QEP implementation will begin in the Fall 2024 term with every objective except for Objective 5: Targeted Intervention Programs, which is projected to begin once the proposed FYE office has been established, and Objective 6: FTIC Co-Enrolled Courses, which will begin in Year 1. Fall 2024 through Spring 2025 makes up “Year 0,” and is characterized by convening planning teams and committees, constructing databases, identifying necessary personnel, and securing space for a central FYE office. The next three years include program and curriculum design, as well as rolling out orientation revisions, the first-year seminar, an updated early alert system, targeted intervention programs through the central FYE Office, and the expanded use of a customer relations management (CRM) platform to increase student use of formal support systems.

The last three years of the QEP are characterized by expanding the scope of the first-year seminar, introducing co-enrolled paired courses with the first-year seminar, developmental reading and writing, and developmental math, and conducting full reviews of the programs which were implemented in the first two years. A full timeline can be viewed in Appendix D, which includes both a visual table and a text-based table to capture program and initiative action-items and milestones.

Year 0 (2024-2025)

• Convene an orientation planning team with personnel from different departments across the district to review current orientation format and materials. This includes the construction of a database system to capture student orientation data (attempts, completions, and quiz results). This team makes revision recommendations.
• Identify EDUC and PSYC faculty members who wish to participate in the re-designing of EDUC 1300/1100. They convene and begin the work of rebuilding the course.
• Convene an early alert system (EAS) evaluation committee comprised of faculty and staff from various departments to explore current processes and software that can be scaled across the district. 
• Campus provosts identify space on a Collin campus to house the FYE Office. Create positions and job descriptions for an office manager, two coordinators, and an administrative assistant. Furnish and supply the proposed FYE office heading into Year 1. Hire and train office personnel and transfer responsibility for the FTIC general survey to the proposed FYE office. Redesign the FTIC survey to function as a post/pre-test instrument that is introduced to students at the end of their orientation and at various points throughout their first year.
• Identify personnel from various departments across the district for a Resource Awareness Committee (RAC). (This committee will include the manager of the proposed FYE office, who will be hired during this time.) The committee researches the use of a CRM platform for mass communication plans and collecting engagement data.

Year 1 (2025-2026)

• Implement orientation revisions, and evaluate and assess program outcomes. Years 2, 3, 4, and 5 (2026-2030) consist of continual updates based on program evaluations and continued formative and summative assessment. Incorporate the re-designed FTIC general survey (from the proposed FYE office) into the virtual orientation.
• The faculty committee continues to redesign the EDUC 1300/1100 into a first-year seminar. This includes a review of the credentials required to teach the course as well as the necessary training materials for instructors. Instructors are hired and trained to teach the number of sections that would be necessary to require the course for FTIC students in the AA and AS majors who require INRW and MATH 0405 or no placement. 
• Implement new early alert procedures in targeted DE and EDUC courses based on the recommendations of the EAS evaluation committee. Train first-year seminar and developmental education faculty on how to use the early alert system, and recruit and train a team from various departments across the district to serve as EAS intervention responders. 
• The proposed FYE office absorbs district-wide FTIC intervention programs and initiates a program review process. The office also conducts a district-wide needs assessment to assist in creating new targeted intervention programs. This is also the year when the proposed FYE office oversees training for new and continuing FYS faculty. This will be continuous from here on.
• All district-wide FTIC programs are consolidated under the proposed FYE office, including the Academic Planning Coach Program. A needs assessment is conducted for target populations and a database is constructed in the FYE office to capture student data.
• Convene a committee of faculty and staff to establish schedules and formats for EDUC 1300 and INRW 0405 co-enrolled courses.
• Provide district personnel with training by the RAC regarding campus resources and best practices for student communication. The RAC continues to meet to conceive of communication content. Implement communication plans using the newly expanded CRM platform, which will be managed out of the proposed FYE office. 

