Focusing the QEP Responses to the follow-up survey Responses to the follow-up survey Report to the SACS Leadership Committee June 29, 2010
Focusing the QEPResponses to the follow-up surveyResponses to the follow-up survey
Report to the SACS Leadership Committee
June 29, 2010
The First QEP Topic SurveyThe First QEP Topic Survey
Results by Group for the
Four Topics Chosen Four Topics Chosen
0.7
Topic Selection: First Survey
0.4
0.5
0.6M
ea
n=
ye
s v
ote
s/to
tal
vo
tes
0.2
0.3
0.4
Me
an
=y
es
vo
tes/
tota
l v
ote
s
Faculty Staff Students Alumni
Experiential
0
0.1
Experiential 0.51 0.46 0.49 0.54
Post-grad 0.16 0.41 0.55 0.63
Abroad 0.52 0.31 0.37 0.17
Climate 0.43 0.31 0.19 0.26
Follow-up SurveyFollow-up Survey
For each topic,
• Two questions were asked using Likert-type rating scales:• Two questions were asked using Likert-type rating scales:
– Rate the potential impact of this topic on student learning.
(from ‘very high’ to ‘very low’)
How much do you see yourself getting involved? – How much do you see yourself getting involved?
(from ‘a lot’ to ‘not at all’)
• Two open-ended questions were asked:• Two open-ended questions were asked:
– If this topic is selected, what specific programs or projects should be
the focus?
– Do you have any concerns about the feasibility of developing a QEP on – Do you have any concerns about the feasibility of developing a QEP on
this topic?
• Additional comments were solicited.
Follow-up Survey RespondentsFollow-up Survey Respondents(171 total respondents)
Faculty Tenure-track TA Visiting PT/Lecturer
93 13 8 2
Staff Above Assistant
Director
Other full-time Other part-time
Director
24 25 6
Impact on Student Learning:
very high
Category Response % by Topic
average
high
low
average
0 5 10 15 20 25 30 35 40 45 50
very low
very low low average high very high
Experiential 1.2 1.2 8.8 47.4 41.5
Post-grad 4.1 11.1 26.9 35.7 22.2
Abroad 1.2 2.3 15.8 39.8 40.9
Climate 1.8 2.9 20 41.2 34.1
Ratings Distribution: Impact on
Student Learning by Topic
Experiential
Post-grad
Abroad
Climate
very high very low
Topic Impact on Student Learning by Position
4
4.5
5
Topic Impact on Student Learning by Position
2.5
3
3.5
4
Me
an
im
pa
ct s
core
1
1.5
2
2.5
Me
an
im
pa
ct s
core
Experiential Post-grad Abroad Climate
Faculty 4.11 3.35 4.12 3.96
0
0.5
1
Faculty 4.11 3.35 4.12 3.96
Staff 4.57 4.14 4.25 4.12
Response Category %
Impact on Student Learning by GroupImpact on Student Learning by Group
Experiential Learning Post-Graduate Success
high
very high
high
very high
average
high
average
high
very low
low
very low
low
0 10 20 30 40 50 60 70
very low low average high very high
Staff 0 0 1.8 39.3 58.9
Faculty 1.8 1.8 12.5 51.8 32.1
0 10 20 30 40 50
very low low average high very high
Staff 0 3.6 21.4 32.1 42.9
Faculty 6.3 14.3 30.4 36.6 12.5Faculty 1.8 1.8 12.5 51.8 32.1 Faculty 6.3 14.3 30.4 36.6 12.5
Response Category %
Impact on Student Learning by GroupImpact on Student Learning by Group
Study Abroad Campus Climate
high
very high
high
very high
average
high
average
high
very low
low
very low
low
0 10 20 30 40 50
very low low average high very high
Staff 0 0 14.3 46.4 39.3
Faculty 1.8 3.6 16.1 37.5 41.1
0 10 20 30 40 50
very low low average high very high
Staff 0 5.4 16.1 39.3 39.3
Faculty 2.7 1.8 22.5 42.3 30.6Faculty 1.8 3.6 16.1 37.5 41.1 Faculty 2.7 1.8 22.5 42.3 30.6
Predicted Involvement:
Category Response % by Topic
a lot
Category Response % by Topic
some
a good bit
a little bit
some
0 5 10 15 20 25 30 35 40
not at all
0 5 10 15 20 25 30 35 40
not at all a little bit some a good bit a lot
Experiential 7.1 12.9 28.8 34.1 17.1
Post-grad 11.7 26.3 35.7 21.1 5.3
Abroad 22.8 25.1 17 15.8 19.3Abroad 22.8 25.1 17 15.8 19.3
Climate 5.3 14.7 35.9 28.8 15.3
Experiential
Ratings Distribution: Predicted
Involvement by Topic
Experiential
Post-grad
Abroad
ClimateClimate
