Mahnoor Malik

Technical Writing

Prof. Rochelle

Gregory

4/25/13

2 | P a g e

Introduction .................................................................................... 3

The Problem: College Readiness ........................................................................... 4

The Solution .................................................................................... 6 The Benefits .................................................................................... 9 Alternative Solutions ..................................................................... 10 Concluding Thoughts ..................................................................... 11 Works Cited .................................................................................. 12

TABLE OF CONTENTS

3 | P a g e

Quality Enhancement Plan—Project

Extreme Academic Makeover, a crucial element of North Central Texas College, is a non-profit organization committed to academic excellence and student success

in higher education. The intended purpose of this report is to educate readers about college readiness; a common issue observed in majority of two-year institutions including NCTC, and how our college strives to resolve this concern for the betterment of students as well as the community at large. History NCTC, “the state’s oldest continuously operating” two-year public school (QEP 16), covers a large geographic area and a diverse population in divisions including Denton, Cooke, Young, and Montague County (QEP 16).

Such diversity, including masses arriving underprepared for college rigor place extra challenges on NCTC and its staff to produce good results. Dr. Silvia Husain, the vice president of student services and enrollment program at Gaston College presents a similar idea while stating: “We know that our work is hard, because we must serve students with diverse academic and life management skills” (Husain).

Thus, NCTC proposed to develop the QEP, that will: “transform students’ key academic behaviors and create a contextual learning environment,” in hopes of improving student academic success and

retention (QEP 6). QEP began its service in Fall 2011 and Spring 2012, with complete implementation in the Fall of 2012.

Quality Enhancement Plan With an increment of individuals arriving at two-year institutions underprepared for college-level courses, it has become important to arrange initiatives directed towards student success and completion rates. QEP, a helpful non-profit organization, works for the same purpose that benefits the individuals and community that it serves.

INTRODUCTION INTRODUCTION

4 | P a g e

College readiness, defined as the state of being prepared for entry-level college courses without remediation, is a major problem affecting majority of two-year institutions around the nation. According to Rice University, a survey was conducted where college professors estimated that, “42% of college students are not adequately prepared by their high schools to meet the rigor of college coursework” (qtd. Hart 2005).

Further, an analysis of students in higher education demonstrates that approximately 51.7% of individuals entering community colleges are underprepared for college rigor (Complete College America, Remediation: Higher Education’s Bridge to Nowhere 2).

Non-independent Learners Studies have long identified that first-time college students do not possess essential study skills or strategies to be successful in

college. Grace-Ann Cukras in “The Investigation of Study Strategies that Maximize Learning for Underprepared Students” denotes: “Research has consistently found that college students, especially freshmen, are not independent learners” (Cukras 194). They have difficulty in interpreting assignments, understanding reading material, and using appropriate strategies in performing a specific task. Thus, masses require academic support programs and “study skill courses” to assist them in becoming self-regulated learners and succeed in college (Cukras).

Poor Placement Exams Further, it has been established that underprepared students lead to increased levels of attrition rates at community colleges. In 2008, of all students who registered at a two-year institution in

THE PROBLEM:

COLLEGE READINESS

5 | P a g e

the United States, nearly 50% did not register for a second semester (Millar and Tanner). In addition, Brad Millar and David Tanner in the same manuscript states: “The drop-out rate is particularly high among the academically underprepared,” because of their incorrect perception of college rigor (2). Due to poor placement exams, masses cannot interpret the intensity of college-level courses and therefore underestimate the effort required. Thus, many individuals opt to drop-out as it seems to be the perfect short cut to avoid inconvenience and failure in college coursework (Millar and Tanner). Diversity Another problem that QEP addresses is that the diverse population of community college places extra challenges to provide the best education to individuals in need (QEP 16). Dr. Silvia Husain in “Student Success at the Community College Level” presents a similar argument that, it is not easy to serve individuals with diverse backgrounds, of whom many possess weak academic skills and require developmental education (Husain).

This is an interesting graph that represents the population of ninth graders in the United States and Texas; showing the number of students who graduate from high school; enter college; return for their sophomore year of college; and lastly earn a bachelor’s degree in 4 years. Unfortunately, the number of students decreases, as we move up to higher, more substantial levels of education Rice University, Center for College Readiness (Rice University).

