposals (RFP) for the QEP and invited all stakeholders to submit a proposal. The RFP included a rubric (Appendix D) by which the proposals would be graded and required that submissions support Strategic Plan 2020 (2011). The top ten topics from Phase I (Table 2) were included in the RFP as suggested topics for the proposals, but stakeholders were not limited to those topics. Dr. Graham emailed the RFP to stakeholders on September 21, 2017 (Appendix E). Committee members promoted the RFP to stakeholders in a variety of ways, such as displaying posters in high-traffic areas at each campus and center. Ultimately, stakeholders submitted twelve proposals. The committee formed a subcommittee composed of student, administrative, academic, and Career-Technical representatives charged with evaluating the proposals according to the rubric included in the RFP (Appendix D). The rubric included an item measuring whether or not the proposal contained “Mission Alignment.” The subcommittee scored the proposals, and the outcome is detailed in Table 3.

After collecting and evaluating this data, the QEP Topic Selection Committee met again, and it concluded that “Soft Skills for Hard Work” had broad-based support of institutional constituencies. Furthermore,the topic aligned with the college’s mission and Strategic Plan 2020 (2011). Finally, this topic also met a need indicated by the Career advisory councils and employer satisfaction surveys as will be discussed under the Development section of the QEP.

1 Advisement 68

2 Soft Skills 65

3 Learning Communities 64

4 Critical Thinking 62

5 New Student Orientation 62

6 Competency Credit 61

7 Bulldog Innovation 58

8 Online Learning 49

9 Listening Skills 47

10 The Three R’s 47

11 Kinesthetic Learner 40

12 Untraditional Students 38

Table 3RFP Submission Scores According to Rubric


13MGCCC QEP 2019

The QEP Topic Selection Committee noted that the advisory councils identified essential skills as a major need in the local industry, and this voiced need by the advisory councils weighed into the decision to adopt essential skills as the QEP topic.

Advisory council members offered qualitative feedback on the need for essential skills through the advisory council meetings and, later, through the surveys associated with the topic selection process – specifically Phase III: Call for Feedback.

“Developing ‘soft skills’ could be the most important contribution of higher education.”

In addition to facilitating listening sessions and administering surveys, the QEP Topic Selection Committee utilized institutional data to filter each topic through the fabric of students’ documented needs. Institutional data helped the committee distill each topic into the specific student learning outcomes most needed for student success. The committee reviewed a wide range of institutional data including results from the advisory councils, Community College Survey of Student Engagement (CCSSE), Employer Satisfaction Survey, Student Graduation Survey, and MGCCC employee surveys. A brief summary of institutional data is provided for review.

Advisory Council Feedback Each of the CTE programs at MGCCC has an advisory council made up of leaders and experts in each respective program’s industry - businesses that hire MGCCC graduates. The examination of institutional data began with our advisory councils because those groups are well positioned to give feedback on the deficiencies of MGCCC graduates.

The CTE advisory councils play a significant role in shaping the curriculum of the Career and Technical programs and in the selection of a quality enhancement plan for the institution.

Review of Institutional Data

A local Massage Envy franchisee, Nick Alexander, conveyed this need clearly during an advisory council meeting, “Massage Therapists need more than just massage therapy skills; they need to be able to speak to clients, promote themselves, and not be timid.”

Figure 3. QEP Feedback Survey: Combined First & Second Preferences

Career Soft Skills - 26.781% (N=203)

Student Advisement - 19.789% (N=150)

Critical Thinking - 19.525% (N=148)

Orientation - 15.172% (N=115)

Online Learning Communities - 9.894% (N=75)

Competency Based Education - 8.839% (N=67)

0 50 100 150 200

6 120 77

5 95 50

6 88 54

93 22

50 25

5 38 24

Community Partner/Employer Employee Student

- Advisory Council Member


14 MGCCC QEP 2019

A local employer offered insight to this need for essential skills during Phase III: Call for Feedback, which allowed confidential feedback from all stakeholders:

In today’s global job market, information expands so fast that most “hard skills” learned today will be revised or outdated before today’s graduate reaches the midpoint of his/her career. Many recent graduates entering the job market consider their need to learn ends upon graduation. Employers look for “soft skills” including effective verbal communication (thinking and expressing themselves clearly and to the point), clear writing skills (rapidly being lost in this age of texting and emojis), critical thinking skills and, most important, an attitude that enables candidates to work well with others, with customers, and with their supervisors.

In relationship to attendance, Question 4(s) of the CCSSE asked how often students skip class. Among respondents, 38.40% indicated that they skip class sometimes, often, or very often. This result demonstrates an opportunity for improvement among MGCCC students in regard to attendance.

While the CCSSE survey shows that Mississippi Gulf Coast Community College students generally meet or exceed national and cohort averages, the committee did identify some gaps.

“This proposal seems to understand that today’s employers hire for attitude and train for skill.”

CCSSEMississippi Gulf Coast Community College administers the Community College Survey of Student Engagement (CCSSE), and the QEP Development Committee analyzed this data to verify that it aligned with the data collected from the previously discussed sources. The committee identified questions on the CCSSE related to several essential skills, including attendance/punctuality, listening, and speaking – See Figure 4.

Figure 4. CCSSE Data on Essential Skills

ATTEND LISTEN

SPEAK

61.60%31.60%

4.50%2.30%4s. Skipped

class

4r. Had serious conversations with students who differ from you

29.10%20.50%

12.60%

37.80%

Never

Sometimes

Often

Very Often

4.70%

31.30%31.30%

32.70%

4a. Asked questions in class or contributed to class discussions

4b. Made a class presentation 25.80%

23.20%

37.90%

11c. Speaking clearly and effectively

28.30%

31.90%

28.30%

11.50%13.10%

- Local employer


15MGCCC QEP 2019

Even though MGCCC students generally outperform students at larger colleges on many CCSSE metrics, the committee concluded that the college may fall short in producing students with the essential skills requested by employers.

The QEP Topic Selection Committee also considered the Employer Satisfaction Survey, MGCCC employee surveys, and Student Graduation Survey. The results indicated a stark difference between the essential skills training needs indicated by students (self-assessment) versus local employers and MGCCC employees. These results will be discussed in the next section titled Development of the QEP Including Literature Review.

Other Institutional Data

Phase #4 – Final Selection

“Soft Skills for Hard Work,” a proposal submitted by a student organization, was the first choice and recommendation of the committee.

With confidence that it was acting in the best interest of the institution and its stakeholders, the committee moved into Phase Four: Final Selection. Before presenting the top three topics to the College President and Executive Council, the QEP Topic Selection Committee verified that each of the topics were aligned with the college’s mission and Strategic Plan 2020 (2011). In addition, the committee used institutional data to evaluate the importance and appropriateness of each of the final topics.

Representatives from the committee met with the College President and Executive Council on January 12, 2018 and presented its recommendation.

After some discussion about how to define “Career Soft Skills,” the Executive Council suggested re-naming the topic “Essential Skills” in order to better meet the needs of institutional constituencies as they were articulated during listening sessions and on surveys.

With this change in terminology, the College President and Executive Council accepted the committee’s recommendation and presented it to the Board of Trustees, who approved it unanimously on January17, 2018. While the topic selection process lasted for about four months, MGCCC’s planning and active engagement with stakeholders began long before, making the topic selection process effective and efficient.

By using the term “essential skills” instead of “soft skills,” the Executive Council sought to transform students and employees’ perceptions of the importance of this particular set of skills.

For listening, Question 4(r) of the CCSSE reads, “Had serious conversations with students who differ from you.” Among respondents, 29.10% indicated that they never had a such a conversation. This result indicates an opportunity for improvement among MGCCC students to listen, especially to differing points of view.

Several items on the CCSSE offered insight on speaking. Question 4(a) examined whether students asked questions in class or contributed to class discussions. Among students, 36% responded that they never or sometimes asked questions or contribute to class discussion, which is an opportunity for improvement. Question 4(b) asked if students made a presentation in class. The results indicated that 25.80% never made a class presentation. This statistic indicated a need to give students more opportunities to present in class. Finally, question 11(c) asked students about “speaking clearly and effectively.” Among students, 11.50% responded that they never spoke clearly and effectively, while 28.30% indicated that they sometimes spoke clearly and effectively. This response demonstrates that many students know they are not speaking clearly and effectively, which offers an opportunity for improvement.


16 MGCCC QEP 2019

gathering that result in failure in the workplace, as well as less than desirable performance in academia (Lorenzo & Dziuban, 2006). In 1918, the Carnegie Foundation for the Advancement of Teaching released Charles Mann’s survey results of 1,500 engineers who believed that “80 percent of career success is due to soft skills while 20 percent is due to hard skills”

A century later, that premise continues to hold true because essential skills (i.e., soft skills, career readiness skills, or employability skills) have garnered renewed attention in educational institutions, as well as the business community. Over the past two decades, a number of research studies and formal surveys have identified essential skills as lacking in individuals entering the 21st century workforce. Career success hinges on developing specific job-related or hard skills and competencies in combination with the nonspecific essential skills that employers seek. The ACT WorkKeys’ authors call these skills foundational and portable skills—foundational in that they are the basis for additional tasks and learning, and portable in that they are not job specific but can be applied to a variety of personal characteristics needed for job success (NCRC, 2018).

Defining Essential SkillsIn an attempt to define essential skills, the QEP Development Committee investigated the topic with the following definitions being perhaps the most ubiquitous. Capelli and Won (2013) define soft skills as “understanding people and possessing the ability to manage them in social contexts.” “Soft skills are the employability skills that speak to a worker’s interpersonal skills and character,” according to the Office of Disability Employment Policy (ODEP, 2010, p. 1-2). Although terminology and definitions vary throughout the literature, Darity (2008) believes that skills are divided into intrapersonal skills (self-

Following the Board of Trustees’ approval of Essential Skills as the QEP topic, the College President and MGCCC’s Executive Council appointed a QEP Development Committee that included faculty, staff, a community stakeholder, and a student, representing the various components of the MGCCC District (Appendix H). The QEP Development Committee met during spring semester 2018 to review the literature and identify best practices related to essential skills for employment. The Development Committee used Strategic Plan 2020 (2011), planning documents, and research to guide the discussion and outcomes for students. The committee asked the following questions to guide the research:

• What are the most current, literature-based best practices for essential skills?

• What is MGCCC currently doing to address essential skills?

• What steps can MGCCC take to best implement essential skills for students?

• What are the most pertinent student learning outcomes for essential skills?

Development of the QEP Including Literature Review

Introduction to Literature Review

In the current economy, businesses seek employees who demonstrate expertise not only in work-related aptitudes, but who also have the ability to interact well with coworkers and who conduct themselves in a professional manner.

This ability leads to the development of successful business relationships which ensure Career success. In the literature, a wide spectrum of employers discuss the lack of essential skills in the current American workforce, and this topic is found throughout associated literature on the subject (Darity, 2008; Harris & Rogers, 2008; Lippman, et al., 2015; NACE, 2018; NSSA, 2018; SCANS, 2000; Tymon, 2011; Wonderlic, 2012). Consensus exists among businesses and educational institutions that students often lack appropriate skills, personal attributes, critical thinking techniques, technology use, and information

DEVELOPMENT

- (NSSA, 2017).


17MGCCC QEP 2019

regulating characteristics, such as time- and self-management, improvements in performance and learning, awareness of rights and responsibility) and interpersonal skills (abilities and attitudes that affect relationships with others). Finally, MGCCC adopted the definition of essential skills given by Lippman et al. (2015, p. 4):

“A broad set of skills, competencies, behaviors, attitudes, and personal qualities that enable people to effectively navigate their environment, work well with others, perform well, and achieve their goals.”

Key Essential SkillsResearch has shown myriad, and often overlap-ping, terms for essential skills that are vital for career success. The literature indicates that the following relevant components of essential skills exist for successful transition from student to em-ployee -- see Table 4 (Capelli & Won, 2013; Darity, 2008; NACE, 2018; NCCER, 2018; NSSA, 2018; PCC, 2017; PCS, 2006; SCANS, 2000; Wonderlic, 2012):

INTRAPERSONAL SKILLS AINTERPERSONAL SKILLS

Higher Order/Creative/Critical Thinking

Awareness of Others’ Feelings and Needs

Problem Solving Interaction with Others

Decision Making Understanding How to Motivate Individuals

Integrity Management and Organization Skills

Positive Self-Concept Communication Skills

Professionalism Developing Rapport with Others

Self-Management/Self-Control/Responsibility

Nonverbal and Listening Skills

Digital Technology Leadership

Work Ethic Teamwork/Collaboration

Adaptability and Flexibility Cultural Sensitivity

Initiative Global/Intercultural Fluency

Table 4Essential Skills for Successful Transition from Studentto Employee Based on Literature


18 MGCCC QEP 2019

From this extensive list, the QEP Development Committee began to identify general characteristics that individuals should possess in order to succeed in their careers. As previously noted from the literature, commonalities emerged with regard to general terminology—soft skills, employability skills, career readiness skills, essential skills, interpersonal skills, generic skills, and social competence. However, the specificity of which skills are essential is more difficult to determine, as the list above indicates. Although extensive literature exists, Lippman et al. (2015, p. 13) contend that “there is little coherence and communication to agree on terminology and definitions for each specific skill, as well as their priority.” He further states that there is a need for common terms and definitions because employers differ in their definitions of desired skills (Lippman et al., 2015). Several organizations and developers of soft skill diagnostic tools have sought to bring consensus on the core attributes

that represent essential skills as summarized in Table 5 (i.e., Wonderlic, National Association of Colleges and Employers [NACE], Secretary’s Commission on Achieving Necessary Skills [SCANS], National Soft Skills Association [NSSA], National Center for Construction Education and Research [NCCER], and National Career Readiness Certificate [NCRC]). While disparate views exist, a comparison of the essential skills identified by these organizations reveals those core essential skills that are common. Table 5 illustrates this comparison of essential skills among organizations and includes feedback from MGCCC’s local advisory councils. Among these commonly identified attributes, the skills that the local advisory councils identified represent the needs of businesses and industries in the MGCCC District: punctuality/attendance, interview – follow up/attire, communication – oral/written, teamwork/collaboration, interpersonal relationships, problem solving/analytical/creativity, and time management.

Table 5Attributes of Essential Skills by Organization

Skills Wonderlic NACE SCANS NSSA NCCER NCRC Local Advisory Committee

Interpersonal/Relationships P P PListening P P PCommunication - Oral/Written P P P P P PProfessionalism P P PTeamwork/Collaboration P P P PCultural Sensitivity P PSelf-Management P PCritical Thinking P PProblem Solving/Analytical/Creativity P P P P P PInitiative P PComputer/Digital Technology PAdaptability/Flexibility PPlanning

Decision Making P POrganization

Leadership P PWork Ethic P PInformation Processing PResponsibility/Commitment P P PSelf-Esteem PSociability PIntegrity/Honesty PTime Management P PPunctuality/Attendance P PDependability PConflict Resolution PInterview-Follow-Up/Attire PApplied Mathematics PReading for Information PLocating Information P

Local Advisory Councils


19MGCCC QEP 2019

There was consensus throughout the review of literature that job-related hard skills are more readily identifiable than essential skills, and assessment or measurement of hard skills is less challenging than with essential skills (Wonderlic, 2012). Part of this challenge stems from the terminology used to describe essential skills. For example, what characteristics are included in the concept of professionalism? While one entity lists work ethic separately from professionalism, another incorporates work ethic in professionalism. The United States Department of Labor Office of Disability Employment Policy (ODEP, 2010) states: “Work ethic or professionalism is really the worker’s ability to adapt to employers’ expectations for behavior, dress, responsibility, initiative, enthusiasm, and honesty.”

According to Lippman, et al. (2015, p. 5-6) there is still an essential skills “gap” noted by many employers, and their research study concluded that essential skills were critical for workplace success. For example, the literature clearly outlined the core nonverbal behaviors commonly associated with active listening (Richmond & McCroskey, 2008) and effective speaking (Morreale et al., 2007):

Other factors that could impact the attainment of essential skills are socio-economic levels, gender, presence of conflict, and regional differences (Lippman, et al., 2015). Quandt (2017) describes a two-fold problem—society’s reliance on technology and education’s reliance on standardized testing. Text messaging and an abundance of social media have replaced effective communication, teamwork, and a sound work ethic, while standardized testing prevents learning critical essential skills that ensure career success (Quandt, 2017).

Research shows that employers desire job candidates with a solid foundation of essential skills, and they trust and value the essential skills over the hard skills (Beaton, 2017). Omoth (2016) and Loretto (2017) also concur that employers are impressed when job applicants demonstrate a strong set of essential skills, which are good indicators of a person’s ability to perform the job. Therefore, the intrinsic value of essential skills must be addressed to ensure that future workers are equipped with the necessary skills to succeed.

Listening• Eye Contact• Facial Expressions• Gestures/Body Movement• Posture• Mitigates Distraction

Speaking• Eye Contact• Facial Expressions• Gestures/Body Movement• Posture• Attire Appropriate to the Situation


20 MGCCC QEP 2019

Colleges should recognize that essential skills are vital to adequately prepare graduates to enter the workforce and to achieve career success. Darity (2008) believes that essential skills affect recruiting, predict career progression, and raise individual productivity. For example, in a survey conducted at Google, STEM (science, technology, engineering, and math) skills came in last when compared with the personal qualities identified by its employees as vital to career satisfaction and success (NSSA, 2017). Several initiatives at high schools and colleges are teaching students to become more responsible and independent, along with encouraging communication and the ability to advocate for oneself (Adams, 2013). Darity (2008, p. 22) avows the importance of these initiatives, “With the shift from manufacturing to services and with the diffusion of computer technology and information systems, the demand for soft skills in the labor market has increased.” Although there is no clear agreement about the process of how to cultivate essential skills in adults, there is the view that emotional intelligence and essential skills are developed early in life (Cappelli & Won, 2013).

However, Tymon (2011, p. 845) argues that these skills “can be trained and developed,” and he further asserts that “educational stakeholders need to be more realistic about what can be developed in the higher education curriculum.” Tymon (2011) supports the view that employability may be more easily developed outside of formal curriculum although many expect higher education institutions to prepare students for the workplace, which is part of the reason why this QEP focuses on skill development in a variety of scenarios. At the least, an awareness of desirable workplace skills should be addressed at the educational level. As the number of college graduates increases, competition for jobs also increases, and graduates should be aware that additional skills and attributes are required for job success (Tymon, 2011). Burris (2018) predicts that by 2021 there will be a shortage of 1.5 million craft professionals. She further contends that enrolled college students believe their majors alone will lead to a good job. Meanwhile, employers determine whether potential employees have the required core competencies for the available job, and then they look for the presence of essential skills in determining job placement (CareerBuilder, 2018).

Acquiring Essential Skills


21MGCCC QEP 2019

In any situation, essential skills enable individuals to relate with others – be it family, workplace, religious setting, or the society as a whole (Durowoju & Onuka, 2014). Therefore, educators, in preparing students for workplace success, must define the quintessential skills and provide opportunities for students to enhance the very attributes that are almost imperceptible and difficult to determine.

