Howard College - Big Spring, Lamesa, San Angelo, SWCID

Goals & Objectives

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QEP Goals

The main goals of the QEP are as follows:

  1. Students will demonstrate necessary skills to successfully complete their first year of college.
  2. Students will engage in career and academic planning.
  3. Students will engage in campus and community activities and service work.


QEP Timeline

Fall 2014 - Fall 2015 QEP Plan Development
Fall 2015 - Spring 2016 Target population performance tracking and focus groups
Fall 2016 - Spring 2017 Soft pilot (2 clusters of 10 students at Big Spring and San Angelo), training, professional development, marketing
Fall 2017 - Spring 2018 Full implementation with target population
Fall 2018 - Spring 2019 Continue implementation with initial target population
Fall 2019 - Spring 2020 Continue implementation adding students taking 9 or more SCH
Fall 2020 - Spring 2021 Continue implementation adding students taking 6 or more SCH
Fall 2021 - Spring 2022 Final year of implementation / write 5th year report
Summer 2022 Finalize and submit 5th year report

Plan Overview

QEP Plan Overview

Plan: Each student will complete a LEADS plan over the course of two semesters:

Academic / Career: Activities that focus on academic achievement, career exploration and planning, and college success.

Social / Personal Enrichment: Activities that engage the student in college life, engage the student in their local community, and introduce them to service work.

Coaches &
Each Learning Cluster will have the following:

Coach: Faculty or staff; qualifications must be met; teach the LEADS course; lead the learning cluster activities

Mentor(s): Faculty or staff; qualifications must be met; work directly with the coach and students; serve as a guide / counselor for students in cluster
Student Mentor(s): Year 2 of implementation; $150 scholarship; student resource

A marketing campaign will be carried out in each local community to get participation from various professional and civic groups.  LEADS will have a pool of available professionals among the learning cluster divisions to come speak with students and serve as career and professional role models.


QEP Strategies

The target population for this project is first time in college, college ready, full-time students.  Students who are first time in college and college ready but are not enrolled full time will be added beginning in year 3 of the program.  Students will be placed in Learning Clusters that are grouped by student areas of interest.  The six clusters are: Health Sciences, Business & Industry, Arts & Humanities, STEM, Public Service and Undecided. Each Learning Cluster will include the following:

  1. Coaches: Faculty and/or qualified staff members who will lead a cluster.
  2. Mentors: Faculty and/or staff members who will guide or counsel students in a cluster.
  3. Student Mentors (effective year two after implementation): At the end of the first academic year, LEADS students will apply to mentor students entering year two Learning Clusters. Student mentors will receive a $150 scholarship. 

Faculty and staff will apply to participate in clusters as mentors and coaches. Participants will receive appropriate training so they will understand all expectations and duties associated with their roles.

The Learning Cluster Coach, as part of his/her duties, will teach a LEADS Course during the fall term. All Learning Cluster LEADS Courses will cover the same general core objectives (time management, study skills, test-taking skills, etc.), but will also cover specific objectives focused on each clusters' area of interest. During the program, each individual student will develop a LEADS Plan which will consist of specific outcomes that must be met by the end of the first academic year.


The LEADS Plan is compromised of two main component areas:


Completion of LEADS Course
Community involvement (academic / career) 
Completed academic and career path plan 
Documentation of advising / registration 
Attendance at combined events
First semester survey
Course evaluations
Student satisfaction survey
End of program reflection
Fall attendance
Spring attendance at LEADS Cluster meeting

Involvement in college activities
Community involvement (social / personal)
Service to others
Campus involvement


Howard College does not discriminate on the basis of race, color, national origin, sex, disability, age, religion, veteran's status or any other protected class in its programs, activities, admission, or employment practices.  The following person has been designated to handle inquiries regarding the non-discrimination policies:  Director of Human Resources, 1001 Birdwell Lane, Big Spring, TX 79720, 432-264-5100.  For further information on the policy of non-discrimination, visit this link for the address and phone number of the office that serves your area.