The Quality Enhancement Plan (QEP) ushers in an enhanced emphasis on learning.  As the project begins in 2007-08, training will focus on the faculty and counselors; however, sessions will be open to all who are interested and can be accommodated. QEP development opportunities will be offered in three distinct tracks. Development Tracks The professional development tracks are Communication Skills, Instructional, and Advising/Counseling.  The Communication Skills Track will prepare participants to effectively apply the skill when delivering instruction and services.  The Instructional Track aims to develop instructional approaches to improve learning. The three areas of emphasis or units are active learning, assessment, and learning styles.  Active learning provides an environment that involves students doing things (talking, listening, reading, writing, and reflecting) as they apply is what is being learned.   Assessment results in a deeper understanding of what students are learning by gathering information from multiple sources and discussing those findings. Learning styles are characteristics that indicate how the learner interacts and responds within the learning environment. The Advising/Counseling Track explores best practices in advising and counseling.  The QEP Training Teams Each training team will focus on a single unit (communication skills, active learning, assessment, learning styles, and advising/counseling).  One or more team members will conduct training sessions on all three main campus sites.  Co-facilitation is encouraged as it broadens experiences and insights and decreases the workload that comes with being a single facilitator.  A team leader(s) will be assigned on each team.  Team leaders are responsible for: Promoting the QEP and its supporting activities Acting as group manager by delegating tasks, keeping members on task, and organizing team meetings, discussions, exchange of resources, etc. Developing and submitting the final training schedule (dates, locations, and facilitators) to the co-directors Developing and submitting the final training unit, including all documents and resources, to the co-directors for posting to the QEP Resource Website. Regularly communicating with co-directors to share the team’s progress and activities All team members are responsible for: Developing expertise in training area Assisting with the development of the training schedule Assisting with the development of the training unit Delivering outstanding training Working together to establish and meet deadlines Working effectively with team members, other teams, and CCCC departments Maintaining good communications with team members It is expected that as training continues, additional faculty and staff members will show interest in becoming trainers in one or more of the five units.  Team leaders may want to actively seek interested individuals to add to the training team.  Those who show interest should contact the co-directors for next steps. Training & Resource Coordination Teams are responsible for all training sessions; however, a sub-committee of the Staff Development Committee will assist with training sessions by reserving rooms and equipment, introducing presenters, and helping with set up and clean up as needed.  One or two committee representatives will usually be available at each main campus site.  In some instances, representatives may not be available to assist prior to, during, or after the event.  In this case, the facilitator(s) is responsible for ensuring that all is prepared for the training session. Each team will be responsible for resource development of the unit as well as the actual training.   Resources might include readings, assignments, activities, links to useful websites, assessments, schedules, and presentations.  Materials resulting from participants’ work in the sessions may also be included in the resources. Team leaders should forward all materials to the co-directors.  Resources will be available through the QEP Resource Site on the CCCC server with password protection.  The co-directors will assist IMS in developing this site and serve as a clearinghouse for materials generated by the teams.  IMS will post the materials. Format Training will be offered in face-to-face and hybrid formats.  Face-to-face sessions will be available beginning Fall 2007 and hybrid (online and face-to-face) will be introduced by Fall 2008. All resources should be in an electronic format unless they are not available electronically. Proposed Schedules Training should follow a schedule to accommodate faculty and staff who are implementing the QEP.  Teams are encouraged to coordinate with implementation groups to ensure training sessions do not conflict with classes, meetings, and other activities. After a date and time are established, the session should be publicized to all college employees.  Requiring RSVPs for scheduled training sessions is recommended to ensure an adequate number of participants. As course redesign begins no later than Fall 2008, all implementation groups must complete training in communication skills and instructional training areas (active learning, assessment, and learning styles) no later than the end of Summer 2008.  Advising/counseling training should occur prior to the Summer 2009 advising/counseling period for new students.  In order to make the training hours manageable for everyone, each training unit (communication skills, active learning, assessment, learning styles, and advising/counseling) will require participants to be on-site for no more than four hours.  It is suggested that the four hours be divided into two 2-hour sessions.  Online components may expand these hours somewhat, but all training teams should keep in mind that implementation groups will have five units to complete.