About the Quality Enhancement Plan
Texas Wesleyan University has historically been, and remains, an institution that deliberately serves a highly diverse student population. Since many of the groups we serve are at a higher risk for non-completion, we chose to focus on improvements to the college experience in order to close the retention and graduation gaps. This focus — that aligns well with both the 2020 Vision and the Engage 2025 Strategic Plan — builds on other recent efforts that the University has been undertaking to improve retention and completion.
QEP Goals
Goal 1
Overall student retention and satisfaction rates will improve.
- Results from NSSE and SSI surveys, compared to 2022 and 2023 baselines
- Fall-to-fall retention rates, both overall and by demographic groups, compared to pre-QEP baseline
Goal 2
The student will develop clearer expectations about what they want from their Texas Wesleyan University experience, and how these expectations may change over time.
- Short reflective video in SPC-1301 Fundamentals of Speech to examine why the student has chosen Texas Wesleyan University, and to describe initial expectations from the experience
- Short reflective video in ENG-1302 Composition II to reflect on how and why the student's expectations have evolved during the first two or three semesters at the University
- Rubrics to evaluate the videos
- End-of-course evaluation questions in the two courses related to the student's awareness of goals and evolving interests
- Retention date for students who receive the interventions compared to those who do not
Goal 3
The student will connect and engage with the University and with their program of study through a scaffolded series of academic, student life and community-related activities.
- Year 1 "Connect" and Year 2 "Engage" will offer a series of task-oriented badges that help the student to develop and deepen a connection with the campus and their program. Tasks will include ones related to navigating University processes (e.g., FAFSA, advising), as well as those geared toward participating in student life and wellness activities.
- Year 3 "Lead" and Year 4 "Apply" will offer a series of student-oriented badges that help the student to be successful in volunteer activities, internships and the beginning of their career.
- Annual review of which badges are being completed
- Review of retention rates by badge and by demographic group
QEP Timeline
- Implementation and training on the badging platform ("training the trainers")
- Development of first-year "Connect" badges
- Development of the co-curricular transcript section in Canvas
- Creation of brief video orientation to badges for incoming freshmen
- Introduction of ASE reinforcement for SPC-1301 Fundamentals of Speech
- Implementation of QEP-specific end-of-course evaluation questions in all SPC-1301 Fundamentals of Speech sections
- Development of second-year "Engage" badges
- Introduction of ASE requirement for ENG-1302 Composition II
- Introduction of QEP-specific end-of-course evaluation questions in all ENG-1302 Composition II sections
- Creation of brief video introduction for incoming transfer students
- Development of third-year "Lead" badges
- Development of fourth-year "Apply" badges
- Analyze assessment data to determine whether any substantive modifications to the QEP may be needed. A rollout plan for such modifications will be determined in conjunction with their adoption.