Quality Enhancement Plan

Project Xtreme Academic Makeover

The purpose of the North Central Texas College Project Xtreme Academic Makeover was to transform academic behaviors of students through structured intervention strategies, and evidence–based instructional strategies for increasing student success. Successful completion in the targeted core curriculum courses of English 1301, History 1301, and Math 1314, and increasing the percentage of those students who earn a diploma or certificate in five years was also a main objective of the project. Project Xtreme was directly linked to NCTC’s strategic plan, which identifies Student Readiness, Learning & Success as a primary framework with a goal of improving student success in college preparatory and gatekeeper courses. During the duration of the project, we continued to build capacity with this identified student population and others to provide structured activities through our program objectives and goals.

 To view the original draft of the Quality Enhancement Plan: Project Xtreme Academic Makeover

Project Xtreme Goals & Outcomes

Goal 1

  • The QEP will increase the percentage of targeted students who successfully complete ENGL 1301, HIST 1301, and MATH 1314 by 10%.
    • Success rate increase- Students earning a “C” or higher in ENGL 1301, HIST 1301 and MATH 1314- 10% increase when compared to control group students.
    • Fall 2009 Baseline Data: ENGL 1301-21.6%; HIST 1301-25.4%; MATH 1314-41.3%.  2016 Benchmark Data: ENGL 1301-28.4%; HIST 1301-36.3%; MATH 1314-53.2%

Goal 2

  • Increase the number of students in MATH 1314, HIST 1301 and ENGL 1301 who earn a degree or certificate within 5 years of the beginning of the intervention by 10%.
    • 45% increase in the number of associate degrees awarded- 10,169 enrollment, 790 degrees (all students enrolled in MATH, HIST or ENGL). 2009 Baseline Data: 11,838- 430 degrees -4%
    • 20% increase in the number of certificates awarded institution wide- 10,169 enrollment, 145 certificates (all students enrolled in MATH, HIST or ENGL). 2009 Baseline Data: 11,838- 94 certificates- 1%

Goal 3

  • The QEP will increase the number, type and quality of structured activities or opportunities available to all students including advising, counseling, and other support.
    • 93% of QEP students completed the Time Management Assignment (6,038 out of 6,493 students)
    • Classroom presentations, seminars, and support activities available for all students increased by 51% (2009 Baseline: 118, 2016 Data: 240)

Goal 4

  • The QEP will increase in the amount and quality of student contact with advisors, counselors, and additional support services available to students in targeted courses.
    • 68% of QEP students met with an advisor and have an Academic Plan on file since implementation of the project.
    • QEP Students who utilized support services (tutoring and academic advising) have a 1.9% higher GPA compared to those who did not utilize any services.
    • 84% retention rate for QEP students who attend 5 or more hours of tutoring (compared to control group)
    • 78% retention rate for students who utilized student success services (less than 5 hours)

Goal 5

  • A minimum of twenty-five faculty and staff who work with students in targeted courses successfully completed the QEP Professional Development Experience.
    • 59 QEP Faculty completed QEP professional development workshops
    • 318 Institution wide faculty/staff completed one or more QEP professional development workshops

Goal 6

  • Faculty and staff, who complete training, can articulate the vision of the training, and apply the theories and practices learned to help students succeed.
    • 100% of QEP faculty utilize training methods in course content (action plans and assignments).
    • 42% of institution wide participants report utilizing training methods in courses