Studies have shown that essential skills tend to lead to better academic outcomes and that students with stronger essential skills are more likely to advance academically. There is also agreement that practicing essential skills can lead to a successful job search, especially in the interview settings. These essential skills increase the likelihood of being hired and keeping the job and ensure increased earnings (Lippman, et al., 2015). Mastery of essential skills also leads to happier individuals who are more successful (NSSA, 2018). Career success is not guaranteed, but with the attainment of essential skills, the likelihood of success increases exponentially. The business community and educational insti-tutions alike will realize the benefits of student and employee success when essential skills are part of an individual’s personal attributes.

In combination with attaining essential skills, students must be able to communicate those skills to potential employers. Flawless résumés – the one document that must be perfect, according to Guffey and Loewy (Guffy & Loewy, 2016) – and good interview skills are essential in obtaining a job. However, keeping the job depends not only on those concrete job-related skills but also on the essential skills required for success. LaFrance (2018) asserts that some individuals naturally exhibit essential skills, but, when lacking, essential

skills can be nurtured over time through teaching and training. She also quotes employers who say that just about any work-related skill can be taught in the workplace, but some soft skills are difficult, if not impossible, to teach on the job (LaFrance, 2018).

Contextualizing Essential Skills

“We hire for hard skills. We fire for soft skills.”

-Rick Stephens Senior Vice President of

Human Resources, Boeing Corp

Every aspect of a person’s life ultimately depends on the essential soft skills for relationship success—whether personal or professional.


22 MGCCC QEP 2019

Theoretical Framework for Building CoursesThe QEP Development Committee wanted to base any courses built to address the essential skills were based on a sound theoretical framework; the courses are discussed in the Implementation section. When educators set standards and provide fair and firm assessments for students, the students develop job-related skills while becoming aware of essential skills that are required for job success (SCANS, 2000). While learning essential skills, students should construct knowledge as it relates to real-world work experiences (SCANS, 2000).

The implementation strategy to build a curriculm addresses a broad range of student learning, from Bloom’s (1956) higher order thinking skills to recognized achievement of these skills. Achieving the implementation of the specific skills (i.e., three SLOs) will leverage a constructivist approach and employ the Right Signals Initiative – a reframed credentialing strategy – to ensure the relevance of the training. The pioneer of the constructivist approach was Bartlett in 1932 (Good & Brophy, 1990). Piaget, Dewey, and Knowles were also influential leaders in constructivism (Rickey, 1995). Constructivists emphasize situated learning, which places learning in context (Hung, Looi, & Koh, 2004). Learners are seen as active instead of passive. In other words, learners should not merely be presented with information; they should be permitted to construct knowledge (Rickey, 1995).

The purpose of the Right Signals Initiative is to “demonstrate a new credentialing model that recognizes multiple quality credentials to send ‘the right signals’ to employers, students, and colleges about the meaning of these credentials.” The Right Signals framework is similar to Bloom’s (1956) taxonomy, but the focus moves beyond the domains of learning into the domains of recognized achievement. Therefore, the QEP Development Committee wrote the SLOs for this QEP based upon the Right Signals framework (Appendix J).

The constructivist approach places instructors as facilitators and advisors, while students assume the central role of learning. The Right Signals Initiative approach allows for many levels of learning. The

combination of constructivism and the Right Signals Initiative provides a platform (i.e., career classroom) where students gain knowledge, apply skills and behaviors, analyze appropriate behavior, and value

In addition to a sound theoretical framework, the QEP Development Committee also wanted to employ effective, research-based strategies to teach essential skills to adult learners. Ferrera and LaMeau (2015, p. 160) offer insight on a sound pedagogical and andragogical approach: “Skills are learned and are increased through training, education, and practice.” As advocates of skills audits and inventories, they believe traditional and adult students completing these assessments will become aware of their own individual attributes, as well as being able to identify areas of strengths and weaknesses. Awareness of these personal characteristics will be of value in developing competencies that lead to career success and to personal relationship success. When people realize the personal qualities they possess, they are able to market themselves more effectively and be attractive to potential employers (Ferrara & LeMeau, 2015). The ultimate goal for employers is to hire employees who are dependable, trustworthy, and good at their jobs (AJE, 2018).

Durowoju and Anuka (2014, p. 608) suggest assessing essential skills using direct, indirect, or a combination of “teacher-made tests, standardized tests, oral questions, projects, hands-on or practical tests, oral quizzes or examination, direct classroom observations, questionnaires, interview, self-report inventories, observation, anecdotal records, attitudinal scale, interest scale/inventory, checklist, and socio-metric techniques.” One assessment method will not be acceptable in all circumstances.

Pedagogical and Andragogical Approach


23MGCCC QEP 2019

Colleges can begin to meet employers’ demand for essential skills by defining specific skills and identifying the best methods for teaching those skills. The Office of Disability Employment Policy (ODEP, 2010) suggests three options for developing essential skills:

• Experiential learning of soft skills may be acquired through interactive teaching opportunities that provide experience, practice, reinforcement, and reflection.

• On-the-job training using a coach in the workplace setting may also create soft-skill learning opportunities, but persuading businesses to use this technique may be difficult if learning takes precedence at the expense of workplace productivity.

• Creating workplace simulations where soft skills are taught to workplace entrants as hard skills are being learned. This third method seems to be preferred over the other two methods, allowing the teacher to control the teaching agenda while simultaneously creating an improved classroom environment where soft skills are being used.

Teaching and Assessing Essential Skills

Teaching nontraditional students presents challenges when instructors address essential skills because their needs vary due to personal and professional experiences, socio-economic status, and other factors (Kruzic, 2016). Students who have extensive work experience with multiple professional role models have seen employability skills demonstrated, while those without experience may have had no role models to emulate. Nontraditional students may have increased numbers of responsibilities outside of the classroom that could also interfere with their ability to engage in activities designed to increase their awareness and understanding of career readiness skills (Kruzic, 2016). As it relates to MGCCC’s QEP, nontraditional students may find it challenging to gain knowledge via informal settings (e.g., clubs and

Therefore, teacher involvement is paramount in discovering best practices for measuring essential skills.

Educators should be more than vehicles through which curriculum passes; they should be role models—knowing that each student observes and learns from the adults in their life (Ajahu, 2018).

Employees as Role Modelsof the Essential Skills

organizations) because of competing responsibilities. Regardless, Durowoju and Anuka (2014, p. 608) believe that essential skills can be “taught, acquired, nurtured, and assessed over time,” and that the “total” person should be developed by teaching both hard and essential skills.

Ajahu added that students must be held to high expectations while given high levels of support. Faculty must give attention not only to the content of the course, but also must consider the physical image that they convey which influences the students (Carr et al., 2009). For example, Kohl (2012) advocates teaching students respect by showing them respect in the classroom. She also advocates for a positive environment where students learn to model acceptable behavior.


24 MGCCC QEP 2019

Identification of Specific Essential Skills for the QEPInformed by the literature, the QEP Development Committee identified several specific essential skills. All essential skills identified by MGCCC advisory councils were given consideration because that constituency has intimate knowledge of the skills that MGCCC students possess. As previously discussed and illustrated in Table 5 (page 18), Attributes of Essential Skills by Organization, the commonly identified essential skills attributes were punctuality/attendance, interview – follow up/attire, communication – oral/written, teamwork/collaboration, interpersonal relationships, problem solving/analytical/creativity, and time management. The QEP Development Committee cross-referenced the various skills identified by the organizations and found that more than one organization, including the MGCCC advisory councils, identified some of the skills. That is, the organizations “agreed” on the value of some of the essential skills. The following list of essential skills stem from these common areas of need:

Additionally, students in one study expressed consensus regarding observation of role models as instrumental in their development of essential skills. Through their interaction with others, these students were able to observe essential skills modeled by teachers and to participate in activities designed to encourage essential skill development. Even though these individuals believed that, ultimately, they were personally responsible for attaining the essential skills, they desired role models to imitate. The culmination of the complete educational process must include models that inspire professional growth, as well as the skills required to complete work requirements (Bergh et al., 2014). For this reason, all MGCCC Career instructors will be trained to learn and model the essential skills taught to students within the scope of this QEP.

Educators as role models is not a new concept because students often emulate adults in their lives both in and out of the classroom. According to those who encourage students to become educators, the following tips are important to encourage teachers to be good role models. (EducationDegree.com, 2018):

“When a young person, even a gifted one, grows up without proximate living examples of what she may aspire to become – whether lawyer, scientist, artist, or leader in any realm – her goal remains abstract. Such models as appear in books or on the news, however inspiring or revered, are ultimately too remote to be real, let alone influential. But a role model in the flesh provides more than inspiration; his or her very existence is confirmation of possibilities one may have every reason to doubt, saying, ‘Yes, someone like me can do this.”

(Justice Sonia Sotomayor, 2013, pp. 226-227).

• Be organized • Be on time• Dress appropriately• Be humble• Show empathy• Perform volunteer work• Point out the positive• Avoid social media with students• Give lectures about role models• Encourage students to think for themselves

Role Model Tips


25MGCCC QEP 2019

• Attendance/Punctuality (Punctuality/attendance)

• Attire (Interview – follow up/attire and interpersonal relationships)

• Email Etiquette (Interpersonal relationships and communication – written)

• Social Media (Interpersonal relationships and communication – oral/written)

• Résumé (Communication – written)• Interview (Interview – follow up/attire)• Speaking and Listening with Coworkers/Peers

(Interpersonal relationships, communication oral, and teamwork/collaboration)

• Speaking and Listening to Customers (Interpersonal relationships and communication oral, problem solving/analytical/creativity)

MGCCC has a District Workforce Council that is a cross section of all employers across the district – derived from a combination of leaders from the various advisory councils. The District Workforce Council endorsed the list of essential skills identified by the QEP Development Committee in April 2018 – see picture below. Additionally, the Gulf Coast Chamber of Commerce endorsed the identified

Through additional research and input from the stakeholders, the QEP development team narrowed the focus from a short list of topics to 3.

• Attendance/Punctuality• Listening• Speaking

These three essential skills are addressed in more detail in the section titled “Final Choice of Three Essential Skills.”

The following narrative describes the process of how the QEP Development Committee narrowed the topics down to three and established baseline measurements for assessment.

District Workforce Council endorses essential skills.


26 MGCCC QEP 2019

Employer Satisfaction SurveyFirst and foremost, MGCCC sought feedback on the quality of essential skills among MGCCC graduates through an annual employer satisfaction survey. Based on the response of employers through advisory councils and Phase III: Call for Feedback, the annual employer satisfaction survey included questions that directly related to the identified specific essential skills. The results of the employer satisfaction survey indicated that MGCCC graduates do exhibit a perceived deficit in certain areas of essential skills. The survey asked employers to respond to each statement using a four-point Likert scale with 4 indicating strongly agree and 1 indicating strongly disagree. As indicated by the means shown in Table 6 below, employers expressed satisfaction overall, but there is room for improvement. Although the means fall in the average range, the essential skills being addressed seemed to be about equal as far as determining importance. However, attire and communication ranked higher than most of the other traits. Table 6 illustrates the means in rank order from highest to lowest.

ESSENTIAL SKILL TOPIC

ESSENTIAL SKILL STATEMENT n MEANa

Attire MGCCC graduates come to work with the appropriate attire.

31 3.32

Email Etiquette MGCCC graduates use professional email etiquette when sending corre-

spondence via email.

24 3.29

Communication: Co-Worker/Peers

MGCCC graduates maintain excellent communication, both in terms of listen-ing and speaking, with their co-work-

ers/peers.

30 3.17

Punctuality/Attendance

MGCCC graduates are punctual and report to work on time, each and every

day, as scheduled.

31 3.16

Interview MGCCC graduates were well prepared for their job interview.

31 3.16

Communication: Customers

MGCCC graduates maintain excellent customer service, as it relates to listen-

ing and speaking, to customers.

26 3.15

Résumé The résumés of MGCCC graduates are professionally written and accurately

reflect their skills, education, and work history.

25 3.00

Social Media MGCCC graduates ensure that their social media presence is professional

and projects a positive image.

21 3.00

a. The means were calculated on a 4.0 scale with 4 indicating strongly agree and 1 indicating strongly disagree.

Table 6MGCCC Employer Satisfaction Survey

Developing Baseline Data on Essential SkillsAfter identifying the topic and narrowing the focus to a short list of specific essential skills, the QEP Development Committee wanted to verify the depth of need as it relates to the identified essential skills. Initially, the intent of the baseline data was to discern if a gap existed in perceived essential skills attainment between employers and students as well as between MGCCC employees and students. Simultaneously, the QEP Development Committee wanted to establish baseline data points from which growth could be measured, which was accomplished in a qualitative manner as it relates to the baseline data as prescribed in the Assessment section. The QEP Development Committee identified the specific essential skills most needing intervention through institutional data (e.g., employee feedback, employer feedback, student feedback) and the literature review. The baseline data on essential skills needed to be identified among three groups: employers, MGCCC employees, and students. After gathering the data within each group, the QEP Development Committee compared results among the three groups.


27MGCCC QEP 2019

Employee SurveysNext, MGCCC employees completed a survey that measured their perception of students’ essential skills while attending MGCCC. The MGCCC employees responded to the same specific essential skills on which the employers gave feedback. The employers were focused on MGCCC students while at work, while the MGCCC employees measured students at school. The results of the MGCCC employee survey revealed that MGCCC students do exhibit a perceived deficit in certain areas of essential skills. MGCCC employees were asked to respond to each statement using a four-point Likert scale with 4 indicating strongly agree and 1 indicating strongly disagree. As evidenced by the results shown in Table 7 below, employees perceived that students’ attainment of essential skills was limited. In every area, employees ranked students consistently below average. Table 7 lists the means in rank order from highest to lowest.




621 2.89



532 2.83



ers/peers.

280 2.76



day, as scheduled.

491 2.72


323 2.71




354 2.63



495 2.54



NA NA

Table 7MGCCC Employee Survey of Student Attainment of Essential Skills

Student Graduation SurveyFinally, MGCCC graduates were asked to give feedback on the identified essential skills so that a gap analysis could be made. Through the Student Graduation Survey, students responded to a self-assessment of their essential skills in the workplace and essential skills at school. Students were asked to respond to each statement using a four-point Likert scale with 4 indicating strongly agree and 1 indicating strongly disagree.

The data in Table 8 show that students’ perceptions of their own attainment of essential skills were considerably elevated. The lowest mean, 3.44, was the essential skill of punctuality and attendance, and the highest, 3.56, was in communication. With this response, one can assume that students feel that they have the skills necessary for success. Table 8 details the means in rank order from highest to lowest.






314 3.56


430 3.53



433 3.53



ers/peers.

435 3.52



397 3.48


432 3.48



398 3.48



day, as scheduled.

432 3.44

Table 8Student Graduation Survey




28 MGCCC QEP 2019

Comparing the Survey Results: Employers, Employees, and GraduatesWhen the results of these three surveys were compared, some trends began to emerge. Figure 5 illustrates these findings. For example, graduates rated themselves higher in every category when compared to the feedback given by employers and MGCCC employees. Conversely, MGCCC employees rated students lower in every category when compared to the results indicated by employers and students’. MGCCC employees did not rate students on “listening and speaking to customers” because they have little basis to give feedback on this metric. Meanwhile, employers rated students somewhere in between these two extremes on every

metric. As it relates to MGCCC students, the data revealed a gap in essential skills attainment when comparing the employers’ ratings of students and students’ self-assessment. Likewise, the data revealed a gap in essential skills attainment when comparing MGCCC employees’ ratings and students’ self-assessment. As a general finding, MGCCC employees are the most critical of students’ essential skills, and the students self-assessment consistently indicated the highest scores. Employers rated students in the middle on every essential skill.

Employers (N=31) MGCCC Graduate (N=435)MGCCC Employee (N=722)

Appropriate Attire at Class/Work


Résumé Writing

Email Etiquette

Interview Skills

Listening and Speaking to Co-Workers/Peers

Listening and Speaking to Customers

Social Media Management

2.89

2.72

2.76

2.54

2.71

2.83

2.63

Figure 5. Comparing the Survey Results: Employers, Employees, and Students

3.32

3.533.16

3.443.00

3.48

3.293.48

3.003.56

3.15

3.533.16

3.483.17

3.52


29MGCCC QEP 2019

Distilling the List Down to Three Essential SkillsAs discussed, the extensive literature review resulted in a protracted list of essential skills that are recognized by several organizations shown in Table 5 (page 18), Attributes of Essential Skills by Organization. Focus groups (consisting of students, faculty, and stakeholders) responded to the initial surveys that resulted in identifying a short list of essential skills. The committee researched and agreed upon this list of essential skills, but after this initial research, the QEP Development Team acknowledged that the list was beyond the scope of the success attainable in this QEP. The general consensus was that further focus was needed to reduce the number of essential skills to manageable, yet significant traits preferred by businesses when hiring MGCCC graduates.

During the listening sessions and qualitative feedback from all stakeholders, two of the items were modified. Initially, the first survey focused on “listening and speaking to coworker/peers” and “listening and speaking with customers.” That is, the focus was on the target of the interaction (i.e., coworker, peers, and customers) as opposed to the interaction itself (i.e., listening and speaking). Through feedback and reflection, the QEP Development Committee decided to focus on listening and speaking exclusively to shift the focus to the skill itself (i.e., listening and speaking). Therefore, the second survey focused on “listening” and “speaking” to customers and coworkers/peers; that is the two variables became the two skills. Figure 6 represents a second survey sent to employers in order to distill this list down further.

Figure 6. MGCCC Business/Industry Partner Response for the QEP (2nd survey)

Attendance/Punctuality: Employees are present and punctual.

Attire: Employees display an awareness of appropriate, professional attire within specific contexts.

Listening: Employees implement effective listening strategies when communicating with customers and coworkers/peers.

Speaking: Employees implement effective speaking strategies designed to construct productive, professional relationships with customers and coworkers/peers.

Email Etiquette: Employees produce clear and professional emails.

Social Media: Employees identify what personal/work-related information should or should not be shared in social media.

Résumé: Potential employees design an error-free and appropriate résumé for employment.

Interview: Potential employees utilize strategies for successful interviewing.


30 MGCCC QEP 2019

In an attempt to determine the essential skills that our industry partners truly desired to address, the QEP Development Team, once again, shared the original list of essential skills with our industry and business partners. The QEP Development Committee asked 211 employers to select their top three choices on the survey instrument shown below. Among employers surveyed, 71 industry partners responded.

The survey results are shown below in Table 9 in rank order from highest to lowest. Based on this data, the

QEP Development Team selected the top three—Attendance/Punctuality, Listening, and Speaking—to adopt for the QEP. These three were the obvious choices among industry partners, garnering 62% of the vote, with the remaining five traits receiving 38% collectively. The remaining five essential skills are vital to success in business and industry, and it is feasible that they may become initiatives outside of the QEP.

ESSENTIAL SKILLS TOPIC

ESSENTIAL SKILL STATEMENT n Percentage of Total

Attendance/Punctuality

Employees are present and punctual. 46 23.35%

ListeningEmployees implement effective listening strategies when communicating with customers and coworkers/peers.

41 20.81%

SpeakingEmployees implement effective speaking strategies designed to construct productive, professional relationships with customers and coworkers/peers.

36 18.27%

AttireEmployees display an awareness of appropriate, professional attire within specific contexts.

