How does RCC define learning?
At RCC, student learning is defined as the successful acquisition of meaningful knowledge, skills, and attitudes in pursuit of intellectual fulfillment, career training, and lifelong education.
What are the measurable outcomes?
The goal is to improve students’ reading comprehension. Through classroom activities students will be able to summarize main ideas from a reading as well interpret and analyze what they have read. Both inside and outside of the classroom, students will become engaged readers.
Doesn’t a reading class address these issues?
The college does offer developmental courses, DRE 096, DRE 097 and DRE 098, which introduce comprehension strategies, but such strategies must be reinforced in all coursework for students to improve not only comprehension but also to develop their critical thinking skills. As RCC faculty have stated, students often compartmentalize learning: one semester, one course and its content; transference of content and self-monitoring of one’s learning is not employed regularly by students–thus, the need for the QEP to address comprehension through both developmental and curriculum courses.
Does the QEP affect all students?
Yes and no. Part of the initiative includes the establishment of a student book club and a guest speaker series. These events are accessible to all Robeson Community College students. The renovation of the second floor of the library to create a Reading Center affords all students an opportunity to enjoy cozy reading areas. Additionally, a learning assistance center will house tutorial services as well as a writing center for which RCC students may seek help on college assignments.
Only students enrolled in select developmental reading courses as well as first year Nursing and Respiratory Therapy students will be exposed to diverse instructional strategies. Assignments by these students will be assessed, and students will be tracked throughout their tenure at the institution.
What are the benefits of RCC 4 R.E.A.L.?
–improved critical thinking skills –self-directed learners
–increased class participation –improved workforce preparedness
How will improvements in students’ reading comprehension be assessed?
Evidence of student progress will be assessed through both direct and indirect measures such as rubrics, tests, surveys, Nelson Denny Reading Test (NDRT), and Community College Survey of Student Engagement (CCSSE).
Who was involved in the topic selection?
The QEP Focus Team sought input from the institution’s constituents: students, faculty, staff, and community members. Focus group meetings produced a massive list of possible topics, but faculty input led to the selection of reading comprehension as it affects all students, regardless of their academic major.
Who was involved in the plan’s development?
The QEP Steering Committee served as the guiding force in directing the development of the plan. Its membership consisted of 5 faculty members, the Director of Records and Registration/Registrar, and the Assistant Vice President of College Transfer and Allied Health programs.
Members ensured that the decisions regarding the plan were based on evidence, that clear goals and objectives were developed, and that the implementation plan included the necessary resources and a viable timeline. Reading comprehension affects all areas of the campus: continuing education, student services, and educational services. Therefore, the institution created several committees, comprised of both faculty and staff, to address areas of the plan, such as assessment and communications/marketing.