It is impossible to predict what questions you may be asked, although the following questions are sample questions you might expect reviewers to ask.
Examples of Questions about the Quality Enhancement Plan (QEP):
- What is VPCC QEP topic?
- How was the campus community involved in selecting this topic?
- What are the goals of our QEP?
- How will this QEP improve student learning or student success?
- How will the outcomes be assessed?
- Does VPCC’s QEP include specific activities for faculty?
- How will VPCC support the successful implementation and continuation of the QEP?
- What was the process used to select and develop the QEP?
Examples of Questions for Faculty, Chairs, and Program Coordinators:
- What brought you to VPCC? What’s unique about the college?
- What do you like about being a faculty member at VPCC?
- Are there any things you would like to see change at VPCC?
- Have you ever been involved in the faculty hiring process? If so, what was that experience like?
- How does your department or area conduct an assessment of student learning outcomes?
- Is the assessment of student learning outcomes process meaningful?
- How will your work or workload be impacted by the QEP, if at all?
Examples of Questions for Students:
- What made you decide to come to VPCC?
- What do you like about being a student here?
- How do you feel about the academic facilities at VPCC (the classrooms, library, tutoring center, etc.)?
- Does VPCC make it easy for you to know how to get help when you need it, such as tutoring, advising, technology support, etc.?
- Tell us about student life at VPCC regarding student organizations and activities.
- For online and distance students: Do you feel you have the academic resources needed to succeed as an online or distance education student?
Examples of Possible Questions for Members of the Board:
- What is the relationship between the local college board and the state
- board for community college?
- What process is used to screen board members for possible issues of undue influence on the college?
- How does the Board handle potential conflicts of interest?
- What kind of training or orientation do new members receive? What topics are included?
- What policies are in place to prevent minority control and/or undue influence from external bodies or persons?
- What are your policies and practices for self-evaluation?
- When was the last self-evaluation completed, and what were the results?
- What is the Board’s process for evaluating the president?
Examples of Possible Questions for Off-Campus Site Visits
- How many students are enrolled at the site this term? How many faculty teach here?
- What is the average class size?
- How do you evaluate teacher effectiveness? Is the effectiveness of all faculty members who teach at the off-campus site assessed according to published criteria, regardless of contractual status?
- Are students and faculty at the site given access and user privileges to library collections and services and other learning/information resources consistent with the degrees offered?
- Does the site provide student support programs, services, and activities that promote student learning and enhance the development of students, such as advising, tutoring, etc.?
- How do the physical facilities compare to those at the primary campus?
- Who are the administrative and academic officers at the site?
- What forms of technology are available at the off-campus site? How are students trained to use it?
- What steps are taken to provide a healthy, safe, and secure environment for all campus community members at the off-campus site?
- What are your procedures for addressing written student complaints at the off-campus site? How are these complaints resolved?