22 11.17%

Interview Potential employees utilize strategies for successful interviewing.

18 9.14%

Social MediaEmployees identify what personal/work-related information should or should not be shared in social media.

13 6.60%

Résumé Potential employees design an error-free and appropriate résumé for employment.

11 5.58%

Email Etiquette Employees produce clear and professional emails.

10 5.08%

Table 9MGCCC Business/Industry Partner Response to Identify Top Essential Skills


31MGCCC QEP 2019

To achieve this purpose, the QEP focuses on three Student Learning Outcomes (SLOs). The Development Committee chose the top three essential skills indicated by local businesses (see Table 9) as the focus of the QEP. That is the three essencial skills evolved into the three SLOs for the QEP (see figure 7). Specifically, customized training became the focus of the QEP Development Team to ensure that Career students involved in the QEP successfully met objectives for each of the top three SLOs. Figure 8 (pg. 32) illustrates the three Student Learning Outcomes (SLOs).

Defined areas of focus within Listening and Speaking were developed to measure these behaviors. The focus would be nonverbal communication in semester one, effective workplace communication in semester two, and situational work communication in semester three. The fourth semester would focus on making effective presentations in Public Speaking. Corresponding rubrics to measure SLO #2 (listening) and SLO #3(speaking) can be found in Appendix K.

With this narrowed scope, the committee chose to focus on attendance/ punctuality, listening, and speaking.

• SLO # 1 – Attendance and Punctuality: Students

will be present and punctual.

• SLO #2 - Listening: Students will demonstrate proficiency in listening in the following areas: Nonverbal, Workplace (Summarization), Situational (Follow-Up Questions), and Presentations.

• SLO #3 – Speaking: Students will demonstrate proficiency in speaking in the following areas: Nonverbal, Workplace (Use of Language), Situational (Content), and Presentations.

The Final Choice of Three Essential Skills

After reviewing the literature and identifying best practices that support the QEP, the QEP Development Committee established a set of three student learning outcomes (SLOs). Institutional data informed the SLOs, and they naturally evolved from the institution’s planning process. The QEP Development Committee met on a regular basis. This group consisted of individuals with specific content knowledge related to the QEP topic (i.e., essential skills) and expertise in pedagogy and andragogy. Membership is included in Appendix H. Representatives from MGCCC also attended the 2018 SACSCOC Institute on Quality Enhancement and Accreditation to enhance their understanding of how to support the development of a QEP focused on essential skills. After attending the Institute and subsequent meetings, the QEP Development Committee arrived at the following purpose for the MGCCC QEP:

Mississippi Gulf Coast Community College will propagate a culture of essential skills improvement among MGCCC Career students by aligning academic and support services with best practices and resources that empower students to take ownership of their essential skills needs related to attendance/punctuality, listening, and speaking.

DESIRED SLOs

Appropriate Attire at Class/Work


Résumé Writing

Email Etiquette

Interview Skills

Listening and Speaking to Co-Workers/Peers

Listening and Speaking to Customers

Social Media Management


Listening

Speaking


Listening

Speaking

Three Essential Skills Three SLOs

Figure 7. Evolution of Three SLOs.


32 MGCCC QEP 2019

“When one realizes that communication is thought to be only 35% verbal and 65% nonverbal, the need for proper decoding of messages on the part of both sender and receiver can be critical.”


Listening and Speaking

The literature clearly identifies the importance of attendance and punctuality. Career Sources Network states, “It doesn’t matter how smart, capable and competent you are. If you’re habitually late, be it to work or on deadlines, you run the risk of undermining your professional reputation” (2017). Miriam Dishon-Berkovits and Meni Koslowsky wrote in their paper, “Determinants of Employee Punctuality,” that a tardy employee “may have a negative influence on employees who arrive on time, specifically on those who have to ‘cover’ for him or her” (2002, p.723).

Diana DeLonzor, author of Never Be Late Again: 7 Cures for the Punctually Challenged, writes that managers are less likely to promote employees who are perennially late (2003). The majority of respondents in a York College of Pennsylvania survey titled Professionalism in the Workplace said that the best way to get dismissed from a job is to have poor attendance and a “lack of punctuality” (2010).

Several pieces of literature highlight communication skills as being the most important skills for the 21st century learners.

In the “workplace, employers are looking for graduates that are not only proficient in content, but also in essential skills. These skills are referred to as 21st

The Three SLOs

Figure 8. Three SLOs

SLO #1

ATTENDANCE/PUNCTUALITY

SLO #2

LISTENING

SLO #3

SPEAKING

A. Nonverbal

B. Summarization

C. Follow-up Questions

D. Presentation Listening

A. Nonverbal

B. Use of Language

C. Content

D. Public Speaking

1st Semester (Hours 1-15)

2nd Semester (Hours 16-30)

3rd Semester (Hours 31-45)

4th Semester (Hours 45-60)

A. AttendanceB. Punctuality

Century Skills and include the ability to comprehend material quickly, solve problems, and manage time. When it comes to desired skills in the...workplace, communication tops the list.” Both educators and people in the workplace cite communication skills as limited. “While this generation is very technologically savvy, students do not know how to effectively communicate” (Owens, 2015, p.2).

Communication can be both verbal and nonverbal as well as spoken and written. Listening and speaking are key components of any relationship or organization. Stephen Covey promotes effective communication in his book, Seven Habits of Highly Effective People as summarized in “Habit 5: Seek First to Understand, Then to Be Understood” (Covey, 2004).

Many employees are guilty of listening with an intent to reply while Covey suggests one should listen with the intent to understand. Verbal communication involves both listening and speaking. In any organization, listening is a key to effective workplace relationships between organizational members:

Figure 8. The Three SLOs: Implementation Over Four Semesters

- Lipscomb University, (2014)


33MGCCC QEP 2019

SLO # 1 – Attendance and Punctuality: Students will be present and punctual. A. Career students will attend class 91% of the contact hours. B. Career students will be on time for 95% of the classroom meetings that they attend.

SLO #2 – Listening*: Students will demonstrate proficiency in listening in the following areas: A. Nonverbal: 82% of students will exhibit physical behaviors that support active listening by scoring a 3 (Effective) or 4 (Exemplary) on a 4-point rubric. B. Active Listening in the Workplace (Summarization): 75% of students will summarize proficiently the request made by a customer or coworker by scoring a 3 (Effective) or 4 (Exemplary) on a 4-point rubric. C. Situational Listening in the Workplace (Identifying Follow-up Questions): 50% of students will identify appropriate follow-up questions in response to a request made by a customer or coworker by scoring a 3 (Effective) or 4 (Exemplary) on a 4-point rubric. D. Presentation Listening: 61% of students will identify relevant information given during a presentation by scoring a 3 (Effective) or 4 (Exemplary) on a 4-point rubric.

SLO #3 – Speaking*: Students will demonstrate proficiency in speaking in the following areas: A. Nonverbal: 85% of students will exhibit physical behaviors that support the verbal message by scoring a 3 (Effective) or 4 (Exemplary) on a 4-point rubric. B. Workplace Speaking (Use of Language):75% of students will use pronunciation, grammar, and articulation appropriate to the audience by scoring a 3(Effective) or 4 (Exemplary) on a 4-point rubric. C. Situational Workplace Speaking (Content): 75% of students will speak effectively across a variety of workplace contexts by scoring a 3 (Effective) or 4 (Exemplary) on a 4-point rubric. D. Public Speaking: 82% of students will identify relevant information and integrate the information logically into a presentation by scoring a 3 (Effective) or 4 (Exemplary) on a 4-point rubric.*Appendix K contains the rubrics.

Listening and Speaking Distilled

The Development Committee acknowledged that a deficit in listening and speaking was, ultimately, about communication. When done effectively, communication is a two-way interactional process requiring both listening and speaking (Suinn, 2006). Distilling the core skills of listening and speaking further, the research indicated appropriate behaviors associated with excellence in each of the areas. This led to greater specificity, focus areas, within the two facets of communication (i.e. listening and speaking):

Nonverbal Communication—ability for students to use effective physical behavior that supports active listening and the verbal message.

Workplace Communication—ability for students to summarize and repeat as a representation of active listening, and students using pronunciation, grammar, and articulation appropriate to the audience.

Situational Communication—ability for students to ask appropriate questions to demonstrate good listening skills, and the ability for students to speak effectively across a variety of workplace contexts.

Presentations— ability for students to identify relevant information given during a presentation for active listening, and students will identify relevant information and integrate the information logically into a presentation.

Implementation of each focus area (e.g., nonverbal, workplace, situational, presentation) will introduce a pair of SLOs, one listening SLO and one speaking SLO, each semester.


34 MGCCC QEP 2019

Baseline Data for SLOsPrior to implementation, the Topic Selection Committee sent a questionnaire to all stakeholders in order to establish a baseline of students’ essential skills. The questionnaire was sent electronically to all CTE advisory council members and local employers through the Annual CTE Employer Survey, to all full-time MGCCC employees as an addendum to their Intent to Return form, and to all Spring 2018 Graduates through the MGCCC Graduate Exit Survey. The second chapter –Topic Selection – discusses the full results. In addition, baseline data on attendance was based on the attendance recorded in Career programs during the fall 2018 semester.

The QEP Implementation Committee ran a condensed pilot of the QEP in a Smart Start course, a class designed to prepare students for entry into selected Career programs, to establish baseline data for the rubrics.

The course is a prerequisite for entry into Career programs funded through the BP Restore Act, and the students are representative of the majority of Career students. Using rubrics that the QEP Development Committee designed to assess listening and speaking (Appendix K), the instructor evaluated students exhibiting listening and speaking skills after intervention. This data was used to establish the baseline for students’ proficiency in essential skills. Table 10 illustrates the baseline proficiency of students after essential skills intervention in the pilot program. The Smart Start course employed the interventions that will be used throughout the four semester QEP implementation. The goal for the first year of implementation (AY 2019) is in alignment with the results of the pilot. The Development Committee set a goal of increasing SLO attainment of listening and speaking (defined as scoring a three or higher on the rubrics) by 1% each year over the five-year implementation strategy.

SLO % Successfully Demonstrated

Competency AfterIntervention

Goal for AY2019

Goal for AY 2024*(5th year report)

Goal for AY 2021*

Listening Rubric (SLO #2)

2a (1st Semester) 82% 82% 87% 68%

2b (2nd Semester) 75% 75% 80% 53%

2c (3rd Semester) 50% 50% 54% 45%

2d (4th Semester) 61% 61% 65% 45%

Speaking Rubric (SLO #3)

3a (1st Semester) 85% 85% 90% 68%

3b (2nd Semester) 75% 75% 80% 76%

3c (3rd Semester) 75% 75% 79% 76%

3d (4th Semester) 82% 82% 86% 65%

Table 10Establishing Baseline Data with the QEP Rubric After Intervention

* The goal for the first year of implementation (AY 2019) is in alignment with the results of the pilot. The Development Committee set a goal of increasing SLO attainment of listening and speaking (defined as scoring a three or higher on the rubrics) by 1% each year over the five-year implementation strategy.


35MGCCC QEP 2019

Attainment of the SLOs will enhance learning, and the effect of SLO achievement is designed to increase employability among the college’s Career students. Their understanding of attendance and punctuality will make them more reliable and accountable to employers. Proficiencies in listening and speaking will allow them to communicate effectively and appropriately with customers and co-workers. Comprehension and demonstration of the three SLOs will prove beneficial for the students and their overall success in the workplace, which supports the purpose statement of the QEP: Mississippi Gulf Coast Community College will propagate a culture of essential skills improvement among MGCCC Career students by aligning academic and support services with best practices and resources that empower students to take ownership of their essential skills needs related to attendance/punctuality, listening, and speaking.

The purpose statement aligns with MGCCC’s Institutional Commitments (Teaching and Learning, Student Success, Community Engagement and Partnerships, and Culture of Innovation) from the College’s Strategic Plan 2020, which is discussed above in the section Topic Selection.

The three SLOs will be taught and assessed in a variety of ways that will support MGCCC’s mission and institutional commitments. The Implementation section (p.36) will discuss in more detail how the SLOs correspond with the mission and institutional commitments.

Impact of SLO Achievement


36 MGCCC QEP 2019

Actions to Be ImplementedIn summer 2018, the QEP Development Committee cultivated and refined actions for implementation and assessment. The implementation plan creates a roadmap to reach the purpose of the QEP:

In order to fulfill this purpose, the QEP Development team identified three QEP Commitments that provide a framework to facilitate the implementation and assessment of the QEP. The term QEP “commitment” is used in lieu of “goal” or “institutional outcome” because that terminology aligns with Strategic Plan 2020 and better describes the disposition of the institution toward the QEP – a commitment to be kept rather than a goal to be reached.

QEP Commitment #1 The college will build a foundation to facilitate students’ attainment of the three SLOs.

QEP Commitment #2The college will partner with MGCCC stakeholders to gather feedback on the effectiveness of the training.

QEP Commitment #3 The college will commit resources to initiate, implement, and sustain the QEP, assessing its overall effectiveness throughout various phases of the process.

In alignment with Strategic Plan 2020, these three QEP Commitments flow from the Institutional Commitments of “Teaching and Learning” and “Community Engagement and Partnerships.” Teaching and Learning was chosen as the primary implementation point for the QEP, and Community Engagement and Partnerships was chosen as a source of feedback on the effectiveness of the QEP implementation. In addition, focusing on this implementation strategy stems from MGCCC’s mission to “meet the educational and community needs” of our district while inspiring “lifelong learning” and facilitating students to become “productive citizens.”

Presented below are the implementation strategies for the three QEP Commitments, which includes the three SLOs (i.e., three essential skills). First, background information is provided to contextualize the implementation strategy within the structure of MGCCC. Next, the implementation strategy will be discussed.

To propagate a culture of essential skills improvement among MGCCC Career students by aligning academic and support services with best practices and resources that empower students to take ownership of their essential skills needs related to attendance/punctuality, listening, and speaking.

IMPLEMENTATION


37MGCCC QEP 2019

Overview of Essential Skills in the CurriculumCareer students will be exposed to the three essential skills (three SLOs) from the beginning of their coursework and consistently reminded of the skills throughout their journey at Gulf Coast.

Instead of designing courses aimed primarily at success while in school (e.g., first year experience), embedding the essential skills throughout the Career curriculum and in Public Speaking I will help students internalize the essential skills and allow them to experience success while in school and in the workplace.

Framework for EmbeddingEssential Skills in Career Curriculum

The Career students’ programs will culminate in a course (Public Speaking I) that helps polish the three essential skills. During the last 15 hours of the A.A.S. or A.A.S.O.E. degree, students in all Career programs are required to take 15 hours of university parallel courses. Among these final 15 hours, the QEP Development Committee identified the Public Speaking I (SPT 1113) course as the most appropriate forum in which to teach essential skills.

The QEP Development Committee established the goal of behavioral change in students as related to the three essential skills, which evolved into the three SLOs in the QEP (i.e., Attendance/Punctuality, Listening, and Speaking).

Wendy Wood (2014) explained this pattern of behavioral change during her session at the American Psychological Association’s 122nd Convention, “We find patterns of behavior that allow us to reach goals. We repeat what works, and when actions are repeated in a stable context, we form associations between cues and response.”

The focus of the QEP will be on the Career programs. Therefore, the QEP Development Committee partnered with the Career faculty to embed the focus of the three essential skills (three SLOs) throughout the Career programs.

The Committee acknowledged that one course would not suffice to elicit long-term behavioral change because new habits need to be formed in students.



38 MGCCC QEP 2019

Structure of CTE Programs: Stackable Credentials

The QEP Development Committee collaborated with the Career instructors to embed the three essential skills (three SLOs) in each semester of the Career program and within every credential level. This collaboration began during a QEP Summit held with all Career faculty on January 8, 2019. The QEP Summit was a workshop to help educate the Career faculty on the goals (i.e., SLOs) and logistics of the QEP, and the Career faculty engaged in discussions on QEP implementation strategies. The stackable-credentials model for CTE programs allows each program to be designed over four semesters, with 15 hours in each semester. With input from Career instructors, the committee identified specific classes during each semester to introduce and develop two of the essential skills: Listening and Speaking. In addition, one of the three essential skills, Attendance/Punctuality, will be addressed and encouraged in every course in the Career programs. This approach will allow students to “repeat what works” and repeat those actions in a “stable context” in order to “form associations between cues and response” (Wood, 2014).

All MGCCC CTE programs are designed with stackable credentials. As defined by the US Department of Labor, stackable credentials are “a sequence of credentials that can be accumulated over time to build up an individual’s qualifications and help that individual to move along a Career pathway to further education and different responsibilities, and potentially higher paying jobs” (United States Department of Labor, 2010). That is, students start by achieving one credential and work up to higher-level credentials by taking more classes and building skills. MGCCC adopted stackable credentials for all CTE programs for several reasons. First, stackable credentials provide students with intermediate goals along their path to the A.A.S. or A.A.S.O.E. degree. Second, it creates points in the curriculum for employers to better understand the competencies. Third, this approach supports the educational needs of the non-traditional students and provides several meaningful exit points.

MGCCC’s CTE programs are designed to include stackable credentials that support student achievement at multiple points along the path to an Associate of Applied Science degree: 30 credit hours – Certificate; 45 credit hours – Diploma; and 60-64 credit hours – A.A.S. or A.A.S.O.E. degree. Industry demand, innovative approaches to learning by the faculty, and support of the College’s Board of Trustees shaped this process. These industry credentials include areas such as American Welding Society (AWS), National Incident Management System (NIMS), National Center for Construction Education and Research (NCCER), and National Council Licensure Examination (NCLEX). Faculty initiated and supported all of these moves:

“I think that this will give our students ‘points of accomplishment’ as they work towards degree completion.”

- John Poelma, MGCCC Electronics Instructor and Technical Department Chair.

Implementation inCareer Programs: Defining Career and Technical ProgramsAs noted, the focus of the QEP will be on the Career programs. Therefore, a clear distinction between Career and Technical programs is necessary to define the programs considered to be “Career” versus “Technical.” According to the United States Department of Education (2018), Technical programs “teach the science behind the occupation,” while Career programs “focus on hands-on application of skills needed to do the job.” That is, Technical programs include some theory while Career programs usually emphasize the hands-on skills. Table 11 lists MGCCC’s Career programs and the specific classes during each semester where the essential skills will be taught. These courses identify the specific place of implementation in the Career programs.


