Quality Enhancement Plan (QEP)
What is the QEP?
The Quality Enhancement Plan (QEP) is required by SACSCOC Core Requirement 2.12 that states:
The institution must develop an acceptable QEP that:
1. Includes a broad-based institutional process identifying key issues emerging from institutional assessment
2. Focuses on learning outcomes and/or the environment supporting student learning and accomplishing the mission of the institution
3. Demonstrates institutional capability for the initiation, implementation, and institutional constituencies in the development and proposed implementation of the QEP
4. Includes broad-based involvement of institutional constituencies in the development and proposed implementation of the QEP
5. Identifies goals and a plan to assess their achievement
Why is the QEP important?
“The Quality Enhancement Plan (QEP) is the component of the accreditation process that reflects and affirms the commitment of the Commission on Colleges to the enhancement of the quality of higher education and to the proposition that student learning is at the heart of the mission of all institutions of higher learning.”
For Georgia Military College, “developing a QEP as a part of the reaffirmation process is an opportunity to enhance overall institutional quality and effectiveness by focusing on an issue or issues the institution considers important to improving student learning."
What is the GMC QEP topic?
The Georgia Military College’s Quality Enhancement Plan focuses on assessment of student learning and faculty professional development to improve students’ critical thinking abilities and skills.
How did GMC develop its QEP topic?
Georgia Military College has five core competencies, of which critical thinking is one. In the spring of 2013, the QEP committee did an open survey explaining that the college was selecting the next topic to improve student learning. Based on the information gathered from faculty, staff, and students, the QEP committee narrowed the topics to six areas: Critical Thinking, Oral Communication, Written Communication, Problem Solving, Information Literacy, and Teamwork. QEP committee members wrote problem statements for each of these six areas, and using these statements, the QEP committee conducted two surveys sent to 1) faculty, staff, students, and 2) alumni and other stakeholders. The results from both surveys indicated that the stakeholders felt that critical thinking was the most important area that needed improvement.
What is the scope of the QEP committee?
The scope of the QEP committee ranges from establishing the topic to evaluating the progress and outcomes as follows:
• Addresses significant student-learning issues
• Includes QEP goals that relate to student learning
• Defines “intended benefits of the QEP to the institution and to the student”
• Ensures “resources (personnel, financial, physical, academic, etc.) necessary for the successful implementation of the QEP”
• Monitors the QEP progress
• Evaluates the QEP to ensure success and to improve student learning
What are the GMC QEP goals, objectives, and outcomes?
GOAL: Georgia Military College will provide an atmosphere where students will improve their ability to think critically.
1. GMC Stakeholders (Students, Faculty, Academic Support Staff, and Administration) will demonstrate knowledge of metacognition, critical thinking, and the five reasoning skills.
2. Faculty will participate in professional development in metacognition, critical thinking, and the five reasoning skills.
3. Students will employ metacognitive skills, critical thinking, and the five reasoning skills through the college curriculum and through student services.
1. Stakeholders will be able to:
a. Define metacognition and critical thinking.
b. Identify and describe the five reasoning skills.
2. Faculty will be able to:
a. Appraise their thinking skills and processes (metacognition).
b. Apply critical thinking and the five reasoning skills.
3. Students will
a. Appraise their thinking skills and processes (metacognition).
b. Demonstrate their ability to think critically and apply the five reasoning skills.
What is the plan to reach the goal and outcomes? How will the student-learning outcomes be measured?
PER 101 will be a course that introduces incoming freshman students to metacognition and the five reasoning skills (induction, deduction, inference, analysis, and evaluation). Students in this course will take a metacognition pretest and a critical thinking pretest to assess their understanding of these skills upon entering GMC.
Twelve core 100-level courses will be enhanced with critical thinking lessons/activities that cover at least one of the five reasoning skills. Understanding and application of critical thinking will be measured over these assignments using the AAC&U critical thinking VALUE rubric.
PER 201 will be a capstone course that is taken after completion of PER 101, PLS 101, and ENG 102. The curriculum will focus on critical thinking, metacognition, and the five reasoning skills. Students in this course will take a metacognition posttest, critical thinking posttest, and the Test of Everyday Reasoning (TER). The posttests will show how the students’ critical thinking and metacognitive skills improved over their first year at GMC, while the TER will show how GMC students’ critical thinking skills compare to national data.
How will faculty and staff be involved?
Faculty and/or academic support staff will be the facilitators of the critical thinking enhancement in core classes at GMC in support of the QEP. Over a 4-year period, the faculty will undergo professional development to incorporate critical thinking into their classrooms efficiently and effectively. Each division has selected their own courses to enhance with critical thinking and will design lessons and assignments for the students to expose them to, and enhance their abilities in, critical thinking.
What is the GMC QEP timeline?
• Obtain approval of our QEP by SACSCOC during their on-site visit: September 2016.