very high very low
3.5
4
Predicted Involvement by Position
2.5
3
3.5
me
an
in
vo
lve
me
nt
1.5
2
me
an
in
vo
lve
me
nt
0.5
1
Experiential Post-grad Abroad Climate
Faculty 3.59 2.94 3.07 3.54
Staff 3.02 2.61 2.45 2.91
0
Response Category %
Predicted Involvement by GroupPredicted Involvement by Group
Experiential Learning Post-graduate Success
a good bit
a lot
a good bit
a lot
some
a good bit
some
a good bit
not at all
a little bit
not at all
a little bit
0 10 20 30 40 50
not at all a little bit some a good bit a lot
Staff 14.3 16.1 33.9 25 10.7
Faculty 3.6 11.6 25.9 38.4 19.6
0 10 20 30 40
not at all a little bit some a good bit a lot
Staff 16.1 30.4 32.1 19.6 1.8
Faculty 8.9 25 36.6 22.3 7.1Faculty 3.6 11.6 25.9 38.4 19.6 Faculty 8.9 25 36.6 22.3 7.1
Response Category %
Predicted Involvement by GroupPredicted Involvement by Group
Study Abroad Campus Climate
a good bit
a lot
a good bit
a lot
some
a good bit
some
a good bit
not at all
a little bit
not at all
a little bit
0 5 10 15 20 25 30 35
not at all a little bit some a good bit a lot
Staff 26.8 30.4 21.4 14.3 7.1
Faculty 19.6 22.3 15.2 17 25.9
0 10 20 30 40 50
not at all a little bit some a good bit a lot
Staff 8.9 30.4 30.4 21.4 8.9
Faculty 3.6 7.2 38.7 32.4 18Faculty 19.6 22.3 15.2 17 25.9 Faculty 3.6 7.2 38.7 32.4 18
Cluster Analysis Results:
Specific Programs or Projects
Representative Quotes
�“A requirement that all students conduct a notable experience:
study abroad, internship, research, or creative works.”Specific Programs or Projects
for Experiential Learning
(121 total)
study abroad, internship, research, or creative works.”
�“I will only work on the student research portion. I didn’t work to
get a PhD to be part of co-curricular learning. The problem here is
that there is too much in the area of co-curricular activities and not a
serious focus on academics.”62 Study Abroad and IL (international and
domestic)
48 Undergraduate Research and Creative
(original) works
serious focus on academics.”
�“A mix of activities hitting a mix of different students. Internships
match business majors (and many others). UG research matches
math/science and most social sciences. Student affairs can provide
deep experiences in service and special co-curricular and recreational 45 Internships (includes community
partnerships and professional
networking)
25 Service Learning
deep experiences in service and special co-curricular and recreational
trips. Study abroad or domestic locations also fits. All of that looks too
broad, but it allows most everyone to get involved…both students and
faculty/staff. More involvement = more impact.”
12 Need for variety and extending the
opportunity to many
11 Co-curricular and Leadership
7 Embedded experiential learning in the
�“…The college needs to (a) give students somewhere to focus their
attention, and (b) encourage social ties that take a person out of their
social zone…”
�“The college has many programs in place to support experiential 7 Embedded experiential learning in the
classroom
7 Other (includes independent studies,
honors, and learning communities)
�“The college has many programs in place to support experiential
learning. I would like to see an emphasis on getting all students
involved in these programs, particularly those who may be more likely
to be underrepresented.”
�“If we want to be a top 50 liberal arts college then we have [to] �“If we want to be a top 50 liberal arts college then we have [to]
make ourselves different. Also to attract and keep good students they
need to have more opportunities rather than just going to class.”
Cluster Analysis Results:
Feasibility Concerns for
Experiential Learning
Representative Quotes
�“No concerns. I think that this would be one of the easier QEPs to
measure and show progress on.”Experiential Learning
(102 total)
35 None
measure and show progress on.”