39MGCCC QEP 2019

Table 11Career Programs Implementation of Essential Skills by Course

Career Program Attendance/ Punctuality

Listening Speaking

1-15 hours

16-30 hours

31-45 hours

46-60 hours

1-15 hours

16-30 hours

31-45 hours

46-60 hours

Auto Collision Repair Technology

All Courses ABT 1313

ABT 1323

ABT 1223

SPT 1113

ABT 1233

ABT 2244

ABT 2334

SPT 1113

Automotive Light Duty Diesel Technology

All Courses ATT 1811

ATT 1134

ATT 2112

SPT 1113

ATT 1811

ATT 1134

ATT 2112

SPT 1113

Automotive Technology All Courses ATT 1811

ATT 1134

ATT 2112

SPT 1113

ATT 1811

ATT 1134

ATT 2112

SPT 1113

Commercial and Residential Construction Technology

All Courses CRM 1114

CRM 1223

CRM 1714

SPT 1113

CRM 1114

CRM 1223

CRM 1714

SPT 1113

Cosmetology All Courses COV 1122

COV 1722

COV 1443

SPT 1113

COV 1122

COV 1722

COV 1443

SPT 1113

Electrical Technology All Courses ELT 1233

ELT 1113

ELT 2423

SPT 1113

ELT 1233

ELT 1113

ELT 2423

SPT 1113

Heating, Air Conditioning, and Refrigeration Technology

All Courses ACT 1003

ACT 1214

ACT 2324

SPT 1113

ACT 1003

ACT 1214

ACT 2324

SPT 1113

Massage Therapy All Courses MGT 1214

MGT 1263

MGT2223

SPT 1113

MGT 1214

MGT 1263

MGT2223

SPT 1113

Millwright/Outside Machinist

All Courses MEC 1113

MEC 1115

MST 2542

SPT 1113

CTE 1143

MEC 1133

MST 2714

SPT 1113

Precision Manufacturing and Machining Technology

All Courses MST 1412

MST 1263

MST 2542

SPT 1113

MST 1313

MST 2812

MST 2714

SPT 1113

Welding Technology All Courses WLT 1173

WLT 1135

WLT 1915

SPT 1113

WLT 1173

WLT 1135

WLT 1915

SPT 1113


40 MGCCC QEP 2019

Figure 9. QEP Commitment #1 and Implementation of Three SLOs

QEP Commitment #1 & Implementation of Three SLOs

The College will build a foundation to facilitate students’ attainment of the three essential skills.Career students will be trained on the three essential skills throughout the Career programs.

SLO #1

ATTENDANCE/PUNCTUALITY

SLO #2

LISTENING

SLO #3

SPEAKING

A. Nonverbal

B. Summarization



A. Nonverbal

B. Use of Language

C. Content

D. Public Speaking





QEP Commitment #1 and Implementation Strategy for the Three SLOsIn QEP Commitment #1, the college will build a foundation to facilitate students’ attainment of the three essential skills (three SLOs) as illustrated in Figure 9. This commitment harmonizes with the Institutional Commitment of Teaching & Learning. The implementation strategy for this commitment is straightforward, and QEP Commitment #1 will provide the primary means to introduce and instill the three essential skills in students. Following are the three SLOs (three essential skills) and a description of each implementation for the three SLOs.

Overview of Implementation of the SLOsAs noted above, the QEP Development Committee collaborated with all Career instructors to embed the three essential skills (three SLOs) in each semester of every Career program. This approach facilitates implementation over four semesters in each program. One of the three essential skills, Attendance/Punctuality, will be addressed and encouraged in every course in the Career programs and the university parallel courses that Career students take during their final semester of the stackable credentials. In addition, specific classes were identified during each semester to introduce and develop two of the essential skills: Listening and Speaking. Defined areas of focus within Listening and Speaking were developed for each of the four semesters of stackable credentials. This allowed consistent implementation and assessment among all Career programs.

A. AttendanceB. Punctuality


41MGCCC QEP 2019

Implementation of SLO #1: Attendance/Punctuality

MGCCC made a collegewide commitment to focus on improving attendance and punctuality among students. In response to SLO #1, college leaders desired to modernize the way attendance was monitored and recorded, so MGCCC pursued a solution to better track attendance in collaboration with the college’s Information Technology (IT) Department. After research, the college chose Blackboard’s Automated Attendance Monitoring as the solution to aid in monitoring feedback. The installation of this system required the purchase and installation of card readers in every classroom collegewide, which took place during summer and fall 2018. An initial implementation pilot of the attendance system took place during fall 2018. All MGCCC students are required to carry a student identification (ID) card. The new system required students to scan their ID card in order to be counted present.

The new Automated Attendance Monitoring system allowed for real-time feedback on attendance and simulated many of the future work environments for Career students. According to the Career advisory councils and observation of Career instructors, many employers in the Gulf Coast region require employees to “clock in” or “scan in” when arriving to work. The adoption of an automated attendance system helped assimilate students into a culture of scanning in when arriving to class – and soon work. The attendance readers in every classroom were a visual reminder of SLO #1 for all stakeholders every day. In addition, the adoption of scanners gave instructors a platform to discuss the importance of attendance and punctuality throughout the semester, if they observed deficiencies in students.

Career students will attend class 91% of the contact hours and will be on time for 95% of the meetings that they attend.


SLO #2 – Listening*: Students will demonstrate proficiency in listening in the following areas: A. Nonverbal: 82% of students will exhibit physical behaviors that support active listening by scoring a 3 (Effective) or 4 (Exemplary) on a 4-point rubric. B. Active Listening in the Workplace (Summarization): 75% of students will summarize proficiently the request made by a customer or coworker by scoring a 3 (Effective) or 4 (Exemplary) on a 4-point rubric. C. Situational Listening in the Workplace (Identifying Follow-up Questions): 50% of students will identify appropriate follow-up questions in response to a request made by a customer or coworker by scoring a 3 (Effective) or 4 (Exemplary) on a 4-point rubric. D. Presentation Listening: 61% of students will identify relevant information given during a presentation by scoring a 3 (Effective) or 4 (Exemplary) on a 4-point rubric.

SLO #3 – Speaking*: Students will demonstrate proficiency in speaking in the following areas: A. Nonverbal: 85% of students will exhibit physical behaviors that support the verbal message by scoring a 3 (Effective) or 4 (Exemplary) on a 4-point rubric. B. Workplace Speaking (Use of Language): 75% of students will use pronunciation, grammar, and articulation appropriate to the audience by scoring a 3(Effective) or 4 (Exemplary) on a 4-point rubric. C. Situational Workplace Speaking (Content): 75% of students will speak effectively across a variety of workplace contexts by scoring a 3 (Effective) or 4 (Exemplary) on a 4-point rubric. D. Public Speaking: 82% of students will identify relevant information and integrate the information logically into a presentation by scoring a 3 (Effective) or 4 (Exemplary) on a 4-point rubric.

*Appendix K contains the rubrics.


42 MGCCC QEP 2019

Implementation of SLOs #2 and #3The QEP Development Committee worked with Career instructors to design four areas of focus for listening and speaking, which would be deployed during the four semesters of the Career programs, demonstrated in Figure 10.

Implementation of each focus area will introduce a pair of SLOs each semester, one listening SLO and one speaking SLO, over four semesters. Each subsequent semester all preceding SLOs will be reinforced throughout the implementation process. Interventions will include an introduction, face-to-face presentation, asynchronous module, student application of skill, and feedback. These interventions are detailed in the following sections according to each semester of implementation.

Figure 10. Listening and Speaking Taught Over Four Semesters

A. Nonverbal

B. Summarization



A. Nonverbal

B. Use of Language

C. Content

D. Public Speaking





SLO #2LISTENING

Career students will demonstrate proficiency in listening in the following areas:

SLO #3SPEAKING

Career students will demonstrate proficiency in speaking in the following areas:


43MGCCC QEP 2019

Semester One: Nonverbal CommunicationMGCCC’s Public Speaking instructors will collaboratively develop a sound curriculum to teach nonverbal communication. The Public Speaking instructors will help to develop presentation material, including an online version of the material. During the first year, the Public Speaking instructors will teach the nonverbal curriculum and use the rubrics to assess nonverbal communication. The Career instructors will enhance what is taught by the Public Speaking instructors by providing relevant, real-world scenarios that pertain to the specific career fields that the students are studying. Through co-teaching and on-going training provided by the Public Speaking instructors, the Career instructors will learn to effectively teach and reinforce the material on nonverbal communication in later years. The Public Speaking instructors will be responsible for using the rubrics to assess nonverbal communication throughout this program.

Implementation in the first semester will focus on nonverbal behaviors associated with active listening and nonverbal communication that enhances the verbal message. Interventions will include an introduction, face-to-face presentation, asynchronous module, student application of skill, and feedback. Face-to--face classroom lessons will focus on the teaching of the QEP SLOs 2A and 3A, making relevant connections between the lessons and the workplace, and providing interactive, hands-on activities, and reflection exercises designed to give students the opportunity to learn, make connections, and practice their nonverbal communication skills in relevant, real-world scenarios. Classroom lessons will be reinforced with virtual lessons delivered via the college’s online learning management system (LMS), Canvas.

Near the end of the semester, Public Speaking instructors will evaluate students’ nonverbal communication skills using the QEP Listening and Speaking rubrics – using lines 2A and 3A.

NONVERBAL

SLO #2 – Listening*

A. Nonverbal: 82% of students will demonstrate physical behaviors that support active listening by scoring a 3, or higher, on a 4-point rubric.

SLO #3 – Speaking*

A. Nonverbal: 85% of students will demonstrate physical behaviors that support the verbal message by scoring a 3, or higher, on a 4-point rubric.


MGCCC deploys Canvas, the college’s LMS, in all courses, including all formats. Canvas is also used for all employee development. Therefore, Canvas is ubiquitous for students and employees.


44 MGCCC QEP 2019

Semester Two: Effective Workplace Communication

During the second semester, the training on Listening and Speaking will focus on workplace Communication. Students will be asked to employ effective communication strategies in a simulated workplace setting. For listening, the students will be tasked with giving an appropriate and complete summarization of a realistic request that may be made by a customer or coworker in the students’ Career fields. Career instructors will collaborate with Career advisory council members and industry partners to identify relevant material. For speaking, there will be a focus on the content of the workplace interaction: understanding the scenario, clearly stating a position, and offering an effective solution. The Students will also be expected to employ the nonverbal skills learned during the first semester of training.

Implementation in the second semester will focus on effective workplace communication, specifically active listening in the workplace, characterized by the students’ ability to summarize requests, and effective speaking, characterized by the students’ ability to use appropriate language.

Interventions will include an introduction, face-to-face presentation, asynchronous module, student application of skill, and feedback. Face-to-face classroom lessons will focus on the teaching of the QEP SLOs 2B and 3B. These lessons will make relevant connections between the essential skill and the workplace by providing hands-on activities, reflection exercises, and relevant, real-world scenarios. Classroom lessons will be reinforced with virtual lessons delivered via Canvas. Public Speaking instructors will develop an activity designed to reinforce skills learned during the first and second semesters of training.This activity will take place within the context of a mock job interview and will be carried out by trained learning lab instructors.

Near the end of the semester, Public Speaking instructors will evaluate students’ workplace communication skills using the QEP Listening and Speaking rubrics – using lines 2B and 3B.

WORKPLACE


B. Active Listening in the Workplace (Summarization): 75% of students will summarize proficiently the request made by a customer or coworker by scoring a 3, or higher, on a 4-point rubric.


B. Workplace Speaking (Use of Language): 75% of students will use pronunciation, grammar, and articulation appropriate to the audience by scoring a 3, or higher, on a 4-point rubric.


MGCCC Learning Labs are comprehensive academic tutoring facilities open to all students. In the QEP, the Learning Labs will offer one-on-one tutoring sessions to Career students as needed. These sessions will reinforce the QEP SLOs taught each semester.


45MGCCC QEP 2019

Semester Three: Situational CommunicationStudents will apply healthy communication skills in a variety of situations during the third semester. Ultimately, this semester is about negotiation and problem solving in communication. The students will display an understanding of the appropriate means of communicating in a given scenario. Once again, the scenarios discussed will be derived from a collaboration with Career advisory council members and industry partners. Specifically, they will demonstrate that a given problem or situation is understood, alternatives are stated and evaluated, and appropriate follow-up questions are asked that demonstrate active listening.

Through the scenarios, students will also demonstrate their ability to communicate in a variety of contexts. For example, students must understand the nuanced differences between speaking with a coworker, boss, and customer. Finally, students will also be expected to employ the nonverbal and workplace communication skills learned during the first and second semesters of training. Students will be assessed via the QEP SLO Listening and Speaking rubrics.

Implementation in the third semester will focus on situational communication, specifically situational listening (characterized by the students’ ability to identify and ask appropriate follow-up questions to a request) and effective speaking (characterized by the students’ ability to adapt the message to a variety of workplace contexts). Interventions will include an introduction, face-to-face presentation, asynchronous module, student application of skills,

SITUATIONAL


C. Situational Listening in the Workplace (Identifying Follow-up Questions): 50% of students will identify appropriate follow-up questions in response to a request made by a customer or coworker by scoring a 3, or higher, on a 4-point rubric.


C. Situational Workplace Speaking (Content): 75% of students will speak effectively across a variety of workplace contexts by scoring a 3, or higher, on a 4-point rubric.


and feedback. Face-to-face classroom lessons will focus on the teaching of the QEP SLOs 2C and 3C.These lessons will make relevant connections between the essential skill and the workplace by providing hands-on activities, reflection exercises, and relevant, real-world scenarios. Classroom lessons will be reinforced with virtual lessons delivered via Canvas. Public Speaking instructors will develop an activity designed to reinforce the skills learned during the first, second, and third semesters of training. This activity will be carried out by trained learning lab instructors.

At the end of the semester, Public Speaking instructors will evaluate students’ situational communication skills using the QEP Listening and Speaking rubrics – using lines 2C and 3C.

LEARNING LAB


46 MGCCC QEP 2019

QEP Commitment #2

Semester Four: Customizing a Course toTeach the Essential SkillsPublic Speaking I (SPT 1113) was closely aligned to the three SLOs of the MGCCC QEP. The QEP Development Committee identified SPT 1113 as the course best suited to accomplish the ultimate goals of QEP Commitment #1 and refine or reinforce the three essential skills ( three SLOs) taught to Career students in the first three semesters of training. MGCCC faculty members worked with the committee to redesign the SPT 1113 course based on best practices, research, and needs expressed by local businesses and industries (gathered through Career advisory councils and the Employer Satisfaction Survey). This work began during the QEP Summit held on January 8, 2019. The result was a redesigned SPT 1113 (Public Speaking I) – a three-credit-hour course to teach communication skills to students with a focus on the three essential skills (i.e., Attendance/Punctuality, Listening, and Speaking).

The revised three-hour version of this course (SPT 1113) was piloted for the first time in summer 2019.

All Public Speaking faculty members offered the revised version of SPT 1113 in fall 2019. The course was offered face-to-face and online. Public Speaking I (SPT 1113) is a mandatory part of the general education core for all Career programs, so it ensures each graduate receives essential skills training as part of the Associate of Applied Science degree (A.A.S.) and Associate of Applied Science in Occupational Education (A.A.S.O.E.). In addition, Public Speaking I is a mandatory part of the general education core for the Associate of Arts degree.

PRESENTATION


D. Presentation Listening: 61% of students will identify relevant information given during a presentation by scoring a 3, or higher, on a 4-point rubric.


D. Public Speaking: 82% of students will identify relevant information and integrate the information logically into a presentation by scoring a 3, or higher, on a 4-point rubric.


In QEP Commitment #2, the college will partner with MGCCC stakeholders to gather feedback on the effectiveness of the training. This commitment harmonizes with Strategic Plan 2020’s Institutional Commitment of Community Engagement and Partnerships. The implementation strategy for this commitment expands the reach of the QEP outside the walls of the college and into the heart of the Gulf Coast workforce. Thus, industry partners and other stakeholders will have the opportunity to offer feedback and engage in the QEP throughout the implementation process.

Industry ParticipationAs previously noted, industry partners provided initial feedback regarding essential skills training during the proposal stage of the QEP. Additionally, the committee asked them to rank the list of essential skills originally identified, allowing MGCCC to narrow its focus on what industry deemed most important: attendance/punctuality, listening, and speaking. As students progress through their classes, MGCCC will continue to seek the support of industry partners in three ways: 1) through an annual survey (Employer Satisfaction Survey, 2) through biannual Career advisory council meetings in which they will be asked specific questions related to the three essential skills,( three SLOs) through curriculum and scenario development for QEP implementation.


47MGCCC QEP 2019

experienced similar training, which includes “why” students need the essential skills to succeed in the workplace. Also, attending the EDP sessions will encourage all employees to embrace the essential skills, holding one another accountable via modeling appropriate behavior and standards of excellence.

Marketing the QEPTo generate additional interest and a sense of ownership in the QEP, the QEP Implementation Committee established a contest to name the QEP and to create a logo for it (Appendix L). Following current trends in marketing, the committee determined that it would be most effective to have the target audience of the QEP (i.e., students) define how it would be branded. Therefore, the contest to name and brand the QEP targeted students, and the winner was awarded a $300 scholarship. Second and third place winners were also given scholarships of $100 and $50, respectively. The QEP Development Committee’s student representative suggested soliciting submissions from students enrolled in fine arts and graphic design classes while still accepting submissions from any student. Nineteen students participated in this contest, suggesting that the committee achieved its goal of engaging the stakeholders in the roll-out of the QEP. The logo illustrated herein was rated as the winner. The QEP Development Committee and Implementation Committee used the logo to promote awareness of the QEP among the stakeholders. The following page offers an example of a poster promoting the QEP.

To achieve Commitment #3, MGCCC determined the personnel needs and the monetary needs required to initiate and implement the QEP. An explanation of the suggested resources (see p. 66 in Resources) was presented to the College President, Executive Council, and Board of Trustees. They pledged to support the efforts of the QEP. The QEP Implementation Committee will closely monitor the expenditure of QEP resources to ensure efficiency, effectiveness, and appropriateness. In addition, a series of QEP training workshops will be developed for all Career faculty through the College’s Employee Development Program (EDP). College policy requires MGCCC employees to obtain 15 hours of training each year. The QEP Implementation Committee will evaluate the effectiveness of the training and make tweaks appropriately, including revisions based on industry feedback and student accomplishment of the SLOs.

Employees as Role Models of the Essential SkillsAs the literature review discussed, employees modeling the essential skills to students is a crucial component to ensure the success of the QEP (i.e., students attaining the skills). The word employees is used specifically in lieu of faculty because all MGCCC employees are important contributors to student success. After all, a great deal of student interaction takes place outside of the classroom. For that reason, MGCCC has an Employee Development Program (EDP) rather than a “professional” development program; all employees will be required to attend a series of EDP sessions related to the QEP. By attending the sessions, the employees can more effectively reinforce what is being taught throughout the Career curriculum because they will have


QEP Commitment #3


48 MGCCC QEP 2019

MUST BE PRESENT

TO WIN!ARRIVING ON TIME TURNS THE ODDS IN YOUR FAVOR.

EFFECTIVE SPEAKING BEGINS WITH ACTIVE LISTENING.

IF YOU WANT TO BE HEARD, YOU HAVE TO LISTEN.


A CULTURE OF ESSENTIAL SKILLS

Example of Poster for Marketing the QEP


49MGCCC QEP 2019

measured within designated courses, and feedback from stakeholders (i.e., employees, employers, and students) throughout the implementation of the QEP. Assessment will also include an evaulation of the effectiveness of the plan itself. The desired outcome is that the students will learn and be able to apply the three essential skills when they leave MGCCC and enter the next phase of their lives. Figure 11 illustrates the assessment plan, which is based upon the three QEP Commitments and the three SLOs.

The students proposed a framework that “incorporates soft skill development for students with the intention of a higher rate of employability, increased self-confidence and awareness when entering the job market” (Student Proposal, p. 2).

