QEP Frequently Asked Questions


What impact/benefits will the QEP have on the future of the institution and students?

  • Students will be better prepared for the demands and challenges of college and the workforce.
  • Students will have a better understanding of their learning process, their planned majors, and their career choices.
  • Better-prepared students tend to be more successful, so our retention and graduation rates should improve.
  • Students will make early and frequent contact with advisors who will provide a support system for them.
  • Students will view their learning as relevant and valuable.

What are the critical issues to be addressed by the QEP?

  • Technology – need for better student preparedness for the technology demands of college and work (ePortfolio, Banner, Blackboard, basic computer skills)
  • Careers – need for better understanding of the requirements and responsibilities of various programs and jobs
  • Advising – need for intensive and frequent advising as student matriculate

How will widespread participation be ensured?

  • Faculty from all divisions will be teaching sections of GPS Seminar.
  • After a successful pilot period, all students will enroll in GPS Seminar in place of their current orientation experience.
  • As part of GPS Seminar, all faculty and staff will be provided ePortfolio accounts and will be encouraged to participate in this valuable and reflective learning opportunity.

How does the QEP support the mission of the institution?

  • Mission: WSCC is committed to learning that transforms lives and communities.
  • GPS Seminar is designed to incorporate meaningful, transformative learning experiences for students; therefore, it aligns perfectly with our mission.

How is the QEP incorporated into the strategic plan of the institution?

  • Our strategic plan is Readinessᶟ: Ready for College, Ready for Work, Ready for Life.
  • WSCC students will be ready for college because of the technology skills, advising and planning requirements, and reflective writing experiences required in GPS Seminar.
  • Students will be ready for work because they will have technology skills and a clearer understanding of their potential careers.
  • Students will be ready for life because of the diversity experiences and reflective writing requirements.

Does the institution have the capacity for implementing and sustaining the initiative?

  • Yes, WSCC has the facilities, technology, faculty and staff needed to sustain the initiative.
  • GPS Seminar is a course for which students pay tuition. The tuition dollars will pay for the majority of the initiative.

The COC defines student learning as changes in knowledge, skills, behaviors or values.  How does the QEP address student learning outcomes within this definition?

  • GPS identifies four learning outcomes that focus on developing a plan of educational and career goals, describing their learning journeys (including diversity experiences), demonstrating technology skills, and demonstrating correct and coherent reflective writing.  These outcomes address all areas identified in the COC definition of student learning.

What should students know or be able to do post-implementation of the QEP that they don’t know or do now?

  • Effectively navigate Blackboard, Banner, and other institutional and course technology
  • Reflect upon their learning experiences in writing
  • Create a plan of study based upon thorough exploration of areas of interest
  • Make informed decisions regarding their educational journeys due to intensive and frequent advising

What are examples of expected observable results of the initiative?

  • At the end of Year 4 of GPS, we expect that our retention rate will have increased by at least 3%.
  • Generally, students will leave GPS Seminar knowing how to navigate effectively their Blackboard, Banner, and DegreeWorks accounts, along with other basic technology skills as outlined on the technology skills checklist.

What type of professional development has occurred for faculty and staff regarding the QEP?  What are future plans for professional development?

  • We have had multiple workshops on high-impact practices, ePortfolios, signature assignments, and the scope of the QEP itself.
  • We have held department-level informational meetings across all divisions and programs.
  • Through Roadmap funding, we have invited experts in ePortfolios and high-impact practices to conduct on-campus workshops.
  • We plan to offer eHow workshops as we implement the QEP.
  • ePortfolio accounts have been provided for all interested faculty and staff during the pilot year.

Does the project require changes in institutional policies and procedures?

  • The project will require us to get a new course designation approved by Postsecondary.

What is the impact on faculty, staff, and support infrastructure?

  • Faculty are currently involved in teaching sessions of ORI 101 and ORI 103, so teaching responsibilities will change little.
  • Additional training in ePortfolios and high-impact practices will be needed.
  • Advisors and faculty will work together more closely.
  • An additional technology position will be needed to assist with student technology training for GPS Seminar.
  • The Academic Dean and the new Director of Advising will collaborate to ensure that adequate personnel are available for staffing.

Can the institution afford to implement the QEP?

  • Yes, upon full implementation, the project is self-sustaining through tuition.

What budgetary concerns do you have regarding the project?

  • Although budgetary concerns may arise upon full implementation, at this point, we believe there are adequate facility, staff, and financial resources to support this project.

There must be meaningful results to report in the Fifth Year Interim Report.  Do you feel the proposed timelines are realistic?

  • Yes, if GPS Seminar is implemented as described in the QEP document, the timelines are, certainly, realistic for achieving meaningful results. In fact, we expect almost immediate results in some areas.