�“These opportunities are NOT unique. Instead of focusing on sound
educational practice and academic rigor, the focus is on slogans.
Serious research on student learning is ignored or distorted.”
30 Resources (money and faculty time)
16 Breadth of Program
�“It really needs a strong team of leaders…perhaps one for each
major area. That’s hard to do on our campus. Funding is probably a
key limitation. Roanoke likes to do things on zero budget, and that’s
hard if a broad range of enhancements is attempted. A broad
initiative such as this also can lose focus…be too diffuse. But, the
10 Not “new” enough
5 Student Quality
initiative such as this also can lose focus…be too diffuse. But, the
bottom line is that this topic has something for everyone and that’s a
key thing!”
�“The variety of items listed above as potentially falling under this
4 Exclusion of Disciplines
�“The variety of items listed above as potentially falling under this
topic is worrisome. Without clear definition and cohesion, the QEP
will appear to be a convenient, but non defensible mishmash.”
�‘They will create the need for additional staff and faculty “person
hours” to create and supervise these activities.’hours” to create and supervise these activities.’
�“We need better support for IL travel courses and study abroad
opportunities so students can afford them. If we work on co-curricular
events, we have to find a way of ensuring students actually
participate in them. And undergraduate research needs to be participate in them. And undergraduate research needs to be
encouraged not only in the sciences but also in other fields. It seems
disproportionate right now.”
Cluster Analysis Results:
Specific Programs or Projects
Representative Quotes
�“Some programs in all departments in which our students have a
taste of what is the real world after undergraduate education.”Specific Programs or Projects
for Post-Graduate Success
(88 total)
29 Practical Experience and Experiential
Learning Opportunities
taste of what is the real world after undergraduate education.”
�“…practical experiences which apply to the work world or problem-
solving in general.”
�“Maybe an upper level career training requirement/course. Beyond Learning Opportunities
28 Graduate/Professional School
Preparation (includes scholarships &
fellowships)
20 Career Services (job-seeking skills,
�“Maybe an upper level career training requirement/course. Beyond
that, I find it hard to imagine a detailed full effort in this topic area. It
is too well defined and limited. To be honest, I think internships and
similar in depth experiential learning opportunities would have more
impact.”20 Career Services (job-seeking skills,
career counseling, and connections to
potential employers)
8 Focus on Student Learning—consistent
with the liberal arts mission
7 Embed into courses (includes
�“How to write a statement of purpose for a graduate program, what
to know about the particular program to which one is applying…walk
the student through the process a bit more.”
�“More focused career counseling and career-related experiences. 7 Embed into courses (includes
developing partial credit courses)
6 Don’t Know
4 Early Intervention
�“More focused career counseling and career-related experiences.
This is especially important in the humanities, where far too many of
our students graduate with no clear sense of direction or the relation
of their education to a possible career.”
�“I think this is an issue of making students understand how their 4 Early Intervention
5 Other (includes department-level
efforts and improved student quality)
�“I think this is an issue of making students understand how their
education improves their ability to function in the world.”
�‘There seems to be a “disconnect” between career planning and
exploration and the classroom experience. Why can’t career planning
topics be taught within the curriculum spending some class time on
these important post-graduate topics.’
Cluster Analysis Results:
Representative Quotes
�“I think this may take the focus off of the broad-based, liberal arts
approach fundamental to the college’s mission and lead to a more Cluster Analysis Results:
Feasibility Concerns for
Post-Graduate Success(78 total)
approach fundamental to the college’s mission and lead to a more
vocational focus.”
�“I am concerned that liberal arts not be turned into vocational
training. I understand the tenor of the times, but I do worry that we
not lose sight of what our mission is.”22 Violation of the Liberal Arts Mission
18 None
not lose sight of what our mission is.”
�“This seems to me the most problematic topic because it is one
over which faculty have the least control. That matters since we will
be held responsible for success or failure. RC can provide
opportunities, but it cannot make students do things, even when 13 Lack of Control (Problems with
implementation and impact)
12 Student Motivation Issues
opportunities, but it cannot make students do things, even when
some specific course of action would be highly advantageous to the
student’s future…”
�“Topic has strong points, but I fear it might devolve into job
7 Faculty Buy-in
�“Topic has strong points, but I fear it might devolve into job
placement expectations. It could create false hopes; it would have to
be carefully defined. It could connect the curriculum of the college to
the world of work after college which may motivate some students.”
