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Preparing for SACS: Focusing our Quality Enhancement Plan
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Two Primary Components
Quality Enhancement Plan to improve student learning
Compliance Certification to describe and document the effectiveness of our programs and policies
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Quality Enhancement Plan (QEP)
The QEP describes a carefully designed course of
action that addresses a well-defined and focused
topic or issue related to enhancing student learning and/or the environment supporting student learning and accomplishing the
mission of the institution.
Handbook for Institutions Seeking Reaffirmation SACS, August 2011 edition
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We may choose the focus of our QEP.• Institutional priority
– Anchored in our strategic plan or assessment results
– High level of interest and commitment from faculty and administration
• Feasible– Effective strategies, narrow focus– Affordable– Responsible offices have commitment and
capacity– Sufficient faculty support for approval and
implementation
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• SACS requirements– Designed to improve student learning in a
well-defined manner– Institution-wide in scope and vision– Broad-based participation – Measureable impact on student learning
• Includes a well constructed assessment plan– Ready for implementation, but not yet
implemented by spring 2014• Resources have been committed, a schedule has
been approved, responsibility has been assigned
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Four topics under consideration
• Critical and creative thinking• Information literacy• Global awareness• Civic awareness
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Campus input on choice of QEP topic• SACS Leadership Team• Faculty and staff discussion groups• Deans Council• Associate Deans for Academic Affairs• Faculty Senate• Student Affairs AVCs and Vice Provosts• University Council• Student Senate, UGSA
Recommendation to Chancellor by SACS
Leadership Team later this month,followed by appointment of QEP
team
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Critical and Creative ThinkingLearning outcomes
– “Designed thinking”– Analyzing and organizing information to solve problems– Synthesizing ideas, images, or expertise in original ways
Possible Strategies– Freshman seminars and/or senior capstones– General education: interdisciplinary course– Supplemental instruction– Undergraduate research and learning communities
Resources– Teaching positions – Release time and faculty development– Mentors and tutors
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Information LiteracyLearning Outcomes
– “Evaluating the fire hose of information coming at us”– Organizing and communicating information– Effective and responsible use of information
Possible Strategies– Freshman seminars, embed in existing courses– General education interdisciplinary course– Library-based instruction
Resources– Teaching positions – Release time and faculty development– Mentors, tutors. librarians
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Global AwarenessLearning outcomes
– Interact, communicate effectively with people from other cultures
– Understand different world views– Global perspective
Possible Strategies– Passport experiences, including study and service
abroad– Minors, certificates, general education requirements– Learning communities, on-campus interactions
Resources– Scholarships for international experiences– Academic advisors to facilitate degree planning– Programming staff
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Civic AwarenessLearning outcomes
– Apply classroom knowledge and skills to community issues
– “Real world” and broader geographic perspectives– Leadership and teamwork skills
Possible Strategies– Service learning courses, experiential learning– Freshman seminars and/or senior capstones– Learning communities
Resources– Release time and faculty development– Coordinators, supervisors for community service– Scholarships
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What focus do you recommend for NC State’s QEP?