ASSESSMENTMississippi Gulf Coast Community College will implement essential skills training for MGCCC Career students focused on three essential skills (three SLOs)identified during the QEP topic development process, which align with the college mission and institutional commitments from Strategic Plan 2020 (2011). The three SLOs are attendance/punctuality, listening, and speaking. The QEP topic originated from the student body, in which they stated a desire to be more adequately prepared for the workplace.

After receiving feedback from stakeholders, the college determined that essential skills training should focus on the Career programs where students are moving through their programs in cohorts and entering the workforce immediately after graduation.Assessment will include measures of student success tracked over time, curricular student learning outcomes

Figure 11. Illustration of the QEP Assessment

QEP #1QEP

#2

EMPLOYEE

FEEDBAC

K

EMPLOYER

FEEDBACKSTUDENTFEEDBACK

SLO 1 • SLO 2 • SLO 3

QEP #2 QEP #2

QEP #3

INSTITUTIONAL

ANNUAL

REVIEW

ATTENDANCE LISTENING

(Direct)

SPEAKING

(Indire

ct)

(Indirect) (Indirect)

(Direct & Indirect)


50 MGCCC QEP 2019

Assessing the QEPThe primary goal of the QEP is to instill the three essential skills that employers desire in our students in order to deliver well-prepared, professional employees to our stakeholders. MGCCC will measure the overall effectiveness of the QEP in three ways. The three measurements align with the three QEP Commitments that provide a framework to facilitate the implementation and assessment of the QEP.


Using attendance records and QEP rubrics, Career instructors will collect and submit data on the three essential skills SLOs each academic year during the annual planning process to determine which outcomes were met and which outcomes were not met.


• Employees: The Office of Institutional Research (IR) will send an essential skills questionnaire to Career faculty and employees annually.

• Employers: √ The Office of Institutional Research (IR) will

send the essential skills questionnaire to Career stakeholders in local businesses and industries annually through the Employer Satisfaction Survey.

√ Program Leads and Deans of Teaching and Learning will collect qualitative feedback from Career industry partners during advisory council meetings biannually.

• Students: Institutional Research will send an essential skills questionnaire to Career students annually.

QEP Commitment #3 The college will commit resources to initiate, implement, and sustain the QEP, assessing its overall effectiveness throughout various phases of the process (Appendix M).

This approach leverages a micro perspective on the attainment of the three SLOs and a macro perspective in regard to the overall effectiveness and implementation of the QEP.

The Career instructors, CTE Chairpersons, QEP Implementation Committee, and QEP Steering Committee will analyze the results of the Institutional Annual Review as a part of the College’s annual planning process.


51MGCCC QEP 2019

Based on the ongoing collection of data, the QEP Implementation Committee will make recommendations for improvement to the QEP Steering Committee, which includes the College President and Executive Council. This mixed methods approach will allow MGCCC to track progress on attendance/punctuality, listening, and speaking while addressing new concerns as they arise.

Micro-Assessment: Assessing Student Learning

In order to obtain consistent and reliable measurements of attendance and punctuality, Blackboard’s Automated Attendance Monitoring scanners have been installed in each classroom collegewide, including the Career classrooms. As students enter the classroom, they will use their MGCCC ID to scan in and record their attendance. Weekly attendance reports will be generated, allowing faculty and IR to analyze the data


over the course of the semester to determine whether attendance and punctuality improve as students learn about the importance of these skills. Additionally, attendance/punctuality will be examined throughout the four semesters as students progress through their programs.

91%ATTENDANCE

RATE


52 MGCCC QEP 2019

Listening and speaking skills will be taught in designated courses in every Career program. A rubric will be used to assess students’ attainment of SLO #2 (Listening) and SLO #3 (Speaking). The QEP Development Committee designed the Listening Rubric and Speaking Rubric (Appendix K) with advisement and oversight by persons academically qualified to make the necessary judgments in regard to the rubric design (i.e., Public Speaking instructors). The rubric design was largely based upon a standardized tool, “The Competent Speaker Speech Evaluation Form and Manual.”

“This instrument is a standardized test assessing

The Career and Public Speaking instructors were trained on using the rubric before implementation began. This training was designed to calibrate the use of the rubric among Career and Public Speaking Instructors.

A high percentage of communication is nonverbal (Leathers, 1992; Miller, 2005); therefore, instructors first introduce students to the practice of communicating effectively through nonverbal means. As students progress through their programs of study, Wood, Bruner, and Ross’s (1976) scaffolding approach of teaching listening and speaking will follow. Following nonverbal communication, students progress to effective workforce communication in the second semester and effective situational communication in the third semester. In the fourth semester, students learn to integrate, synthesize, and apply these skills in SPT 1113 (Public Speaking I).

Figure 10. Listening and Speaking Taught Over Four Semesters (Initially referenced on page 42)

A. Nonverbal

B. Summarization



A. Nonverbal

B. Use of Language

C. Content

D. Public Speaking





“This instrument is a standardized test assessing public-speaking competencies at the higher-education level. The tool can be used to evaluate persuasive speeches, for testing-in or testing-out (placement) purposes, as a way for instructing and advising students, or to generate assessment data for departmental and institutional accountability. This tool has been used successfully at a variety of institutions.”

-Morreale et al., 2018

SLO #2LISTENING

Career students will demonstrate proficiency in listening in the following areas:

SLO #3SPEAKING

Career students will demonstrate proficiency in speaking in the following areas:


53MGCCC QEP 2019

With broad-based input from all stakeholders, the QEP committee established three QEP Commitments:



QEP Commitment #3 The college will commit resources to initiate, implement, and sustain the QEP, assessing its overall effectiveness throughout various phases of the process.

The QEP implementation Committee will assess the attainment of QEP Commitment #1 by evaluating Career students’ attainment of the three SLOs. The QEP is designed with a multi-tiered implementation and assessment process to mirror the stackable credentials model of Career programs. Students in Career programs can earn a credential or certificate at fifteen and/or thirty hours, a diploma at forty-five hours, and a degree at sixty-hours. Based on research, the committee identified a hierarchy of essential skills (described in the Implementation section) and assigned a particular essential skill to each phase of the stackable credential model.

Macro-Assessment: Assessing the OverallSuccess of the QEP

Scaffolding theories also inform the multifaceted assessment of the Listening and Speaking SLOs. The QEP Development Committee determined that listening and speaking skills build upon each other so that to master listening, and speaking, students must master each distinctive part of the listening and speaking process before advancing to the next phase. Therefore, the committee divided the Listeningand Speaking SLOs into subcategories. Each semester, the instructors will assess a specific skill in the listening and speaking process. This approach to assessment will make identifying deficiencies and remediating them much easier than assessing listening and speaking in general. The assessment data will also enable the committee to revise the QEP, if necessary. Having multiple focus areas for a single SLO facilitates identifying failures and successes in a timely manner. Table 12 (page 55) offers an overview of this scaffolded approach, including outcomes with baseline data, intervention, frequency of measurement, and assessment instrument.

Instructors of the designated courses use prescribed, universal assignments designed to teach the desired listening and speaking strategies and adapt them to the specific context of their courses and Career fields. For example, the nonverbal universal assignment requires students to demonstrate effective nonverbal communication in an interaction with a client or coworker, so the instructor creates a common scenario that often occurs in her or his particular profession to assess students’ abilities. The skill set is the same across careers; however, having students apply the skills in a specific real-world context allows instructors to assess students’ abilities to contextualize the application of the essential skills.

In subsequent courses (i.e., 2nd and 3rd semester), students complete an activity using a realistic customer service scenario to demonstrate proficiency in listening and speaking. These are real scenarios provided as examples by representatives from local businesses and industries (i.e., Career program advisory councils) or scenarios that instructors create based on research. The assessment of the projects is multi-layered. Instructors use rubrics designed specifically to evaluate the essential skills of the QEP. The instructors assess how well students listen to and

speak to customers and score them on the appropriate rubric. Additionally, the business representatives provide feedback on the scenarios used in the course via the advisory councils. Based on this feedback, the college can revise the curriculum and incorporate new teaching methodologies to better meet the needs of our stakeholders.


54 MGCCC QEP 2019

To assess QEP Commitment #2 the QEP Implementation Committee will continue to collect feedback from stakeholders through annual surveys and advisory council meetings. Employers, employees, and students will provide feedback through surveys.The Office of Institutional Research and Effectiveness (IR) will send an essential skills questionnaire to Career students, and IR will send essential skills questionnaire to Career faculty and employees. In addition, IR will send an essential skills questionnaire to employers through the Employer Satisfaction Survey. This feedback will be used to refine the focus of the three SLOs being taught in the QEP and to determine the best methods for teaching them. In addition to evaluating graduates through surveys, stakeholders will provide qualitative feedback on students’ attainment of the SLOs via listening sessions (employees and students) and advisory councils (employers). The QEP Implementation Committee will use the feedback to recommend best practices for the implementation of the QEP.

To achieve Commitment #3, Career instructors, CTE Chairpersons, QEP Implementation Committee, and QEP Steering Committee will analyze the results of the Institutional Annual Review and make necessary

adjustments. MGCCC determined the personnel needs and the monetary needs required to initiate and implement the QEP. Each year, the QEP Implementation Committee will closely monitor the expenditure of the QEP resources to ensure efficiency, effectiveness, and appropriateness. In addition, a series of QEP training workshops will be developed for all Career faculty through the College’s Employee Development Plan (EDP). The QEP Implementation Committee will evaluate the effectiveness of the training and make adjustments as needed, including, revisions based on industry feedback and student accomplishment of the SLOs.

Beyond the QEP, the ultimate goal is to implement essential skills training to a broader audience, and using a multi-tiered, multi-phased implementation process will allow the QEP Implementation Committee to assess the effectiveness of the QEP at several stages before considering scaling it to other programs. This approach will help ensure the committee makes data-informed decisions about content and methodology at each phase of the process. Table 12 offers an overview of the assessment of the three QEP commitments.


55MGCCC QEP 2019

QEP COMMITMENTS AND SLOs Intervention Frequency of Measurement

Assessment Instrument

QEP COMMITMENT #1 - THREE ESSENTIAL SKILLS

SLO #1 Attendance and Punctuality Intervention/Response

Semester

Students will be present and punctual. 1A. Career students will attend class 91% of the contact hours. 1B. Career students will be on time for 95% of the classroom meetings that they attend.

• Course lecture and materials• Quiz Attendance/Punctuality• Reinforcement/Accountability Semesters 1-4

Attendance statistics

1A. Absentees1B. Tardies

SLO #2 Listening Intervention Semester

Students will demonstrate proficiency in listening in the following areas: 2A. Nonverbal: 82% of students will demonstrate physical behaviors that support active listening by scoring a 3, or higher, on a 4-point rubric. 2B. Active Listening in the Workplace (Summarization): 75% of students will summarize proficiently the request made by a customer/coworker by scoring a 3, or higher, on a 4-point rubric. 2C.Situational Listening in the Workplace (Identifying Follow-up Questions): 50% of students will identify appropriate follow-up questions in response to a request made by a customer or coworker by scoring a 3, or higher, on a 4-point rubric. 2D.Presentation Listening: 61% of students will identify relevant information given during a presentation by scoring a 3, or higher, on a 4-point rubric.

For each area there will be an introduction, face-to-face presentation, asynchronous module, student application, and feedback.

2A. Nonverbal

2B. Summarization

2C. Follow-up Questions

2D. Presentation Listening

2A. Semester 1

2B. Semester 2

2C. Semester 3

2D. Semester 4

2A. QEP Listening Rubric 2A

2B. QEP Listening Rubric 2B

2C. QEP Listening Rubric 2C

2D. QEP Listening Rubric 2D

SLO #3 Speaking Intervention Semester

Students will demonstrate proficiency in speaking in the following areas: 3A. Nonverbal: 85% of students will demonstrate physical behaviors that support the verbal message by scoring a 3, or higher, on a 4-point rubric. 3B. Workplace Speaking (Use of Language): 75% of students will use pronunciation, grammar, and articulation appropriate to the audience by scoring a 3, or higher, on a 4-point rubric. 3C. Situational Workplace Speaking (Content): 75% of students will speak effectively across a variety of workplace contexts by scoring a 3, or higher, on a 4-point rubric. 3D. Public Speaking: 82% of students will identify relevant information and integrate the information logically into a presentation by scoring a 3, or higher, on a 4-point rubric.

For each area there will be an introduction, face-to-face presentation, asynchronous module, student application, and feedback.

3A. Nonverbal

3B. Use of Language

3C. Content

3D. Presentation Speaking

3A. Semester 1

3B. Semester 2

3C. Semester 3

3D. Semester 4

3A. QEP Speaking Rubric 3A

3B. QEP Speaking Rubric 3B

3C. QEP Speaking Rubric 3C

3D. QEP Speaking Rubric 3D

QEP COMMITMENT #2 - STAKEHOLDER FEEDBACK Response to Feedback Annual/Biannual

The college will partner with MGCCC stakeholders to gather feedback on the effectiveness of the training. A. Employees: The Office of Institutional Research (IR) will send an essential skills questionnaire to Career faculty and employees annually. B. Employers: 3

• IR will send the an essential skills questionnaire to Career stakeholders in local business and industry annually through the Employer Satisfaction Survey.

• Program Leads and Deans of Teaching & Learning will collect qualitative feedback from Career industry partners during advisory council meetings annually.

C. Students: IR will send an essential skills questionnaire to Career students annually.

A. Employees: Feedback will be examined and adjustments made.B. Employers:

• Feedback will be examined to ensure the effectiveness of training after students depart.

• Advisory councils will help tweak scenarios and give real-world feedback on students.

C. Student: Feedback will be examined and adjustments made.

A. Sent each May

B. Employer:• Sent each May• Biannual

advisory council meetings throughout the year

C. Sent each semester

A. Essential Skills Questionnaire B. Employers

• Employer Satisfaction Survey

• Advisory Council Feedback

C. Essential Skills Questionnaire

QEP COMMITMENT #3 - OVERALL QEP ASSESSMENT Response to Assessment Annual

The college will commit resources to initiate, implement, and sustain the QEP, assessing its overall effectiveness throughout various phases of the process.

The instructors, Chairpersons, QEP Implementation Committee, and QEP Steering Committee will analyze the results of the Institutional Annual Review as a part of the College’s annual planning process.

Adjustments to the resources, implementation strategy, assessment strategy, and/or ancillary items as deemed necessary to ensure the success of the QEP.

Examined each June in association

with the Annual Planning Process

All data gathered in association with the QEP

(SLOs, surveys, feedback) will be gathered,

including trending data.

Table 12.Overview of Three QEP Commitments: Intervention and Assessment


56 MGCCC QEP 2019

Topic Selection and Development Phase – 2017-2018

TIMELINE

Semester Implementation Assessment Awareness Employee Development

Summer and Fall 2017

QEP Topic Selection Committee convened to identify the QEP

topic.

RFP for QEP topics distributed and proposals collected.

Progress of Selection process through the Four Phases of Topic

Selection.

Communication sent to all college stakeholders from College President inviting submissions for

topic ideas.

Listening sessions to allow stakeholders and

employees to offer topics to consider for

the QEP.

Spring 2018 Board of Trustees approves QEP Topic.

QEP Development Committee convened to review literature

and identify best practices related to essential skills for

employment.

Surveys were sent electronically to

full-time employees, Employers (CTE Advisory Council

members), and spring 2018 graduates.

Communication sent to all college stakeholders encouraging them to vote on the QEP topic

and offer feedback.

QEP Website Launched.

Listening sessions on the top topics.

Summer 2018 QEP Development Committee continued to meet to research,

review survey results, and develop a plan to define the

purpose of QEP.

MGCCC purchased Blackboard Automated Attendance

Monitoring System to track and record student attendance.

Convening of QEP Development

Committee and development of the

topic—Essential Skills.

Updates posted on the QEP Website, including an outline of the Four

Phase Process to Determine the QEP.

The following tables provide a timeline of major components and activities of the QEP. These are only projections of the initiative over seven years. The activities and timeline will shift and evolve in response to the challenges and realities of implementing the QEP. Conducting a pilot project and collecting initial surveys allowed the College to establish baseline data. Upon implementation, assessing every aspect of the project each year allows the QEP Implementation Committee to continually adjust in the pursuit of attaining the

overall QEP goals. In addition to the adjustments made each year, the College will compile an Institutional Annual Review of the QEP to ensure that activities, resources, assessment instruments, and training allow the project to facilitate essential skills attainment. The QEP Implementation Committee will work with all stakeholders to make the adjustments needed and track all changes so that it can be included in the Fifth Year Impact Report.

Phase 4:Final

Selection

Topic Approved by Board of Trustees on January 17, 2018

Phase 3:Call for

Feedback

Survey sent on November 10, 2017 with a deadline of December 12, 2017

Phase 2:Request for Proposals

Phase 1:Call for Topics

Emailed to Stakeholders on September 21, 2017

Emailed to Stakeholders on August 24, 2017


57MGCCC QEP 2019

Pre-planning stage – 2018-2019


Fall 2018 Initial implementation and pilot of the

Blackboard Automated Attendance Monitoring system. Baseline date for attendance derived from Career program attendance for Fall

2018.

Baseline data on attendance based on Career Program attendance for Fall

2018.

Campus VPs and Deans of Teaching & Learning discussed

the attendance readers at Campus Fall

Convocations.

Faculty members involved in the pilot

program completed a training session with IT on how to use the attendance readers.

Spring 2019 Pilot project launched to establish baseline

data for SLOs using the QEP rubric.

Met with MGCCC Public Speaking

faculty to redesign SPT 1113 to teach

communication skills to students with focus on three essential skills.

Annual Employer Satisfaction Survey

conducted with industry partners.

Training/info sessions for all stakeholders to

explain QEP.

QEP Summit held with all Career faculty.

Summer 2019 Revised version of SPT 1113 was offered for

the first time.

The QEP Development Committee examined

the results of the assessments from

the pilot, considered qualitative feedback on

the QEP rubrics, and adjusted to improve the implementation

approach.

SLO results were compiled from the pilot

project to establish a baseline threshold

from which to measure success.

Incoming and returning students are informed about the QEP during orientation (new) and

registration (returning).

Table tents, posters, etc. distributed across

campus.

QEP webpage is updated

Training/info sessions for all stakeholders to

explain QEP.

Focused training with Career faculty on QEP’s three essential skills and baseline data related to

the QEP.

EMPLOYEE TRAINING CARRIED OUT BY THE EMPLOYEE DEVELOPMENT PROGRAM.


58 MGCCC QEP 2019

YEAR 1 – AY 2019-2020 (Semesters 1 and 2 of Implementation)


Fall 2019 First stage of the QEP implementation is

introduced to Career programs.

Revised version of SPT 1113 offered.

SACSCOC On-Site visit

Public Speaking instructors collect

and submit data on three essential skills to determine which outcomes were met

and not met.

During Fall Convocation for Faculty and Staff,

employees are informed about upcoming QEP; Table tents, posters,

etc. distributed across campus.

Employers and other external stakeholders are informed through

a series of state-of-the-college meetings.

Training/info sessions for all new stakeholders to explain QEP, including

New Employee Orientation.

Employees attend training session related to

the QEP.

