Summary
基于我们对文献的回顾和在这所大学和其他机构的QEP努力, we are led to conclude that if we do not successfully integrate the student into the academic lifestyle by midterm of the first semester, 留存的可能性大大降低. 因此,我们需要一个能立即影响学生的项目, 而不是在第一年的课程中不断发展.
同样的, 通过审查机构数据和从现有学生群体中收集的信息, we discovered that many of the students attending TSU are quite vulnerable and that a significant challenge in any aspect of their experience at the university can have significant consequences for their success.
换句话说, academic success extends beyond the classroom into other institutional areas that may appear to have little bearing on classroom performance. 最后, our discussions with faculty and staff have led us to conclude that many of the resources and support that students would need to navigate the challenges that they face currently exist or have existed at TSU. However, the students seem to lack the knowledge that these resources and support are available; or the student’s believe that the support and resources do not exist in a manner that would actually be beneficial to their current needs.
这些结论使我们相信,我们需要一个项目,在学生在托国立的学术经历中进行早期干预. 此外, 以解决托大人口面临的许多脆弱性, 这种干预需要对学生的学业成功有针对性和影响力. 最后, 鉴于有许多必要的资源和支助系统既集中又有影响, 该计划需要建立一种机制来建立联系,以增加学生的知识和对这些资源的利用.
另外, the program must be designed in such a fashion that it creates a synergy among institutional areas that facilitates a smooth transition for students into the academic lifestyle. These insights have led us to further conclude that the QEP goal of academic success can be achieved only if institutional and student goals are aligned. We therefore modified our original vision for the QEP design to include not only factors critical to the development of the “whole student,,但也包括由大学教职员工定义的对机构成功至关重要的因素.
我们修改后的流程视图如图3所示. This revised vision moves from a “siloes” presentation to one that reflects an awareness of the institution’s role in providing systemic programming and practices from application through graduation that ensure student success. 因此,我们将TSU QEP描述如下:
The TSU QEP seeks to restructure current processes in an effort to enhance perceptions of programs and access to resources that impact student success. It seeks to replace ‘siloed’ practices with an integrated set of procedures that result in a seamless and systemic immersion of first-time freshmen into the collegiate environment.