‘Lean on Me’: Mentoring First Year Student Learning and Success in Gatekeeper Courses

AUD Quality Enhancement Plan

In 2007, AUD became the first institution of higher learning outside the Americas to be awarded independent accreditation by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) in the United States. A fundamental component of AUD's re-affirmation of this prestigious accreditation is the successful creation of a Quality Enhancement Plan (QEP).

The QEP is our commitment, as an institution, to enhance the overall quality and effectiveness of the education provided by AUD. Ultimately, the goal of the QEP is to improve student learning and success.

If you have any comments, questions, or concerns about our institutional QEP, please feel free to contact us at: qep@aud.edu

We look forward to working with you to enhance the educational experience for the AUD community!

Executive Summary

The focus of the QEP is to enhance success through mentorship support in first-year “gatekeeper” courses, transforming “gatekeeper” courses (i.e., barriers to student success and matriculation) to “gateway” courses. “Gateway” courses should prepare more students with the knowledge and skills needed to advance towards degree completion (that is, enhanced first year learning and success).

Specifically, the QEP goal is to enhance first-year student success though mentorship support in gatekeeper courses: the University Experience course (UNIV 100) and Developmental Math courses (MATH 090, 095, 103, 104).

We define “gatekeeper” courses as any first-year courses that effectively function as pre-requisites for progression to higher-level courses. More specifically, they can be characterized as barriers to student success and matriculation. These courses tend to have a high annual enrollment rates and a high rate of students not passing (i.e. grade of C- or below).

Following a data and research-driven QEP development process key gatekeeper courses at AUD were identified to include the University Experience course (UNIV 100) and Developmental Math courses (MATH 090, 095, 103, 104). These courses carry no credit but have an impact on learning and success in subsequent credit-bearing courses.

In terms of other operational definitions of key words within the QEP goal, we define “student success” as student matriculation from first year to second year, as well as student performance in first-year “gatekeeper” courses, “mentorship support” as academic mentorship, peer mentorship, and / or institutional support.

To support the achievement of the QEP goal, QEP objectives have been developed, each focusing on a particular gatekeeper course in line with the QEP goal. These objectives, along with associated actions to be implemented, are based on a literature review of best practices associated with first-year student learning and success. An implementation plan, budget and assessment plan have also been developed as part of the QEP to support the achievement of the QEP goal.

QEP Steering Committee Mission Statement

The mission of the Quality Enhancement Plan (QEP) Steering Committee is to: create and apply a complete process that encompasses every stage of QEP development and the various tasks therein; ensure that the QEP development process complies with the requirements and guidelines set by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC); oversee the production of a final QEP document that is ready for submission to the SACSCOC within the timeframe set for QEP completion and submission; and create mechanisms for implementing the QEP once it is approved by the SACSCOC.

QEP Steering Committee

QEP Development Team

Narrative Description click here

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News and Updates

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