�“A lack of job satisfaction is not a reason to beef up RC’s pre-�“A lack of job satisfaction is not a reason to beef up RC’s pre-
professional programs. That fact is that most people will have at least
5 different jobs by the time we are 30. The best thing we can do as a
College is to provide a solid base of subject and skill…”
�“ With such little faculty interest it would never fly. You need better �“ With such little faculty interest it would never fly. You need better
buy in.”
Cluster Analysis Results:
Specific Programs or Projects
for Study Abroad
Representative Quotes
�“To undertake this QEP we would need, in advance, a commitment to
deal with the costs of making travel study affordable for all students and
the costs of establishing an adequately staffed administrative office to for Study Abroad
(102 total)
26 All students should travel/Economic
Support so this can happen
the costs of establishing an adequately staffed administrative office to
build international connections with host sites and to assist faculty in
planning and logistics.”
�“Shorter trips associated with May term rather than semester-long
opportunities. I think giving EVERY student the opportunity to go 26 Short-term programs (IL, January,
Summer)
19 More programs and opportunities
(includes promotion of programs and
more diverse offerings)
opportunities. I think giving EVERY student the opportunity to go
overseas for 2-3 weeks is better than MOST students on a semester-long
event.”
�“…I would like to see a climate where study abroad provides a common
experience for most of our students. Not an IL course, but a semester or more diverse offerings)
18 Global Enrichment (includes on-campus
and programs to supplement the
abroad experience)
17 Long-term programs (semester, year-
experience for most of our students. Not an IL course, but a semester or
year abroad…”
�‘Study abroad, in and of itself, is desirable, but the focus should be on
international education in general so that students can be informed,
involved “global” citizens. We need to commit to truly internationalizing 17 Long-term programs (semester, year-
long, internships abroad)
14 Administrative Support
12 Build into Major (includes
programmatic revisions and JYP)
involved “global” citizens. We need to commit to truly internationalizing
the campus and curriculum in a variety of meaningful ways. Study
overseas should be just one component in a mix of efforts to better study
and understand an interdependent world.’
programmatic revisions and JYP)
11 Cultural Immersion (local communities
abroad and domestically)
9 RC-run Programs
�“Find ways for all departments to participate.”
�“…Students who study abroad should be involved in a project with the
local community, not just attending classes on campus.”
�“…we need to build off the success of the May term program, and 9 RC-run Programs
3 Don’t Know
�“…we need to build off the success of the May term program, and
incorporate a variety of other travel and cross cultural experiences to
create a varied ecosystem of travel opportunities…”
Cluster Analysis Results:
Feasibility Concerns for
Representative Quotes
�“I think there are two problems here: 1) lack of funding for students
and 2) lack of support for professors/staff planning trips.”Feasibility Concerns for
Study Abroad
(96 total)
and 2) lack of support for professors/staff planning trips.”
�“None at all. Of the four topics, this one is the most concrete and
represents the largest opportunity for us to meet an embarrassingly
large need.”
51 Resources (Funding, Time, and
Support)
18 None
�“Even if expanded this is unlikely to impact all students. I would like to
see this combined with other experiential activities as in item #1.”
�‘A real commitment to this QEP would require more of the faculty to
lead programs, which may be difficult to achieve. Moreover, for the
11 Too Narrow--Should be a piece of
Experiential Learning
9 Lack of Faculty Interest/Buy-in
lead programs, which may be difficult to achieve. Moreover, for the
programs to legitimately reflect our pedagogical goals, faculty would
have to actually teach their classes abroad, not just “tour”.’
�“Works for the humanities primarily. The sequenced nature of
math/science curricula makes it hard for this to really work well
7 Not appealing/appropriate for all
majors
6 Lack of Student Interest
math/science curricula makes it hard for this to really work well
(semester abroad). It might not work well for Business either…our
largest major. As a scientist, the only participation I see for myself is
building more flexibility into my major curriculum to allow this. I don’t
expect to really participate meaningfully.”
4 Faculty Training Needed (includes
clear guidelines and policies)�“…So much is dependent on student attitude, which is really
unaffected by the study abroad experience (i.e., is the student mature
enough to handle a semester abroad?)”