• Implement our QEP: October 2016 – May 2021.
• Complete QEP 5th Year Impact Report: Summer 2021.
Who should I contact if I have questions or want to be involved with the QEP?
QEP Committee Chair
The IB program is a rigorous program of study that focuses on critical thinking and international mindedness. The program seeks to develop the whole child — intellectually, personally, socially and emotionally — through teaching of cultural understanding, language development and volunteerism. Designed to reinforce a positive attitude, the program teaches students to ask challenging questions, reflect critically, develop research skills and become active learners. The continuum of education spans the years from Kindergarten to grade 12.
IB schools maintain high standards by actively training and supporting teachers in the IB curriculum. IB schools are also evaluated and authorized by the International Baccalaureate Organization in order to receive the designation of an IB World School (www.ibo.org).
- Study of world languages starting in Kindergarten
- Emphasis on advanced study skills, including time management, goal setting, advanced research skills, test-taking, note-taking and independent study
- Required research assignments and community service
- Instructional techniques and strategies to extend depth of knowledge in content areas
IB-Primary Years Program (PYP)
For grades K-5, PYP introduces specific vocabulary and concepts, including inquiry-based learning, PYP attitudes/character traits, and the learner profile. School staff members develop units of inquiry that connect subject areas, so students can view their studies holistically. The PYP emphasizes academic development, international understanding and service to society. The curriculum framework includes five essential elements: Concepts, Actions, Skills, Knowledge, and Attitudes.
IB-Middle Years Program (MYP)
For grades 6-10, MYP emphasizes the learner profile and focuses on an intensive study of core subjects integrating concept based learning through global contexts and key concepts. Students study a variety of disciplines and how these relate. MYP students complete Community & Service hours, and a Personal Project is the culminating assessment for the program.
IB-Diploma Program (DP)
For grades 11-12, DP is a two-year curriculum and among the most academically rigorous programs offered in high school. The program emphasizes intellectual and international understanding, as well as responsible citizenship and community service. Students are encouraged to sit for international exams with the opportunity to earn the IB Diploma, a highly esteemed qualification widely recognized by institutions of higher learning. Students in the DP are also required to complete Creativity, Activity and Service (CAS) hours, the Theory of Knowledge course, and an Extended Essay
|Primary Years Program ||Neighborhood Stops ||None |
|Blue||Billingsville (K-2) Cotswold (3-5)||K-5 |
|Blue||Huntingtowne Farms (K-5)|
|Violet||Statesville Road (K-5)|
|Green||Albemarle Road (6-8)||Middle Years Program ||6-8 |
Entrance: Level III Reading and/or TD continuation and/or PYP continuation;
Continuation:Pass world language;
complete community service hours
|Violet||JM Alexander (6-8)|
|Blue, Green||Randolph (6-8)|
|Blue||Harding (9-12)||Middle Years Program; IB-Diploma Program ||9-12 || |
Entry at 9th grade: Level III Reading and/or MYP continuation
Entry at 10th grade: pass English I and Math I or II with minimum C
9th & 10th grade continuation: Pass three MYP courses; complete 10th grade project
Entry at 11th grade: transcript review
11th grade continuation: students may opt to complete IB content certificates if they are not on track to complete the IB Diploma at the end of 11th grade
|Blue, Green||East Meck* (9-12)|
|Blue, Violet||West Charlotte (9-12)|
|Violet||North Meck (9-12)|
NOTES FOR TRANSPORTATION ZONE CHARTS
*(11) East Mecklenburg is the IB high school for students whose home high school is Ardey Kell or South Mecklenburg.
Due to the specialized sequence of coursework taken in the IB-Diploma program, the online lottery application will not permit rising 11th or 12th graders to apply. Interested families of 11th and 12th grade students must submit a request for Reassignment/Transfer. To ensure a prospective student has the academic foundation to transition into the IB-Diploma at these grades, a transcript review is necessary before a request for Reassignment/ Transfer can be processed. Students in Grade 12 must also be currently enrolled in an IB Diploma program.
To apply using the transcript review and request for Reassignment/ Transfer process:
- Contact the IB school directly to arrange an appointment for the transcript review.
- Obtain an official transcript from the current school and bring it to the appointment in a sealed envelope. The prospective student’s transcript will be reviewed by school staff. If the result of the transcript review indicates that the student has the necessary prerequisites for entry into the grade desired, acknowledgment of transcript review approval will be provided on school letterhead.
- Complete the online Request for Reassignment/ Transfer form. For this form to be accepted, the family must indicate that they have reviewed the applicable Magnet Expectations Agreement. The family submits the school’s letter of acknowledgment as supporting documentation to accompany the online Request for Reassignment/ Transfer form registered with the Student Placement Office. Request approval is dependent upon grade level space availability.
- Contact the CMS ESL department at (980) 343-0432 for transcript review assistance for students new to CMS from outside the USA.