Year 2 (2026-2027)

• Implement the newly designed first-year seminar for developmental AA and AS FTIC students needing MATH and INRW 0405. Hire and train instructors as necessary, and commence summative evaluation of the FYS course. 
• While managing absorbed FTIC programs with partnering campuses, the proposed FYE office uses the needs assessment data along with institutional data to conceive of and implement new FTIC student programming. The FYE office also continues with program review procedures. This continues through Years 3, 4, and 5 (2027-2030) and beyond.
• Expand the EAS to all sections of the FYS course, along with INRW and DE MATH courses. Evaluate and adjust the EAS accordingly and continuously from this point on.
• New student intervention programs are implemented across the district. Programs include peer and faculty mentor programs for first-generation students, peer tutoring programs, and leadership programs for male students of color, among others. Training is created and hosted by the proposed FYE office for program coaches, mentors, and volunteers. Programs are evaluated for effectiveness. This continues through Years 3, 4, and 5 (2027-2030), with continuous program improvement based on participant outcomes and feedback.
• Implement EDUC 1300 and INRW 0405 co-enrolled courses.
• Continue to implement mass student success resource awareness campaigns using the CRM platform. Data is collected and stored in the CRM platform to be used for evaluation. This data is compared to students’ self-reported data on formal resource usage in the FTIC pre/post-test survey. This along with personnel resources training continues through Year 3, 4, and 5 (2027-2030).

Year 3 (2027-2028)

• Continue to require the FYS course for developmental AA and AS FTIC students. Convene a workforce curriculum committee to review how the required FYS course would fit into their degree programs. Continue to hire and train instructors for the FYS course as needed. FYS course evaluation continues.
• Implement additional co-enrolled courses for EDUC 1300 and MATH 0405. Evaluate the EDUC 1300 and INRW 0405 co-enrolled courses.
• Expand the EAS to all FYS, INRW, and developmental math sections. Summative evaluation of the EAS continues. Years 4 and 5 (2028-2030) see the continued implementation and continuous evaluation of the EAS.

Year 4 (2028-2029)

• Expand the FYS course to be required for FTIC students who are TSI not-college-ready with no college-level placement (INRW and MATH 0405 along with ENGL and MATH developmental coreq courses) in all AA, AS, and AAS majors. Instructor hiring and training continues along with FYS course evaluation.
• Continue to implement and evaluate EDUC 1300, INRW 0405, and MATH 0405 co-enrolled courses. 

Year 5 (2029-2030)

• Require the FYS course to FTIC students who place into any developmental education courses in all AA, AS, and AAS majors. Instructors continue to be hired and trained as needed, and summative course evaluation continues. 
• Continue to implement and evaluate EDUC 1300, INRW 0405, and MATH 0405 co-enrolled courses. 

The implementation of the QEP objectives will take a scaffolded approach, meaning that initiatives will be phased in slowly over time rather than introduced all at once. This is to allow Collin College faculty and staff to manage the increased workload of the proposed initiatives, but also to create and establish quality student support systems that can be sustained over time. 

Year 0 of the implementation timeline functions as a planning year to convene committees, redesign the pre-term orientation and the FYS curriculum, establish the proposed FYE Office, hire and train personnel, and build the infrastructure for data collection. Year 1 will see the implementation of pre-term orientation revisions, new early alert system procedures, the hiring and training of instructors for the proposed FYS course, and the consolidation of district-wide student programs into the newly established FYE Office. Year 1 is also when a committee will be convened to establish the schedules and formats of the FYS and INRW 0405 co-enrolled courses.

The redesigned FYS course and the initiative to require it for students who place into the first level of developmental education or lower is projected to start during Year 2 of QEP implementation. This is to give the FYS committee sufficient time to redesign the curriculum for EDUC 1300 and submit it to the curriculum advisory board (CAB) for approval. This is a necessary step for any course undergoing possible changes in learning outcomes. 

Years 3, 4, and 5 are treated primarily as evaluation and assessment years. The scaffolded approach to the initiatives articulated in this QEP serves the SACSCOC evaluative framework, Standard 7.2, insofar as it encourages greater support across Collin College’s various constituencies. It also allows the college to commit more resources to support FTIC students through 2030 and beyond.