College readiness is a common issue observed in majority of two-year post secondary institutions around the U.S. It places extra challenges on the college and its faculty to ensure retention and student success. To address such concerns institutions must develop academic support programs to improve the overall academic performance of masses and therefore increase completion rates to benefit the institution as a whole.

THE PROBLEM:

COLLEGE READINESS continued…

6 | P a g e

NCTC’s Project Xtreme Academic Makeover, addresses college readiness as a dominant problem “affecting retention and completion rates at NCTC” (QEP 6). QEP strives for its students to become college ready and achieve success in entry-level core-curriculum courses by educating individuals about key academic behaviors and creating a constructive learning environment for them to achieve significant success in college.

QEP’s Agenda QEP, on its full implementation in the fall of 2012, adopted David T. Conley’s proposed factors for college success. They included: (1) cognitive strategies (critical thinking, and problem solving); (2) “key content knowledge;” (3) key academic behaviors (motivation, persistence, self-monitoring, hard work, and study skills); (4) “contextual skills and awareness” (utilizing academic support services and participating in academic advising) (QEP 17). While all four factors are crucial for accomplishment in college, QEP decided to focus on key academic behaviors and “contextual skills and awareness” to ensure college readiness and success in core courses.

Further, through research and analysis, QEP identified three courses; HISTORY 1301–US History to 1865, ENGLISH 1301–Composition I, and MATH 1314–College Algebra, as generating the highest number of students receiving a “W” or “F”. Also, in an interview with QEP’s coordinator, Amy Klohn, she mentioned that majority of incoming freshmen enroll in these courses. Therefore, QEP decided to renovate some of the section of these three classes into Xtreme courses, to ensure the intended goal of

student success and higher retention.

On the basis of random selection, first-time college students enrolled in Xtreme English 1301, History 1301, and College Algebra, are instructed to perform the following tasks:

Assess their current skill levels and apply new

strategies to improve performance,

THE SOLUTION

7 | P a g e

Increase utilization and value of academic support services, and

Participate in academic advising.

This will not only assist them succeed in the

three identified courses, but will prepare

them to attain accomplishment in later

courses as well (QEP np). According to Mrs.

Klohn, QEP is currently assisting 680

students. In the fall (2012), there was a 10%

increase in students completing Xtreme

courses, which was a little higher in history.

Mrs. Klohn described this as “significant success” (Klohn).

Peer Instruction (PI)

While all current methods of the QEP are greatly

assisting students reach their goals, Mrs. Klohn

noted that QEP is also seeking an innovative

teaching method called Peer Instruction (PI) that

improves student learning through active

engagement with the material. It’s a technique that

helps develop critical thinking skills and enhances

self-regulation; all that is essential for college

success (Schell).

Masses at NCTC are greatly being assisted by QEP’s faculty and staff to acquire

success in the three identified courses and to become independent, self-monitoring

students. Similarly, in fall 2012, I was enrolled in an Xtreme section of English 1301

where QEP’s inventions of academic success molded several students and me, into

accomplished individuals. As a first time college student, I was fearful that I won’t be

able to pass the course with flying colors, however through my instructor’s and

QEP’s assistance, that thought was untrue. Throughout the semester we assessed

our current studying skills. During this time we also developed

time management skills and with the help of the writing lab,

improved our writing capabilities. Applying these new abilities

helped me become a successful college student, as I was better at

completing my assignments and working on my tasks and

projects.

THE SOLUTION continued…

8 | P a g e

This diagram provides a visual representation of QEP’s agenda.

In QEP’s agenda, individuals arriving at NCTC are first divided into students

who are “new to college” and “transferring and returning students.” Masses

new to postsecondary education are then required to participate in academic

advising, while the other half are not required to do so. Further, students are

then filtered into “Xtreme” and “traditional” sections of

History, English, and Mathematics, after which results are

compared to determine if QEP’s interventions enhanced

student learning.