Training session for Public Speaking

instructors to ensure calibration of

rubric assessment and consistent

implementation. Career instrustors were included

for awareness.

Spring 2020 Revised version of SPT 1113 will be offered.

Three essential skills will be embedded in each

Career programs within every credential level.

Review of QEP with Career advisory councils of each Career program



and not met.

Annual surveys to and listen sessions for employees, students,

and employers.

Stakeholders are informed about ongoing

QEP; Table tents, posters, etc. distributed

across campus.

QEP Web page is updated.

Training/info sessions for all new stakeholders to

explain QEP.

Summer 2020 Assess and evaluate impact of QEP and make modifications for the next

semester.



and not met.

The QEP Steering Committee and Implementation

Committee examine the results of the

Institutional Annual Review and make

adjustments.

External stakeholders are informed about

ongoing QEP; Incoming and returning students are informed about the QEP during orientation (new) and registration

(returning).

Table tents, posters, etc. distributed across

campus.


explain QEP.

2A. Nonverbal1st Semester

2nd Semester

3A. Nonverbal

2B. Summarization 3B. Use of Language


59MGCCC QEP 2019

YEAR 2 – AY 2020-2021 (Semesters 3 and 4 of Implementation)


Fall 2020 Based on the examination of the Institutional Annual

Review, the QEP Implementation Committee will

collaborate with Career instructors to make adjustments on the

implementation of the three essential skills in each Career program

and within every credential level.

Revised version of SPT 1113 will be offered.

Public Speaking Instructors collect


and not met.



across campus.

Employers are informed about the QEP through

advisory councilmeetings.

QEP web page is updated.


explain QEP.

Career instructors attend training session with external professional.





for awareness.


Three essential skills embedded in each

Career program within every credential level.



and not met.


and employers.



across campus.


advisory council meetings.



explain QEP.

Summer 2021 Assess and evaluate impact of QEP and

make modifications for the next semester.




adjustments.



across campus.





explain QEP.

2C. Follow-up Questions3rd Semester

4th Semester

3C. Content

3D. Public Speaking2D. Presentation Listening


60 MGCCC QEP 2019

YEAR 3 – AY 2021-2022 (First Opportunity to Assess Graduates)










and not met.



across campus.





explain QEP.


the QEP.





for awareness.






and not met.


and employers.

Graduation Exit survey completed by

graduates.



across campus.





explain QEP.






adjustments.



across campus.





explain QEP.


61MGCCC QEP 2019

YEAR 4 – AY 2022-2023










and not met.



across campus.


advisory councilmeetings.



explain QEP.


the QEP.





for awareness.

Spring 2023 Revised version of SPT 1113 was offered.





and not met.


and employers.


graduates



across campus.





explain QEP.






adjustments.



across campus.





explain QEP.


62 MGCCC QEP 2019

YEAR 5 – AY 2023-2024










and not met.



across campus.





explain QEP.


the QEP.





for awareness.






and not met.


and employers.


graduates



across campus.





explain QEP.






adjustments.



across campus.





explain QEP.


63MGCCC QEP 2019

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kplac

e (Su

mmar

izatio

n)3rd

Sem

este

r Co

nten

t Emp

hasis

: Situ

ation

al 4th

Sem

este

r Co

nten

tEmp

hasis

:Pre

sent

ation

SLO

1 -At

tend

ance

&

Punc

tuali

ty

QEP S

tude

nt In

terv

entio

n –Tr

aining

& Ed

ucat

ion§

Cour

se Le

cture

and M

ateria

ls§

Quiz

on At

tend

ance

/Pun

ctuali

ty§

Ongo

ing Re

infor

ceme

nt/A

ccou

ntab

ility

Asse

ssmen

t of S

LO 1:

Atte

ndan

ce st

atisti

cs, in

cludin

g per

cent

of

§1A

-Abs

ent r

ecor

ds in

Care

er co

urse

s§

1B -T

ardy

reco

rds i

n Car

eer c

ourse

s

QEP S

tude

nt In

terv

entio

n –Tr

aining

& Ed

ucat

ion§

Cour

se Le

cture

and M

ateria

ls§

Ongo

ing Re

infor

ceme

nt/A

ccou

ntab

ility

Asse

ssmen

t of S

LO 1:

At

tend

ance

stati

stics,

inclu

ding p

erce

nt of

§

1A -A

bsen

t rec

ords

in Ca

reer

cour

ses

§1B

-Tar

dy re

cord

s in C

aree

r cou

rses

QEP S

tude

nt In

terv

entio

n –Tr

aining

& Ed

ucat

ion§

Cour

se Le

cture

and M

ateria

ls§

Ongo

ing Re

infor

ceme

nt/A

ccou

ntab

ility

Asse

ssmen

t of S

LO 1:

At

tend

ance

stati

stics,

inclu

ding p

erce

nt of

§

1A -A

bsen

t rec

ords

in Ca

reer

cour

ses

§1B

-Tar

dy re

cord

s in C

aree

r cou

rses

QEP S

tude

nt In

terv

entio

n –Tr

aining

& Ed

ucat

ion§

Cour

se Le

cture

and M

ateria

ls§

Ongo

ing Re

infor

ceme

nt/A

ccou

ntab

ility

Asse

ssmen

t of S

LO 1:

At

tend

ance

stati

stics,

inclu

ding p

erce

nt of

§

1A -A

bsen

t rec

ords

in Ca

reer

cour

ses

§1B

-Tar

dy re

cord

s in C

aree

r cou

rses

SLO

2 -Lis

tenin

gQE

P Stu

dent

Inte

rven

tion –

Train

ing&

Educ

ation

on 2A

§Int

rodu

ction

to no

nver

bal li

stenin

g skil

ls§

Face

-to-fa

ce pr

esen

tation

and a

sync

hron

ous m

odule

§Ap

plica

tion o

f non

verb

al lis

tenin

g skil

ls§

Feed

back

on ab

ility t

o per

form

Asse

ssmen

t of S

LO 2A

:Co

mmun

icatio

n spe

cialis

ts wi

ll obs

erve

and a

ssess

a sta

ndar

d acti

vity i

n wee

k 15 u

sing l

ine 2A

(Non

verb

al) of

th

e QEP

Liste

ning R

ubric

QEP S

tude

nt In

terv

entio

n –Tr

aining

& Ed

ucat

ion on

2B§

Intro

ducti

on to

summ

ariza

tion t

echn

iques

for li

stenin

g§

Face

-to-fa

ce pr

esen

tation

and a

sync

hron

ous m

odule

§Ap

plica

tion o

f sum

mariz

ation

liste

ning s

kills

§Fe

edba

ck on

abilit

y to p

erfo

rm

Asse

ssmen

t of S

LO 2B

:Co

mmun

icatio

n spe

cialis

ts wi

ll obs

erve

and a

ssess

a sta

ndar

d acti

vity i

n wee

k 15 u

sing l

ine 2B

(Sum

mariz

ation

) of

the Q

EP Li

stenin

g Rub

ric

QEP S

tude

nt In

terv

entio

n –Tr

aining

& Ed

ucat

ion on

2C§

Intro

ducti

on to

follo

w-up

ques

tions

for l

isten

ing

§Fa

ce-to

-face

pres

entat

ion an

d asy

nchr

onou

s mod

ule§

Appli

catio

n of f

ollow

-up q

uesti

ons l

isten

ing sk

ills§

Feed

back

on ab

ility t

o per

form

Asse

ssmen

t of S

LO 2C

:Co

mmun

icatio

n spe

cialis

ts wi

ll obs

erve

and a

ssess

a sta

ndar

d acti

vity i

n wee

k 15 u

sing l

ine 2C

(Iden

tifyin

g Fo

llow-

up Q

uesti

ons)

of th

e QEP

Liste

ning R

ubric

QEP S

tude

nt In

terv

entio

n –Tr

aining

& Ed

ucat

ion on

2D§

Intro

ducti

on to

activ

e list

ening

durin

g a pr

esen

tation

§Fa

ce-to

-face

pres

entat

ion

§De

mons

tratio

n of a

ctive

liste

ning d

uring

pres

entat

ion§

Feed

back

on ab

ility t

o per

form

Asse

ssmen

t of S

LO 2D

:Co

mmun

icatio

n spe

cialis

ts wi

ll obs

erve

and a

ssess

a sta

ndar

d acti

vity i

n wee

k 15 u

sing l

ine 2D

(List

ening

to a

Pres

entat

ion) o

f the

QEP

Liste

ning R

ubric

SLO

3 –Sp

eakin

gQE

P Stu

dent

Inte

rven

tion –

Train

ing&

Educ

ation

on 3A

§Int

rodu

ction

to no

nver

bal s

peak

ing sk

ills§

Face

-to-fa

ce pr

esen

tation

and a

sync

hron

ous m

odule

§Ap

plica

tion o

f non

verb

al sp

eakin

g skil

ls§

Feed

back

on ab

ility t

o per

form

Asse

ssmen

t of S

LO 3A

:Co

mmun

icatio

n spe

cialis

ts wi

ll obs

erve

and a

ssess

a sta

ndar

d acti

vity i

n wee

k 15 u

sing l

ine 3A

(Non

verb

al) of

th

e QEP

Spea

king R

ubric

QEP S

tude

nt In

terv

entio

n –Tr

aining

& Ed

ucat

ion on

3B§

Intro

ducti

on to

effec

tive u

se of

lang

uage

in w

orkp

lace

§Fa

ce-to

-face

pres

entat

ion an

d asy

nchr

onou

s mod

ule§

Appli

catio

n of e

ffecti

ve us

e of la

ngua

ge in

wor

kplac

e§

Feed

back

on ab

ility t

o per

form

Asse

ssmen

t of S

LO 3B

:Co

mmun

icatio

n spe

cialis

ts wi

ll obs

erve

and a

ssess

a sta

ndar

d acti

vity i

n wee

k 15 u

sing l

ine 3B

(Use

of La

ngua

ge)

of th

e QEP

Spea

king R

ubric

QEP S

tude

nt In

terv

entio

n –Tr

aining

& Ed

ucat

ion on

3C§

Intro

ducti

on to

effec

tive c

onte

nt in

situ

ation

s §

Face

-to-fa

ce pr

esen

tation

and a

sync

hron

ous m

odule

§Ap

plica

tion o

f effe

ctive

cont

ent in

situ

ation

s§

Feed

back

on ab

ility t

o per

form

Asse

ssmen

t of S

LO 3C

:Co

mmun

icatio

n spe

cialis

ts wi

ll obs

erve

and a

ssess

a sta

ndar

d acti

vity i

n wee

k 15 u

sing l

ine 3C

(Con

tent

) of t

he

QEP S

peak

ing Ru

bric

QEP S

tude

nt In

terv

entio

n –Tr

aining

& Ed

ucat

ion on

3D§

Intro

ducti

on to

effec

tive p

rese

ntati

on sk

ills§

Face

-to-fa

ce pr

esen

tation

§

Demo

nstra

tion o

f effe

ctive

pres

entat

ion sk

ills§

Feed

back

on ab

ility t

o per

form

Asse

ssmen

t of S

LO 3D

:Co

mmun

icatio

n spe

cialis

ts wi

ll obs

erve

and a

ssess

a sta

ndar

d acti

vity i

n wee

k 15 u

sing l

ine 3D

(Pub

lic Sp

eakin

g) of

the Q

EP Sp

eakin

g Rub

ric

Stud

ent F

eedb

ack

QEP E

ssent

ial Sk

ills St

uden

t Sur

vey –

Care

er st

uden

ts ev

aluate

aspe

cts of

the Q

EP Es

sent

ial Sk

ills pr

ogra

m.QE

P Esse

ntial

Skills

Stud

ent S

urve

y –Ca

reer

stud

ents

evalu

ate as

pects

of th

e QEP

Esse

ntial

Skills

prog

ram.

QEP E

ssent

ial Sk

ills St

uden

t Sur

vey –

Care

er st

uden

ts ev

aluate

aspe

cts of

the Q

EP Es

sent

ial Sk

ills pr

ogra

m.QE

P Esse

ntial

Skills

Stud

ent S

urve

y –Ca

reer

stud

ents

evalu

ate as

pects

of th

e QEP

Esse

ntial

Skills

prog

ram.

Emplo

yer

Feed

back

An

nual

Emplo

yer S

urve

y –Fe

eder

emplo

yers

who h

ired

rece

nt M

GCCC

grad

uate

s in C

aree

r pro

gram

s rep

ort d

egre

e of

satis

factio

n with

the g

radu

ates:

#1 at

tend

ance

and

punc

tuali

ty, #2

liste

ning s

kills

and #

3 spe

aking

skills

.

Annu

al Em

ploye

r Sur

vey –

Feed

er em

ploye

rswh

o hire

d re

cent

MGC

CC gr

adua

tes i

n Car

eer p

rogr

ams r

epor

t deg

ree

of sa

tisfac

tion w

ith th

e gra

duate

s: #1

atte

ndan

ce an

d pu

nctu

ality,

#2 lis

tenin

g skil

ls an

d #3 s

peak

ing sk

ills.

Emplo

yee

Feed

back

QEP E

ssent

ial Sk

ills Em

ploye

e Sur

vey –

Care

er fa

culty

and

Comm

unica

tion S

pecia

lists

evalu

ate as

pects

of th

e QEP

Es

sent

ial Sk

ills pr

ogra

m.

QEP E

ssent

ial Sk

ills Em

ploye

e Sur

vey –

Care

er fa

culty

and

Comm

unica

tion S

pecia

lists

evalu

ate as

pects

of th

e QEP

Es

sent

ial Sk

ills pr

ogra

m.










and not met.



across campus.





explain QEP.


the QEP.





for awareness.






and not met.


and employers.


graduates



across campus.





explain QEP.






adjustments.



across campus.





explain QEP.

Tabl

e 13

MG

CCC

Tim

elin

e: F

our-S

emes

ter O

verv

iew

of I

mpl

emen

tatio

n an

d A

sses

smen

t Pla

n


64 MGCCC QEP 2019

The QEP Implementation Committee is the primary body charged with the successful execution of the QEP. This committee is led by the QEP Director and consists of several subcommittees: Facilitation, Resources, Budget, Marketing, Employee Development, and Assessment. The individuals serving on the QEP Implementation Committee will represent a cross-section of the College that will ensure the effective and efficient implementation of the QEP. Each summer, the QEP Implementation Committee will review the Institutional Annual Review and make recommendations for changes to the QEP Steering Committee.

In order to ensure coordination of the QEP, the President, Executive Council*, Associate Vice President of Institutional Research and Effectiveness, and the QEP Director will serve as the QEP Steering Committee. The QEP Steering Committee will meet regularly to evaluate progress in attaining the goals and outcomes of the QEP. The QEP Steering Committee will also review the Institutional Annual Review and approve recommended changes to the QEP implementation. Figure 12 illustrates the lines of responsibility for the implementation and sustainability of the QEP, and the QEP Director reports to the Executive Vice President of Teaching and Learning/Community Campus.

Administrative Structure to Implement the QEP

Figure 12. QEP Organizational Chart

ADMINISTRATIVE STRUCTURE

* MGCCC’s Executive Council is comprised of the President, Executive VP of Teaching & Learning/Community Campus, Executive VP of Enrollment Management/Student Success, Executive VP of Finance/Administration, Executive Vice President of Institutional Advancement, and 3 Campus VPs.

ORGANIZATIONAL CHART

PRESIDENT

Executive Council

QEP DIRECTOR

AVPInstitutional Research &

Effectiveness

Facilitation Subcommittee

QEP DIRECTOR

QEP IMPLEMENTATION COMMITTEE

ResourcesSubcommittee

Budget Subcommittee

MarketingSubcommittee

Employee Development Subcommittee

AssessmentSubcommittee

CTE Department Chairs

Assistant Deans of Teaching & Learning

Dean of Enrollment

Assistant Deans ofLearning Resources

Centers

Career Faculty

Technical Faculty

Assistant Comptroller

Deans of Business

Students

AVPInstitutional Relations

Webmaster

Students

Deans of Student Services

Improvement of StudyFaculty

Career Faculty

Technical Faculty

Deans of Teaching & Learning

AVP Institutional Research & Effectiveness

Public Speaking Faculty

CAREER STUDENTS

QEP STEERING COMMITTEE

Career Faculty

VP Jefferson Davis

Campus

VP Perkinston Campus & George County

Center

EVP Administration

& Finance

EVPStudent Services

& Enrollment Management

EVP Institutional

Advancement

EVP Teaching & Learning/Community Campus

VP Jackson County

Campus


65MGCCC QEP 2019

Dr. Brad Bailey, Public Speaking Instructor, has been identified as the QEP Director. Dr. Bailey’s background and experience are included in Appendix N.

The MGCCC QEP Director will facilitate the implementation, maintenance, and assessment of the QEP in collaboration with the QEP Implementation Committee, QEP Steering Committee, Associate VP of Institutional Research & Effectiveness, Deans of Student Services, Deans of Teaching & Learning, Public Speaking Instructors (i.e., Public Speaking I instructors), and Career program instructors.

The QEP Director’s specific duties include, but are not limited to, maintaining the QEP timeline, cultivating the three QEP commitments, and achieving the three SLOs. Through the QEP Implementation Committee and under the oversight of the QEP Steering Committee, the QEP Director will facilitate implementation and assessment of the QEP, ensure awareness of the QEP, organize employee development sessions in support of the QEP, manage the budget and resources, and facilitate the writing of the QEP Fifth-Year Interim Report (Impact Report of the Quality Enhancement Plan for MGCCC).

The Director will be responsible for maintaining the QEP implementation timeline (pages 56-62 of the QEP document). The timeline details QEP activities related to implementation and assessment. In addition, the timeline describes marketing efforts and employee development accomplished via MGCCC’s existing and robust Employee Development Program. The QEP Director will facilitate these tasks via the chairs of the appropriate sub-committee of the overall QEP Implementation Committee.

Through the QEP Implementation Committee, specifically the Facilitation Subcommittee, the QEP Director will oversee the implementation plan of the QEP. The QEP Director will supervise the actions of the QEP Course Creator, the Public Speaking instructors, and the career program instructors directly involved in the implementation of the QEP. The Facilitation Subcommittee will be chaired by a Dean

of Teaching & Learning who will help ensure that faculty involved in the implementation are doing so with validity.

The QEP Director will help facilitate data collection for the purpose of assessing the QEP through the Assessment Subcommittee of the QEP Implementation Committee. The QEP Director will be responsible for training the Public Speaking instructors (who serve as data collectors) in procedures to ensure valid and reliable data for the assessment of the QEP. The QEP Director will collect and organize data that will be passed on, via standard channels for SLO reporting, to the College’s Associate Vice President for Institutional Research and Effectiveness.

Through the QEP Implementation Committee, specif ical ly the Employee Development Subcommittee, the QEP Director will coordinate the delivery of employee development sessions needed by college employees to effectively implement the QEP. The QEP Director will work with the leader of the Employee Development Subcommittee to recruit experts to facilitate training through MGCCC’s Employee Development Program. With the QEP Course Creator, the QEP Director will develop virtual trainings sessions that can be delivered via MGCCC’s existing course management platform, Canvas; this will help ensure consistent training throughout the College district.