�“ The lack of help for faculty in planning and implementing May term �“ The lack of help for faculty in planning and implementing May term
trips restricts the number of courses offered due to interested but
inexperienced faculty being hesitant to take on the daunting task of
travel planning with little expertise and little support…”
Cluster Analysis Results:
Specific Programs or Projects
for Campus Climate
Representative Quotes
�“RC needs more community-wide academic enrichment experiences
and fewer individual ones. A look at the RC calendar will show evidence for Campus Climate
(91 total)
21 Quality Programming (includes guest
speakers and academic programs)
and fewer individual ones. A look at the RC calendar will show evidence
that we offer PLENTY of academic-enrichment experiences, so many that
the audience for any event is stretched thin because of the number of
events.”
�“I think we need to lessen the focus on extracurricular activities, speakers and academic programs)
21 Student Life—RC Community and
residence life promoting academic
engagement
17 Not sure/No specifics/ Too broad to
�“I think we need to lessen the focus on extracurricular activities,
increase the focus on academics, and encourage students to declare their
major as soon as possible. It would also be good to integrate academics
with the residence life experience.”
�“I don’t know! How do you make working hard cool?”17 Not sure/No specifics/ Too broad to
know
16 Higher academic standards (includes
professional development for increased
rigor and INQ course preparation)
�“I don’t know! How do you make working hard cool?”
�‘I don’t know. I am truly concerned but don’t see an obvious or easy
quick fix or we would have done it by now. Clearly CCLS wasn’t the
answer. I think the House Society concept is intriguing and may help but I
suspect we are talking about a 3 legged stool here and we need several 10 Early Interventions (includes
orientation and earlier declaration of
major)
7 Admissions/stronger students
suspect we are talking about a 3 legged stool here and we need several
viable ways of approaching the problem simultaneously. Of the four this
is, in my opinion, the most critical and yet most difficult “problem” to fix.’
�“Identifying how we can make our freshmen take academic life more
seriously prior to academic failure. Raising the bar for all students in a 5 Combating “Greek” life and anti-
intellectual activities
3 Honor System/Academic Integrity
2 Other structures (course evaluation
seriously prior to academic failure. Raising the bar for all students in a
fashion similar to the honors program which tries to build camaraderie
and cohesiveness among its participants. Students need to feel they have
accomplished something by getting in to Roanoke rather than coming
here and assuming anyone can get in and stay in with very little effort…”2 Other structures (course evaluation
system, student schedules)
here and assuming anyone can get in and stay in with very little effort…”
�“If we were to define the number one problem at RC, this is it…I do not
personally know what more can be done outside of admissions…”
Cluster Analysis Results:
Feasibility Concerns for
Representative Quotes
�“This could be unwieldy, too big, too fast with little focus to make an
impact.”Feasibility Concerns for
Campus Climate
(92 total)
impact.”
�“Most vaguely defined of all and most difficult to change short-term.
This is a worthwhile generation-long challenge…”
�“This is the most important topic. Admins stand back and allow the
31 Too “big” of an idea/Too difficult to
change in the short-term
15 None
�“This is the most important topic. Admins stand back and allow the
students to be the focal point of the College.”
�‘Not convinced the analysis is entirely correct. The fact is that too
many of our students have/had Roanoke as second or third choice. Also,
many of our students are NOT PREPARED FOR COLLEGE. There is seldom
13 Student Quality/Student Fit and
Motivation
9 Faculty/Staff behavioral changes
needed
many of our students are NOT PREPARED FOR COLLEGE. There is seldom
a discussion of the pipeline which to many of the faculty is the
“elephant in the room”.’
�“While it seems to be a broad based initiative, I don’t think the real
impacts will come from those most interested in academics. Rather, needed
4 No New Ideas
3 Competition with non-academic
offerings
impacts will come from those most interested in academics. Rather,
student life and admissions would be the key. Thoughtful strong leaders
from these areas would need to step up and take charge…”
�“Is there anything that could work that we haven’t already tried?”
2 Student income disparities �“ I would love to see a more academically oriented campus, especially
one where we could drastically reduce the influence of “Greek”
organizations. They emphasize class differences (greek life is expensive)
and their organizations’ activities compete with study time and promote
a culture of drinking as entertainment…”a culture of drinking as entertainment…”