developing qep
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Developing Faculty Buy-in for a QEPfocused on Undergraduate Education
at a Doctoral/Research University
Developing Faculty Buy-in for a QEPfocused on Undergraduate Educationat a Doctoral/Research University
Drs. Marilyn Kurata, Edwin W. Cook III, and
J ohn C. Mayer; SACS-COC; December 4, 2005
Drs. Marilyn Kurata, Edwin W. Cook III, and
J ohn C. Mayer; SACS-COC; December 4, 2005
Accompanying handout available at:http://sacs.ad.uab.edu/DevelopingQEP-2.pdf
http://sacs.ad.uab.edu/DevelopingQEP-2.pdfhttp://sacs.ad.uab.edu/DevelopingQEP-2.pdf -
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Who we are:Who we are:
Part of the University of Alabama system
UAB (Birmingham)
UAH (Huntsville)
UA (Tuscaloosa)
UABs Vision Statement:
An internationally renowned research
university a first choice for educationand health care.
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Our Mission Statement:Our Mission Statement:
UAB is a research university
and academic health center that
discovers, teaches and applies knowledge
for the intellectual, cultural,
social and economic benefit
of Birmingham, the state and beyond.
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Snapshot of UAB:Snapshot of UAB:
A Carnegie Doctoral / Research-Extensive University
Degree Programs
Total: 138 across 13 schools
Undergraduate: 51 across 8 schools
Fall 2004 student population:
Total: 17,740
Undergraduates: 11,441
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Preparing for reaccreditationPreparing for reaccreditation
University-wide strategic planning initiative
Surveys
Interviews
Focus groups and department-level
discussions Data reviews
Meetings with teaching award winners Meetings with student leaders
Community input
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Potential areas of enhancement:Potential areas of enhancement:
Life Skills
Leadership
Collaboration & teamwork Diversity Information technology Time and financial
management Global and community
consciousness
Critical thinking Communication skills Ethics/values/integrity
Core competencies
Numeracy
Literacy
Academic Enrichment
Research opportunitiesfor undergraduates
Participation in
experiential learning Honors experiences
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Focus of our Quality Enhancement PlanFocus of our Quality Enhancement Plan
Improving, in a comprehensiveand integrative way, fundamental
learning competencies at the
undergraduate level
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Formation of our QEP CommitteeFormation of our QEP Committee
QEP Committee the Foundation forFaculty Buy-in
Led by faculty from three arts andsciences schools:
Chair from Arts & Humanities Co-chairs from
Natural Science & Mathematics
Social and Behavioral Sciences
External Consultant
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QEP Committee MembershipQEP Committee Membership
Representatives from:
8 schools with undergraduate programs
Faculty Senate
Provosts office
Student Affairs
Student Government Association
UAB Honors Program A faculty-driven process
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Data Collection OverviewData Collection Overview
Multiple methods used: Review of literature and best practices
Site visits (virtual and actual) Informal meetings with experts
Faculty survey
Faculty focus groups
Other surveys
A dual-purpose enterprise: Expanding our understanding of the issues
Enhancing buy-in
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Review of l iterature and best practicesReview of l iterature and best practices
Initial step in data collection, but ongoing
Shared concepts, and buy-in, within the committee
Literature review examples:
Boyer Commission report on Reinventing UndergraduateEducation: A Blueprint for Americas Research Universities
Greater Expectations Project: Taking Responsibility for theQuality of the Baccalaureate Degree
Lynn Steen (Ed.): The Case for Quantitative Literacy
Colby et al.: Educating Citizens: Preparing AmericasUndergraduates for Lives of Moral and Civic Responsibility
Articles from the Chronicle, WSJ , NY Times, etc.
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Virtual and Actual Site VisitsVirtual and Actual Site Visits
Web site visits to > 50 colleges and universities
Actual site visits to:
Georgia State University
Indiana University Purdue University Indianapolis
Special-purpose visit Mathematics Teaching and Learning Center at the
University of Alabama (Tuscaloosa)
About 50% of QEP Committee participated insite visits
You cant get it all from web sites!
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Input from individuals with specialknowledge and expertiseInput from individuals with specialknowledge and expertise
Academic advisors
Leaders in Student Affairs Executive Director, statewide Articulation
and General Studies Committee Consumersof our graduates:
Graduate Program Directors
Employers, via our Career Center
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Data Collection Initiatives TargetingFaculty Buy-In Outside the CommitteeData Collection Initiatives TargetingFaculty Buy-In Outside the Committee
Survey of faculty teaching first courses in themajors.
key foundation competencies.
Focus Groups of faculty teaching upper-divisioncourses in the majors.
graduation-level competencies.
Faculty participants nominated by QEPCommittee members, deans and departmental
chairs.