The QEP Director will promote awareness of the QEP to the College’s internal and external stakeholders via the Marketing Subcommittee of the QEP Implementation Committee. The Marketing Subcommittee will work with MGCCC’s Marketing Department to develop marketing materials that will be used to create and maintain awareness of the QEP.

Role of the QEP Director

Dr. Brad Bailey, QEP Director


66 MGCCC QEP 2019

After careful consideration of the fiscal resources needed to develop and implement the QEP, the College can fiscally support this initiative. MGCCC’s President and Executive Council approved the QEP budget in Summer 2018. The total cost for the initial start-up phase and five years of operations is $1,270,125. Table 14 provides a detailed breakdown of the budget for the implementation of the QEP for the first five years, including a pre-planning year. The budget includes funding for personnel costs and operating expenses, with the initial startup costs reflected in the pre-planning phase.

College administration and the QEP Development Committee recognized the scope of the QEP and the human capital needed to ensure a successful implementation and positive results. Therefore, approximately 60% of the QEP resources each year will be directed toward personnel, which is over $100,000 each year over the five-year implementation period.

Personnel costs include the salary and benefits of the QEP Director. The QEP Director, Dr. Brad Bailey, is a

full-time faculty member, but 40% of his time will be dedicated to the QEP, which is reflected as part of his base salary and included in the $40,315 annual budget. This amount also includes a stipend and benefits of $9,360 for additional work on the QEP outside of his normal working hours, such as summer semesters.

Personnel costs also include the Public Speaking instructors that will help Career instructors embed the QEP into the Career courses. There are seven full-time Public Speaking I instructors that will serve in this capacity. For each Public Speaking instructor, 20% of their full-time load will be solely dedicated to the implementation of the QEP, which is reflected as part of their base salary and included in the $100,974 annual budget.

Personnel costs also include time allotted for an Institutional Researcher and a Curriculum Developer. The IR representive will aid in the assessment and compilation of reports. The Curriculum Developer will help to design asynchronous training for faculty members and students in the Canvas shell and work with the QEP Director to develop lesson plans to

Personnel

RESOURCES

PERSONNEL

Expenses Pre-Planning

FY2020 FY2021 FY2022 FY2023 FY2024

QEP Director

Course Developer

Special Contracts(Public Speaking Instructors)

and Institutional Research)

$9,360

$7,020

—

$40,315—

$100,974

$40,315

—

$100,974

$40,315

—

$100,974

$40,315

—

$100,974

$40,315

—

$100,974

EXPENSES

Marketing

Student Incentives

Listening Sessions

Employee Development

Equipment(Automated Attendance)

—

$450

—

—

$387,600

$5,000

$2,000

$2,000

$10,000

$14,000

$4,000

$2,000

$2,000

$10,000

$14,000

$3,750

$2,000

$2,000

$10,000

$14,000

$3,500

$2,000

$2,000

$10,000

$14,000

$3,000

$2,000

$2,000

$10,000

$14,000

TOTAL EXPENSE BUDGET $404,430 $174,289 $173,289 $173,039 $172,789 $172,289

Table 14Five-Year Cost Estimate to Implement QEP, Including Pre-Planning Year


67MGCCC QEP 2019

implement the QEP instructional material.In addition to the resources outlined in Table 14, MGCCC is committed to financially supporting Career faculty members. The Career faculty are uniquely qualified to educate students about essential skills in their respective subjects/Career pathways because the vast majority have extensive experience in those careers. The Career instructors maintain relationships with business and industry partners and stay abreast of changes within the fields. Personnel expenditures (i.e., faculty salaries) are a direct investment in the primary medium through which students will gain essentials skills – the classroom.

In addition to personnel, the QEP Development Committee identified several operating expenses necessary to implement the QEP with excellence. The operating expenses cover marketing, student incentives, listening sessions, employee development, and equipment.

The budgeted marketing costs are for the purpose of introducing the QEP to all College stakeholders, enhancing awareness of the QEP among stakeholders, augmenting the QEP content in Career courses among participants, and bringing awareness to the community and business partners. The marketing budget is intended to allow for a wide variety of purchases to promote the QEP, such as posters, signage, pens, card holders for cell phones, table tents, cups, yard signs, stickers, and similar items.

Student incentives will be offered to encourage students to respond to surveys/feedback requests. For example, the College may offer students a chance to win one of several Amazon gift cards if they complete a survey associated with the QEP. A line item is budgeted in order to provide meals to business and industry partners, students, or employees while conducting the listening sessions – as discussed above under the Assessment section.

Employee development costs have been budgeted to provide ongoing training for personnel. The intent of this budget line is to allow for a broad spectrum of purchases or support. This could include meals

Operating Expenses

served during training sessions, materials needed to conduct training or promote the QEP, and materials needed for classroom implementation. This line item would also allow for employees to travel and/or attend conferences or workshops. Similarly, the employee development budget will allow the QEP Implementation Committee to bring in an outside expert/trainer to work with faculty/employees.

Lastly, a budget line is provided to retrofit all College classrooms to capture automated attendance records. The College President, Executive Council, and QEP Development Committee felt strongly that this step needed to be taken immediately to adopt this technology to track classroom attendance and punctuality. The Board of Trustees approved this capital project to install automated attendance readers. The cost of the Automated Attendance project is a one-time cost for existing classrooms, and $14,000 is allotted for annual maintenance of the automated attendance system equipment.

Funding sources committed to the QEP budget include the Education and General Fund budget for personnel and operating expenses, along with funds from the Capital Improvements Fund for the cost associated with the Blackboard Automated Attendance equipment. The QEP budget for personnel and operating expenses will be sustained through the Education and General Fund budget as a recurring item.


68 MGCCC QEP 2019

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Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company.

Burris, R. (2018). National Center for Construction Education & Research (NCCER). Construction, CTE and career paths. Retrieved from https://www.nccer.org/news-information/blog/detail/breaking-ground-the-nccer-blog/2018/02/22/construction-cte-and-career-paths

Capelli, P. & Won, S. (2013) Soft skills. Retrieved from http://go.galegroup.com/ps/i.do?p=GPS&sw=w&u=gulf30205&v=2.1&markList=true&it=r&id=GALE%7CCX3721200300

CareerBuilder (2018). Best jobs for workers who want to get ahead in 2018. Press release retrieved from http://press.careerbuilder.com/2017-12-28-Best-Jobs-for-Workers-Who-Want-to-Get-Ahead-in-2018

Carr, D. L., Davies, T. L., & Lavin, A. M. (2009). The effect of business faculty attire on student perceptions of the quality of instruction and program quality. College Student Journal, 43(1), 45-55. Retrieved from http://www.projectinnovation.biz

Covey, S. R. (2004). The 7 habits of highly effective people: Restoring the character ethic ([Rev. ed.].). New York: Free Press.

Darity, William A., Jr., Editor (2008). Soft Skills. International Encyclopedia of Social Sciences, 8(2), 21-22. Retrieved fromhttp://go.galegroup.com/ps/i.do?ty=bs&v=2.1&u=gulf30205 &it=search&s=DA-SORT&p=GPS&dblist=GVRL-0_&qt=OQE~essential%20soft%20 skills&sw=w&source=gale&authCount=1

DeLonzor, D. (2003). Never Be Late Again: 7 Cures for the Punctually Challenged. Post Madison Publishing. Publication date: 05/28/2003.


69MGCCC QEP 2019

References

Dishon-Berkovits, M. & Koslowsky, Meni. (2002). “Determinants of Employee Punctuality”. Journal of Social Psychology, 142(6), 723-739. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/12450347. Accessed December 1, 2018.

Durowoju, E. O., & Onuka A. (2014). Best practices and experiences in soft skills assessment in Oyo Town, Oyo State Schools. Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) 5(5), 607-613. Retrieved from https://pdfs.semanticscholar.org/90f8/20bc3bf6ca6afbcdc067db147eda4465810e.pdf

EducationDegree.com. (2009-2018). 25 ways teachers can be role models. Retrieved April 9, 2018, from https://www.educationdegree.com/articles/25-ways-teachers-can-be-role-models

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Guffy, M. E. & Loewy, D. (2016). The job search and résumés in the digital age (Chapter 13). Essentials of Business Communication. Boston, MA: Cengage Learning.

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Hung, D., Looi, C. K., & Koh, T. S. (2004). Situated cognition and communities of practice: First-person ‘lived experiences’ vs. third person perspective. Educational Technology & Society, 7(4), 193-200.

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70 MGCCC QEP 2019

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71MGCCC QEP 2019

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72 MGCCC QEP 2019

United States Department of Education. (2018). Learn about your college and career school options. Retrieved from https://studentaid.ed.gov/sa/prepare-for-college/choosing-schools/types

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References


73MGCCC QEP 2019

Appendices

Appendix A


74 MGCCC QEP 2019

Two students received the prestigious Jack Kent Cooke Transfer Scholarship. Earlier this spring, a record-breaking five students at Gulf Coast were selected as semifinalists for the scholarship, for which nearly 3,000 students apply each year.

Another student was one of only two in the nation selected to receive the 2018 GEICO Pathway to Completion Associate Degree Scholarship.

Two students were selected for the Mississippi Rural Physicians Scholarship Program through the University of Mississippi Medical Center.

Three Phi Theta Kappa students were named 2018 Coca-Cola Leaders of Promise Scholars and received $1,000 scholarships.

A Gulf Coast student was one of only 10 in the nation to be named a Pearson Scholar, receiving a scholarship of $5,000 as well as a Tennessee Valley Authority scholarship for $2,250.

Another student was named a 2019 New Century Workforce Pathway Scholar and will receive a $1,250 scholarship. She is the only student in Mississippi selected to receive the scholarship. More than 2,000 students were nominated, with only 50 students receiving the award.

Eighteen students won awards at state Phi Beta Lambda competitions for career and technical students in February. Two students were also named state officers.

Twenty-four students won at the state SkillsUSA competitions. Winners compete at national competitions held in Louisville, Kentucky, during June each year.

Thirty-seven high school students graduated with both a high school diploma and an associate degree through MGCCC’s Collegiate Academy in May 2019. In partnership with nine high schools, the college currently has 122 students attending the Academy, and participation continues to grow.

Appendix B


75MGCCC QEP 2019

Appendix C


76 MGCCC QEP 2019

Appendix D


77MGCCC QEP 2019

Appendix E


78 MGCCC QEP 2019

Appendix F


79MGCCC QEP 2019


80 MGCCC QEP 2019

Appendix G


81MGCCC QEP 2019

Appendix H


82 MGCCC QEP 2019

Appendix I


83MGCCC QEP 2019

Appendix JRight Signals


84 MGCCC QEP 2019


85MGCCC QEP 2019


86 MGCCC QEP 2019


87MGCCC QEP 2019

Appendix K

Mis

siss

ipp

i Gu

lf C

oa

st C

om

mu

nity

Co

lleg

e G

en

era

l Ed

uca

tion

Co

mm

itte

e

QE

P L

iste

nin

g R

ub

ric

*Ta

rge

t n

on

verb

al b

eh

avi

ors

fo

r sp

ea

kin

g d

eri

ved

fro

m:

Mo

rre

ale

, S

. P

., M

oo

re,

M.

R.,

Ta

ylo

r K

. P

., S

urg

es-

Ta

turm

, D

.,

&

Hu

lbe

rt-J

oh

nso

n,

R.,

(e

ds)

. (2

00

7).

Th

e c

om

pe

ten

t sp

ea

ker

E

valu

atio

n f

orm

an

d m

an

ua

l. W

ash

ing

ton

, D

.C.:

Na

tion

al

C

om

mu

nic

atio

n A

sso

cia

tion

.

2C (

Fo

llow

-up

Q

ues

tio

ns)

:

Stu

dents

will

dem

onst

rate

th

e a

bili

ty to id

entif

y appro

priate

follo

w-u

p

quest

ions

to a

request

m

ade b

y a c

ust

om

er

or

cow

ork

er.

Stu

dent id

entif

ies

no follo

w-u

p

quest

ions.

Stu

dent id

entif

ies

an

appro

priate

follo

w-u

p q

uest

ion

but does

not elic

it enough

info

rmatio

n to s

atis

fy the

request

.

Stu

dent id

entif

ies

appro

priate

fo

llow

-up q

uest

ions

that elic

it su

ffic

ient in

form

atio

n to s

atis

fy the

request

.

Stu

dent id

entif

ies

appro

priate

fo

llow

-up q

uest

ions

that elic

it th

e

pre

cise

info

rmatio

n n

eeded to

satis

fy the r

equest

, fu

lly

dem

onst

ratin

g a

deep

unders

tandin

g o

f th

e

em

plo

yer’s/

cust

om

er’s

mis

sion.

2D (

Pre

sen

tati

on

):

Stu

dents

will

dem

onst

rate

th

e a

bili

ty to id

entif

y re

leva

nt co

nte

nt giv

en

during a

pre

senta

tion.

Stu

dent does

not id

entif

y re

leva

nt

info

rmatio

n.

Stu

dent id

entif

ies

rele

vant

conte

nt but fa

ils to c

om

pre

hend

its p

urp

ose

in the p

rese

nta

tion.

Stu

dent id

entif

ies

rele

vant

info

rmatio

n a

nd c

om

pre

hends

its

purp

ose

in the p

rese

nta

tion.

Stu

dent id

entif

ies

rele

vant

conte

nt, c

om

pre

hends

the

purp

ose

, and m

ake

s new

co

nnect

ions

base

d o

n

pre

senta

tion c

onte

nt.

QU

ALIT

Y E

NH

AN

CEM

EN

T P

LA

N

Miss

issip

pi G

ulf C

oast

Com

mun

ity C

olle

ge G

ener

al E

duca

tion

Com

mitt

ee

QEP

List

enin

g Ru

bric

*Tar

get n

onve

rbal

beh

avio

rs fo

r spe

akin

g de

rived

from

:

M

orre

ale,

S. P

., M

oore

, M. R

., Ta

ylor K

. P.,

Surg

es-T

atur

m, D

.,

& H

ulbe

rt-Jo

hnso

n, R

., (e

ds).

(200

7). T

he c

ompe

tent

spe

aker

Eva

luat

ion

form

and

man

ual.

Was

hing

ton,

D.C

.: Na

tiona

l

Com

mun

icatio

n As

socia

tion.

QEP

List

enin

g St

uden

t Lea

rnin

g Ob

ject

ives

:

2A (N

onve

rbal

): St

uden

ts w

ill de

mon

stra

te a

ppro

pria

te n

onve

rbal

beh

avio

rs th

at s

uppo

rt ac

tive

liste

ning

. 2B

(Sum

mar

izatio

n): S

tude

nts

will d

emon

stra

te th

e ab

ility

to s

umm

arize

pro

ficie

ntly

the

requ

est m

ade

by a

cus

tom

er o

r cow

orke

r.

2

C (F

ollo

w-up

Que

stio

ns):

Stud

ents

will

dem

onst

rate

the

abilit

y to

iden

tify

appr

opria

te fo

llow-

up q

uest

ions

to a

requ

est m

ade

by a

cus

tom

er o

r cow

orke

r. 2D

(Pre

sent

atio

n): S

tude

nts

will d

emon

stra

te th

e ab

ility

to id

entif

y re

leva

nt c

onte

nt g

iven

durin

g a

pres

enta

tion.

Sam

plin

g M

etho

dolo

gy:

Q

EP L

iste

ning

SLO

s Ar

ea o

f Opp

ortu

nity

Pr

ofic

ient

SL

O R

epor

ting

Inef

fect

ive

(1)

Adeq

uate

(2)

Ef

fect

ive

(3)

Exem

plar

y (4

)

Num

ber o

f St

uden

ts

Asse

ssed

Num

ber o

f St

uden

ts w

/ Su

cces

sful

ly

Dem

onst

rate

d Co

mpe

tenc

y 2A

(Non

verb

al):

St

uden

ts w

ill de

mon

stra

te

appr

opria

te n

onve

rbal

be

havio

rs th

at s

uppo

rt ac

tive

liste

ning

.

Stud

ent E

FFEC

TIVE

LY e

xhib

its

ONE

OR

FEW

ER o

f the

non

verb

al

beha

viors

* com

mon

ly as

socia

ted

with

act

ive lis

teni

ng.

Ta

rget

beh

avio

rs:

eye

cont

act

facia

l exp

ress

ions

ge

stur

es/b

ody

mov

emen

t po

stur

e m

itigat

es d

istra

ctio

ns

Stud

ent E

FFEC

TIVE

LY e

xhib

its

AT L

EAST

TW

O o

f the

non

verb

al

beha

viors

* com

mon

ly as

socia

ted

with

act

ive lis

teni

ng.

Ta

rget

beh

avio

rs:

eye

cont

act

facia

l exp

ress

ions

ge

stur

es/b

ody

mov

emen

t po

stur

e m

itigat

es d

istra

ctio

ns

Stud

ent E

FFEC

TIVE

LY e

xhib

its

AT L

EAST

THR

EE o

f the

no

verb

al b

ehav

iors

* com

mon

ly as

socia

ted

with

act

ive lis

teni

ng.

Ta

rget

beh

avio

rs:

eye

cont

act

facia

l exp

ress

ions

ge

stur

es/b

ody

mov

emen

t po

stur

e m

itigat

es d

istra

ctio

ns

Stud

ent E

FFEC

TIVE

LY e

xhib

its

AT L

EAST

4 o

f the

non

verb

al

beha

viors

com

mon

ly as

socia

ted

with

act

ive lis

teni

ng.

Ta

rget

beh

avio

rs:

eye

cont

act

facia

l exp

ress

ions

ge

stur

es/b

ody

mov

emen

t po

stur

e m

itigat

es d

istra

ctio

ns

2B (S

umm

ariza

tion)

: St

uden

ts w

ill de

mon

stra

te

the

abilit

y to

sum

mar

ize

prof

icien

tly th

e re

ques

t m

ade

by a

cus

tom

er o

r co

work

er.

Stud

ent f

ails

to s

umm

arize

any

of

the

maj

or p

oint

s of

the

requ

est.

Stud

ent s

umm

arize

s so

me,

but

no

t all o

f the

maj

or p

oint

s of

the

requ

est.

Stud

ent s

umm

arize

s th

e m

ajor

po

ints

of t

he re

ques

t.

Stud

ent s

umm

arize

s th

e m

ajor

poi

nts

and

inclu

des

supp

ortin

g de

tails

of t

he

requ

est.

QEP

List

enin

g Ru

bric

: For

Ass

essi

ng S

LO #

2 (A

-D)

Miss

issip

pi G

ulf C

oast

Com

mun

ity C

olle

ge G

ener

al E

duca

tion

Com

mitt

ee

QEP

List

enin

g Ru

bric

*Tar

get n

onve

rbal

beh

avio

rs fo

r spe

akin

g de

rived

from

:

M

orre

ale,

S. P

., M

oore

, M. R

., Ta

ylor K

. P.,

Surg

es-T

atur

m, D

.,

& H

ulbe

rt-Jo

hnso

n, R

., (e

ds).

(200

7). T

he c

ompe

tent

spe

aker

Eva

luat

ion

form

and

man

ual.

Was

hing

ton,

D.C

.: Na

tiona

l

Com

mun

icatio

n As

socia

tion.

