b'MISSISSIPPI GULF COAST COMMUNITY COLLEGEScaffolding theories also inform the multifacetedspeak to customers and score them on the appropriate assessment of the Listening and Speaking SLOs.rubric.Additionally, the business representatives The QEP Development Committee determined thatprovide feedback on the scenarios used in the course listening and speaking skills build upon each othervia the advisory councils.Based on this feedback, so that to master listening, and speaking, studentsthe college can revise the curriculum and incorporate must master each distinctive part of the listeningnew teaching methodologies to better meet the and speaking process before advancing to the nextneeds of our stakeholders.phase. Therefore, the committee divided the ListeningandSpeakingSLOsintosubcategories.EachMacro-Assessment:semester, the instructors will assess a specific skill in the listening and speaking process.This approachAssessing the Overallto assessment will make identifying deficienciesSuccess of the QEPand remediating them much easier than assessingWith broad-based input from all stakeholders, the listening and speaking in general.The assessmentQEP committee established three QEP Commitments:data will also enable the committee to revise the QEP, if necessary.Having multiple focus areasQEP Commitment #1 for a single SLO facilitates identifying failures andThecollegewillbuildafoundationto successes in a timely manner. Table 12 (page 55) offers an overview of this scaffolded approach, includingfacilitate students attainment of the three outcomes with baseline data, intervention, frequencySLOs.of measurement, and assessment instrument.Instructors of the designated courses use prescribed,QEP Commitment #2universal assignments designed to teach the desiredThecollegewillpartnerwithMGCCC listening and speaking strategies and adapt them tostakeholders to gather feedback on the the specific context of their courses and Career fields.effectiveness of the training.For example, the nonverbal universal assignment requires students to demonstrate effective nonverbal communication in an interaction with a client orQEP Commitment #3coworker, so the instructor creates a common scenario The college will commit resources to initiate, that often occurs in her or his particular professionimplement, and sustain the QEP, assessing to assess students abilities.The skill set is the sameits overall effectiveness throughout various across careers; however, having students apply thephases of the process. skills in a specific real-world context allows instructors to assess students abilities to contextualize the application of the essential skills.The QEP implementation Committee will assess the attainment of QEP Commitment #1 by evaluating In subsequent courses (i.e., 2nd and 3rd semester),Career students attainment of the three SLOs. The students complete an activity using a realisticQEP is designed with a multi-tiered implementation customer service scenario to demonstrate proficiencyand assessment process to mirror the stackable in listening and speaking.These are real scenarioscredentials model of Career programs.Students in provided as examples by representatives from localCareer programs can earn a credential or certificate businesses and industries (i.e., Career programat fifteen and/or thirty hours, a diploma at forty-five advisory councils) or scenarios that instructors createhours, and a degree at sixty-hours.Based on research, based on research.The assessment of the projectsthe committee identified a hierarchy of essential is multi-layered.Instructors use rubrics designedskills (described in the Implementation section) and specifically to evaluate the essential skills of the QEP.assigned a particular essential skill to each phase of The instructors assess how well students listen to andthe stackable credential model.MGCCC QEP 2019 53'