THE SOLUTION continued…

9 | P a g e

Quality Enhancement Plan offers several benefits to the community it serves by granting them an opportunity to lead a successful and competent life. It also provides moral satisfaction to faculty members involved, and an overall prosperity to the institution.

Educational Students benefiting from Quality Enhancement Plan will not only be expected to become college ready and achieve success in core curriculum classes, but they will progress towards a prosperous life. QEP allows individuals to grasp key academic behaviors and study skills that are crucial for college success. This in turn increases retention, which helps students reach their intended career goals and become successful individuals in life (QEP).

Moral The Xtreme faculty benefits morally as they assist students in acquiring academic success; whether it be transferring to a four year university, successfully completing core curriculum courses, or acquiring an Associate Degree. They lead students towards their specific career paths, which grant them happiness and satisfaction.

Institutional NCTC itself benefits from this non-profit, as QEP produces masses that are vital for institutional change. QEP transforms students’ academic behaviors and create a constructive learning environment for them to succeed, which brings about a substantial change to the institution. As QEP states, “This transformation…will reinforce and further the college’s broader vision of ‘becoming a recognized leader in higher education and a catalyst for economic, cultural, and community development’” (QEP). Thus, academic makeover is a beneficial process to both the individuals that QEP serves and to the college as a whole.

THE BENEFITS

10 | P a g e

Social Involvement

While QEP does an exceptional job in assisting students reach their academic goals,

it can further enhance students’ academic performance by increasing social

involvement on campus. This can be accomplished through urging individuals to

join clubs and organizations which will increase peer interaction, as well

communication with faculty members. Students attending NCTC for the first time

will develop a sense of belonging on campus, a component that greatly contributes

to persistence. Peter Barbatis in “Factors Contributing to Persistence” states,

“[That]…involvement outside the classroom contributes positively to student

success” (qtd. Astin, 1993). Thus, social interaction and urging students to

participate in extra-curricular activities can lead to student achievement in college

(Barbatis).

Also, Barbatis in the same article presents us with a very accurate visual of all the

elements that contribute to academic excellence in postsecondary education. Some

of which include; persistence, sense of responsibility, external support from friends

and family, time management skills, and social involvement (Figure 1).

Figure 1

ALTERNATIVE SOLUTIONS

11 | P a g e

Quality Enhancement Plan—Project Xtreme Academic Makeover, is an extremely

beneficial non-profit organization that fully commits to students success and

retention. QEP addresses “college readiness” as one of the major issues affecting

student accomplishment and completion rates at NCTC. However, through its great

support and key transformations, QEP is accomplishing its goal of improving the

overall academic performance of numerous students. It not only benefits the

individuals that it serves, but also works for the prosperity of our entire community.

Project Xtreme must continue to assist students achieve their ambitions, as

accomplished individuals are crucial to the wellbeing of our nation.

Barbatis, Peter. "Underprepared, Ethnically Diverse Community College Students:

Factors Contributing To Persistence." (2010): 16-20,. ERIC. Web. 25 Apr. 2013.

Cukras, Grace-Ann Gorga. "The Investigation Of Study Strategies That Maximize

Learning For Underprepared Students." (2006): Academic Search Complete. Web.

25 Apr. 2013.

Husain, Silvia Patricia Rios. "Student Success at the Community College Level." (2012):

n. pag. Academic Search Complete. Web. 25 Apr. 2013.

Millar, Brad, and David Tanner. "Students' Perceptions of Their Readiness for

Community College Study." (2011): 1-6. ERIC. Web. 25 Apr. 2013.

CONCLUDING THOUGHTS

WORKS CITED

12 | P a g e

North Central Texas College. "A Quality Enhancement Plan." NCTC Quality

Enhancement Plan. N.p., n.d. Web. 25 Apr. 2013.

"Remediation: Higher Education's Bridge to Nowhere." Complete College America.

Complete College America, 2012. Web. 25 Apr. 2013.

Schell, Julie. "Student-Centered University Learning: Turning Traditional Education

Models Upside Down." (2012): 20-23. Aug. 2012. Web. 25 Apr. 2013.

"Why Is College Readiness Important?" Rice University Center for College Readiness.

Rice University, n.d. Web. 25 Apr. 2013.

WORKS CITED continued…