2C (F

ollo

w-up

Qu

estio

ns):

St

uden

ts w

ill de

mon

stra

te

the

abilit

y to

iden

tify

appr

opria

te fo

llow-

up

ques

tions

to a

requ

est

mad

e by

a c

usto

mer

or

cowo

rker

.

Stud

ent i

dent

ifies

no fo

llow-

up

ques

tions

.

Stud

ent i

dent

ifies

an

appr

opria

te fo

llow-

up q

uest

ion

but d

oes

not e

licit

enou

gh

info

rmat

ion

to s

atisf

y th

e re

ques

t.

Stud

ent i

dent

ifies

appr

opria

te

follo

w-up

que

stio

ns th

at e

licit

suffi

cient

info

rmat

ion

to s

atisf

y th

e re

ques

t.

Stud

ent i

dent

ifies

appr

opria

te

follo

w-up

que

stio

ns th

at e

licit

the

prec

ise in

form

atio

n ne

eded

to

satis

fy th

e re

ques

t, fu

lly

dem

onst

ratin

g a

deep

un

ders

tand

ing

of th

e em

ploy

er’s/

cust

omer

’s m

issio

n.

2D (P

rese

ntat

ion)

: St

uden

ts w

ill de

mon

stra

te

the

abilit

y to

iden

tify

rele

vant

con

tent

give

n du

ring

a pr

esen

tatio

n.

Stud

ent d

oes

not i

dent

ify re

leva

nt

info

rmat

ion.

St

uden

t ide

ntifie

s re

leva

nt

cont

ent b

ut fa

ils to

com

preh

end

its p

urpo

se in

the

pres

enta

tion.

Stud

ent i

dent

ifies

rele

vant

in

form

atio

n an

d co

mpr

ehen

ds it

s pu

rpos

e in

the

pres

enta

tion.

Stud

ent i

dent

ifies

rele

vant

co

nten

t, co

mpr

ehen

ds th

e pu

rpos

e, a

nd m

akes

new

co

nnec

tions

bas

ed o

n pr

esen

tatio

n co

nten

t.

*T

arge

t non

verb

al b

ehav

iors

for l

isten

ing

and

spea

king

der

ived

from

: Mor

real

e, S

. P.,

Moo

re,

M. R

., Ta

ylor

K. P

., Su

rges

-Tat

urm

, D.,

& H

ulbe

rt-J

ohns

on, R

., (e

ds).

(200

7). T

he c

ompe

tent

sp

eake

r Eva

luat

ion

form

and

man

ual.

Was

hing

ton,

D.C

.: N

atio

nal C

omm

unic

atio

n As

soci

atio

n.


88 MGCCC QEP 2019

Mis

siss

ippi

Gul

f Coa

st C

omm

unity

Col

lege

Gen

eral

Edu

catio

n C

omm

ittee

Q

EP

Spe

akin

g R

ubric

*Tar

get N

onve

rbal

Beh

avio

rs fo

r S

peak

ing

Der

ived

Fro

m:

R

ichm

ond,

V. P

., M

cCro

skey

, J. C

., &

Hic

kson

, M. (

2008

).

Non

verb

al b

ehav

ior

in in

terp

erso

nal r

elat

ions

.

B

osto

n, M

A: P

ears

on/A

llyn

& B

acon

.

3C (C

onte

nt):

S

tude

nts

will

dem

onst

rate

th

e ab

ility

to s

peak

ef

fect

ivel

y ac

ross

a v

arie

ty

of w

orkp

lace

con

text

s,

exec

utin

g de

liver

y an

d ad

aptin

g to

aud

ienc

e,

setti

ng, a

nd o

ccas

sion

.

Stu

dent

doe

s no

t dem

onst

rate

an

awar

enes

s of

con

text

whe

n sp

eaki

ng.

Stu

dent

dem

onst

rate

s an

aw

aren

ess

of c

onte

xt b

ut fa

ils to

ad

apt v

olum

e, r

ate,

tone

, and

/or

styl

e ap

prop

riate

ly.

Stu

dent

dem

onst

rate

s an

aw

aren

ess

of c

onte

xt, i

dent

ifies

cu

es o

f a s

hifti

ng c

onte

xt,

inco

rpor

ates

del

iver

y sk

ills

suita

ble

to th

e to

pic,

and

ada

pts

som

e el

emen

ts o

f vol

ume,

rat

e, to

ne, a

nd

styl

e.

Stu

dent

dem

onst

rate

s a

keen

aw

aren

ess

of c

onte

xt, i

dent

ifies

su

btle

cue

s of

a s

hifti

ng c

onte

xt,

inco

rpor

ates

exc

eptio

nal d

eliv

ery

skill

s su

itabl

e to

the

topi

c, a

nd

effo

rtle

ssly

ada

pts

volu

me,

rat

e,

tone

, and

sty

le c

hose

n sp

ecifi

cally

fo

r th

e au

dien

ce.

3D (P

rese

ntat

ion)

: S

tude

nts

will

dem

onst

rate

th

e ab

ility

to id

entif

y,

orga

nize

, and

inte

grat

e re

leva

nt c

onte

nt in

to a

pr

esen

tatio

n.

Stu

dent

doe

s no

t ide

ntify

rel

evan

t co

nten

t.

Stu

dent

iden

tifie

s so

me

rele

vant

co

nten

t, bu

t the

pre

sent

atio

n la

cks

orga

niza

tion

and

logi

cal

stru

ctur

e.

Stu

dent

iden

tifie

s re

leva

nt c

onte

nt,

and

the

pres

enta

tion

is o

rgan

ized

an

d co

nvey

s th

e m

eani

ng a

nd

purp

ose

to th

e au

dien

ce.

Stu

dent

fully

iden

tifie

s re

leva

nt

cont

ent;

orga

niza

tion

of

pres

enta

tion

is lo

gica

l; an

d ef

fect

ivel

y co

nvey

s th

e m

eani

ng

and

purp

ose

to th

e au

dien

ce.

Miss

issip

pi G

ulf C

oast

Com

mun

ity C

olle

ge G

ener

al E

duca

tion

Com

mitt

ee

QEP

Spe

akin

g Ru

bric

*T

arge

t Non

verb

al B

ehav

iors

for S

peak

ing

Deriv

ed F

rom

:

Rich

mon

d, V

. P.,

McC

rosk

ey, J

. C.,

& Hi

ckso

n, M

. (20

08).

Non

verb

al b

ehav

ior i

n in

terp

erso

nal r

elat

ions

.

B

osto

n, M

A: P

ears

on/A

llyn

& Ba

con.

QEP

Spea

king

Stu

dent

Lea

rnin

g Ob

ject

ives

:

3A (N

onve

rbal

): St

uden

ts w

ill de

mon

stra

te th

e ab

ility

to e

ffect

ively

com

mun

icate

info

rmat

ion

and

idea

s us

ing

nonv

erba

l beh

avio

rs th

at s

uppo

rt th

e ve

rbal

mes

sage

. 3B

(Use

of L

angu

age)

: Stu

dent

s wi

ll dem

onst

rate

the

abilit

y to

use

pro

nunc

iatio

n, g

ram

mar

, voc

abul

ary,

and

arti

cula

tion

appr

opria

te to

the

audi

ence

. 3C

(Con

tent

): St

uden

ts w

ill de

mon

stra

te th

e ab

ility

to s

peak

effe

ctive

ly ac

ross

a v

arie

ty o

f wor

kpla

ce c

onte

xts,

exe

cutin

g de

liver

y an

d ad

aptin

g to

aud

ienc

e, s

ettin

g, a

nd o

ccas

ion.

3D

(Pre

sent

atio

n): S

tude

nts

will d

emon

stra

te th

e ab

ility

to id

entif

y, o

rgan

ize, a

nd in

tegr

ate

rele

vant

con

tent

into

a p

rese

ntat

ion.

Sam

plin

g M

etho

dolo

gy:

Q

EP S

peak

ing

SLO

s

Area

of O

ppor

tuni

ty

Prof

icie

nt

SLO

Rep

ortin

g

Inef

fect

ive

(1)

Adeq

uate

(2)

Ef

fect

ive

(3)

Exem

plar

y (4

)

Num

ber o

f St

uden

ts

Asse

ssed

Num

ber o

f St

uden

ts w

/ Su

cces

sful

ly

Dem

onst

rate

d Co

mpe

tenc

y 3A

(Non

verb

al):

St

uden

ts w

ill de

mon

stra

te

the

abilit

y to

effe

ctive

ly co

mm

unica

te in

form

atio

n an

d id

eas

usin

g no

nver

bal

beha

viors

that

sup

port

the

verb

al m

essa

ge.

Stud

ent E

FFEC

TIVE

LY e

xhib

its

ONE

OR

FEW

ER o

f the

se ta

rget

no

nver

bal b

ehav

iors

* in

a wa

y th

at

supp

orts

the

verb

al m

essa

ge.

Ta

rget

beh

avio

rs:

eye

cont

act

facia

l exp

ress

ions

ge

stur

es/b

ody

mov

emen

t po

stur

e

attir

e ap

prop

riate

to s

ituat

ion

Stud

ent E

FFEC

TIVE

LY e

xhib

its

AT L

EAST

2 o

f the

se ta

rget

no

nver

bal b

ehav

iors

* in

a wa

y th

at

supp

orts

the

verb

al m

essa

ge.

Ta

rget

beh

avio

rs:

eye

cont

act

facia

l exp

ress

ions

ge

stur

es/b

ody

mov

emen

t po

stur

e

attir

e ap

prop

riate

to s

ituat

ion

Stud

ent E

FFEC

TIVE

LY e

xhib

its

AT L

EAST

3 o

f the

se ta

rget

no

nver

bal b

ehav

iors

* in

a wa

y th

at s

uppo

rts th

e ve

rbal

m

essa

ge.

Ta

rget

beh

avio

rs:

eye

cont

act

facia

l exp

ress

ions

ge

stur

es/b

ody

mov

emen

t po

stur

e

attir

e ap

prop

riate

to s

ituat

ion

Stud

ent E

FFEC

TIVE

LY e

xhib

its

AT L

EAST

4 o

f the

se ta

rget

no

nver

bal b

ehav

iors

* in

a wa

y th

at s

uppo

rts a

nd e

nhan

ces

the

verb

al m

essa

ge.

Targ

et b

ehav

iors

: ey

e co

ntac

t fa

cial e

xpre

ssio

ns

gest

ures

/bod

y m

ovem

ent

post

ure

at

tire

appr

opria

te to

situ

atio

n

3B (U

se o

f Lan

guag

e):

Stud

ents

will

dem

onst

rate

th

e ab

ility

to u

se

pron

uncia

tion,

gra

mm

ar,

voca

bula

ry, a

nd a

rticu

latio

n ap

prop

riate

to th

e au

dien

ce.

Stud

ent e

mpl

oys

gram

mar

, pr

onun

ciatio

n, a

nd v

ocab

ular

y th

at a

re s

ever

ely

defic

ient

, ob

scur

ing

the

mes

sage

to th

e au

dien

ce.

Stud

ent e

mpl

oys

gram

mar

, pr

onun

ciatio

n, a

nd v

ocab

ular

y th

at

com

mun

icate

s th

e m

essa

ge b

ut

does

not

take

the

audi

ence

into

co

nsid

erat

ion.

Stud

ent e

mpl

oys

gram

mar

with

few

erro

rs; p

ronu

ncia

tion

is pr

ecise

; an

d vo

cabu

lary

is w

ell-c

hose

n an

d co

mm

unica

tes

the

mes

sage

in

clear

term

s, d

ispla

ying

an

awar

enes

s of

the

audi

ence

.

Stud

ent e

mpl

oys

exce

llent

gr

amm

ar; p

rono

uncia

tion

is pr

ecse

; voc

al v

arie

ty u

tlized

; ap

plie

s vo

cabu

lary

that

co

mm

unica

tes

the

mes

sage

in

cle

ar te

rms

chos

en

spec

ifical

ly fo

r the

aud

ienc

e.

QEP

Spea

king

Rub

ric: F

or A

sses

sing

SLO

#3

(A-D

)

Mis

siss

ipp

i Gu

lf C

oa

st C

om

mu

nity

Co

lleg

e G

en

era

l Ed

uca

tion

Co

mm

itte

e

QE

P L

iste

nin

g R

ub

ric

*Ta

rge

t n

on

verb

al b

eh

avi

ors

fo

r sp

ea

kin

g d

eri

ved

fro

m:

Mo

rre

ale

, S

. P

., M

oo

re,

M.

R.,

Ta

ylo

r K

. P

., S

urg

es-

Ta

turm

, D

.,

&

Hu

lbe

rt-J

oh

nso

n,

R.,

(e

ds)

. (2

00

7).

Th

e c

om

pe

ten

t sp

ea

ker

E

valu

atio

n f

orm

an

d m

an

ua

l. W

ash

ing

ton

, D

.C.:

Na

tion

al

C

om

mu

nic

atio

n A

sso

cia

tion

.

2C (

Fo

llow

-up

Q

ues

tio

ns)

:

Stu

dents

will

dem

onst

rate

th

e a

bili

ty to id

entif

y appro

priate

follo

w-u

p

quest

ions

to a

request

m

ade b

y a c

ust

om

er

or

cow

ork

er.

Stu

dent id

entif

ies

no follo

w-u

p

quest

ions.

Stu

dent id

entif

ies

an

appro

priate

follo

w-u

p q

uest

ion

but does

not elic

it enough

info

rmatio

n to s

atis

fy the

request

.

Stu

dent id

entif

ies

appro

priate

fo

llow

-up q

uest

ions

that elic

it su

ffic

ient in

form

atio

n to s

atis

fy the

request

.

Stu

dent id

entif

ies

appro

priate

fo

llow

-up q

uest

ions

that elic

it th

e

pre

cise

info

rmatio

n n

eeded to

satis

fy the r

equest

, fu

lly

dem

onst

ratin

g a

deep

unders

tandin

g o

f th

e

em

plo

yer’s/

cust

om

er’s

mis

sion.

2D (

Pre

sen

tati

on

):

Stu

dents

will

dem

onst

rate

th

e a

bili

ty to id

entif

y re

leva

nt co

nte

nt giv

en

during a

pre

senta

tion.

Stu

dent does

not id

entif

y re

leva

nt

info

rmatio

n.

Stu

dent id

entif

ies

rele

vant

conte

nt but fa

ils to c

om

pre

hend

its p

urp

ose

in the p

rese

nta

tion.

Stu

dent id

entif

ies

rele

vant

info

rmatio

n a

nd c

om

pre

hends

its

purp

ose

in the p

rese

nta

tion.

Stu

dent id

entif

ies

rele

vant

conte

nt, c

om

pre

hends

the

purp

ose

, and m

ake

s new

co

nnect

ions

base

d o

n

pre

senta

tion c

onte

nt.

QU

ALIT

Y E

NH

AN

CEM

EN

T P

LA

N

*Tar

get n

onve

rbal

beh

avio

rs fo

r list

enin

g an

d sp

eaki

ng d

eriv

ed fr

om: M

orre

ale,

S. P

., M

oore

, M

. R.,

Tayl

or K

. P.,

Surg

es-T

atur

m, D

., &

Hul

bert

-Joh

nson

, R.,

(eds

). (2

007)

. The

com

pete

nt

spea

ker E

valu

atio

n fo

rm a

nd m

anua

l. W

ashi

ngto

n, D

.C.:

Nat

iona

l Com

mun

icat

ion

Asso

ciat

ion.


89MGCCC QEP 2019

Appendix L


90 MGCCC QEP 2019


91MGCCC QEP 2019

Appendix M


92 MGCCC QEP 2019


93MGCCC QEP 2019


94 MGCCC QEP 2019


95MGCCC QEP 2019


96 MGCCC QEP 2019


97MGCCC QEP 2019

Appendix N

Dr. S. Brad Bailey was chosen as the director of MGCCC’s QEP: Essential Skills. He is a communication instructor and department chair at MGCCC. He is passionate about training others in communication and essential employability skills. In addition to teaching, for the past 11 years, he has conducted workshops focused on job interview & employability skills. He has written a book, Understanding the Job Search: The Job Interview, that he uses to enhance his workshops. His clients include universities, AmeriCorps programs, and other organizations with an interest in preparing their people for the workforce.

Dr. Bailey holds a Ph.D. in Higher Education Administration with a minor in Communication Studies, as well as a Masters of Public Health with an emphasis in Health Education & Promotion from The University of Southern Mississippi. He completed his undergraduate work at Belhaven University where he learned to live their motto, “to serve not to be served”.

Prior to becoming a faculty member at MGCCC, Dr. Bailey worked at the University of Southern Mississippi in the Department of Curriculum & Instruction as a K-12 liaison. He has taught science, health, and physical education at the K-12 level, coached at the high school & community college levels, and has worked in student services at MGCCC.

As a lifelong learner, Dr. Bailey remains extremely active in the communication discipline. He is active in the Mississippi Communication Association (MCA), the Southern States Communication Association (SSCA), the National Communication Association (NCA), the International Communication Association (ICA), and various state associations across the southeastern United States. As a firm believer in the Latin proverb docendo discimus (“by teaching, we learn”), he has delivered over 60 academic conference presentations at the state, regional, national, and international levels, primarily on topics related to communication pedagogy/andragogy, communicative competence, and applied communication and has facilitated over 100 employee development trainings at community colleges and K-12 schools. As a trusted leader, he has served as president of MCA, has held various offices in SSCA and NCA, highlighted by a 3-year term as SSCA’s Community College Representative on the NCA Legislative Assembly.

Dr. Bailey challenges his students to use their voices outside of the classroom to take on real-world problems such as food insecurity, student utilization of the campus health/counseling services, teenage suicide, and student utilization & improvement of campus resources. His students regularly present alongside him in employee development workshops and at academic conferences.

Dr. Bailey has received numerous awards, including the 2018 Southern States Communication Association Suzanne Osborn Community College Outstanding Educator Award & the 2018-2019 Instructor of the Year for the MGCCC-JC Campus.

Dr. Bailey is an active member of his church, his family, and his community. He serves as a Sunday school teacher, a VBS storyteller, a deacon for his church, a “band aid” for his sons’ Scottish drum and bagpipe band, and as a volunteer PA announcer for athletic events for his wife’s school. He recently served as a neighborhood captain in the successful campaign of the current mayor of his city. For the Baileys, education is a family affair. His wife, Dr. Elizabeth A. Bailey, is a principal of a K-8 institution where their two sons, Hayden and Brett, are honor students and avid volunteers.


98 MGCCC QEP 2019

Notes


99MGCCC QEP 2019

QEP #1QEP

#2

EMPLOYEE

FEEDBAC

K

EMPLOYER

FEEDBACKSTUDENTFEEDBACK

SLO 1 • SLO 2 • SLO 3

QEP #2 QEP #2

QEP #3

INSTITUTIONAL

ANNUAL

REVIEW

ATTENDANCE LISTENING

(Direct)

SPEAKING

(Indire

ct)

(Indirect) (Indirect)

(Direct & Indirect)


100 MGCCC QEP 2019

Documents

QUALITY ENHANCEMENT PLAN · Top Ten Topics in Rank Order 11 Table 3. RFP Submission Scores According to Rubric 12 ... our Quality Enhancement Plan (QEP) is an integral part of serving