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Key Aspects of our Faculty SurveyKey Aspects of our Faculty Survey
1. Advertised and informed faculty of the QEP process
2. Rapidly involved large numbers of faculty
3. Web-based methodology rapid acquisition andanalysis.
4. Provided a baseline for later assessment of the QEP,
as it is implemented5. Follow-up contacts required to boost participation
69% of nominated faculty, representing
85% of undergraduate majors, and
98% of graduates
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Sample Items from our Web-basedFaculty SurveySample Items from our Web-basedFaculty Survey
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Key Aspects of our Faculty Focus GroupsKey Aspects of our Faculty Focus Groups
1. Like the survey, contributed to faculty buy-in:
involved many faculty
advertised and informed regarding the QEP process
2. Complemented survey characteristics:
Elicited a wider range of ideas and reactions
Faculty could respond to each others ideas
Less representative
3. 6-12 participants / group4. Facilitators and recorders were QEP Committee
members from other schools
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Faculty Focus Group AgendaFaculty Focus Group Agenda
1. Results of the faculty survey
2. Competencies that our graduates should
have acquired, regardless of major3. Ongoing and recommended activities that
support the graduation competencies
Subtext
1. We value faculty input and are using it to
shape the Plan2. Graduation competencies are a facultyresponsibility
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Other SurveysOther Surveys
Groups surveyed
Alumni
Parents Association
Purpose
Further advice on graduation competencies
Engaging the broader UAB community
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Phases of the Development ProcessPhases of the Development Process
Phase 1: Committee of the whole
Phase 2: Subcommittee process
Phase 3: Writing and refinement
Phase 4: Publicity campaign
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Work of the committee of the wholeWork of the committee of the whole
Confirmed focus on corecompetencies
Data collection: design and review
Small group meetings withconstituents
Continual liaison with schools anddepartments
Committee found it useful toCommittee found it useful to
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Committee found it useful tovisualize emerging issuesCommittee found it useful tovisualize emerging issues
Question #3 Howshouldresponsibilities bebetter coordinatedbetween Gen Ed andMajor courses?
EnablingCore
Gen EdCourses
Major Courses
Question #1 The surveyasked about this transition Question #2 What
are essentials forUAB graduates?
Question #3 Howshouldresponsibilities bebetter coordinatedbetween Gen Ed andMajor courses?
Greatest accomplishments of theGreatest accomplishments of the
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Greatest accomplishments of thecommittee of the wholeGreatest accomplishments of thecommittee of the whole
Shared Vision for a UAB Graduate
Consensus on targeted bestpractices
Weaknesses of the committee of theWeaknesses of the committee of the
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Weaknesses of the committee of thewholeWeaknesses of the committee of thewhole
Difficult to accommodate 17 conflictingschedules
Too much time spent on details
Everybody has to say everything
Too large for developing proposalsefficiently
Phase 2 of the planning process:Phase 2 of the planning process:Creation of subcommittee structure
Subcommittee structure and how itSubcommittee structure and how it
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Subcommittee structure and how itworkedSubcommittee structure and how itworked
Subcommittees
Writing /
Communi-
cations
Coherent
Knowledge
Base
Quantitative
Literacy
Ethics and
Civic
Responsibility
Learning
Communties
Mid-CurriculumEnhancement
Center for
Teachingand Learning
Capstone
Experience
Ways and
Means
Dimension
Competencies Dimension
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Vision and practice come togetherVision and practice come together
Shared Vision
Competencies
Dimension Writing /
Communications
Coherent KnowledgeBase
Quantitative Literacy
Ethics and CivicResponsibility
Best Practices
Ways and Means
Dimension Learning
Communities
Mid-CurriculumEnhancement
Center for Teaching
and Learning
Capstone Experience
Committee problem-solving usedCommittee problem-solving used
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Committee problem-solving usedmultiple representationsCommittee problem solving usedmultiple representations
S b itt R lt
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Subcommittee ResultsSubcommittee Results
Subcommittees able to arrive atconsensus efficiently
Failure at consensus settled bycommittee of whole vote
Needed about 3 times Written subcommittee reports
provided basis for drafting overall plan
Subcommittee members becameimplementation leaders
UAB Q li E h PlUAB Q lit E h t Pl
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UABs Quality Enhancement PlanUABs Quality Enhancement Plan
Shared Vision for a UAB Graduate
Communication
Knowledge
Problem-Solving
Citizenship
UAB Q lit E h t PlUAB Q lit E h t Pl
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UABs Quality Enhancement PlanUABs Quality Enhancement Plan
Initial Competencies Targeted forEnhancement
Writing
Quantitative Literacy
Ethics and Civic Responsibility
G tti th W d O tG tti th W d O t
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Getting the Word OutGetting the Word Out
Faculty Town Hall
School-wide and departmentalmeetings
Media campaign for students
Kiosks
Posters
Ads
S l di i tSample media campaign posters
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Sample media campaign postersSample media campaign posters
S l di i dSample media campaign newspaper ad
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Sample media campaign newspaper adSample media campaign newspaper ad
Conclusions and RecommendationsConclusions and Recommendations
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Conclusions and RecommendationsConclusions and Recommendations
Use faculty to generate the QEP
Provide administrative support forfaculty effort
Keep the campus informed
throughout the process
Stress campus partnerships
Start early
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