Key Features

Origins

Between 2002 and 2005, Florida Tech's QEP evolved from being a new SACS requirement to a concept, to several draft proposals and, finally, into a full plan. This final Plan was submitted to SACS in January 2005.

Purposes, Goals, and Outcomes

The purpose of Florida Tech's QEP is to "develop a climate and culture of scholarly inquiry for all undergraduates regardless of major" (Florida Tech QEP, 2005, p. 1). Further, the QEP "defines student learning as enhancing the knowledge, skill sets, communication skills, and critical thinking skills appropriate for their area of study" (Florida Tech QEP, 2005, p. 2). The three goals of the QEP are designed to foster learning in these areas. Of these, enhancing students' knowledge and skill sets unique to each area of study has been a central part of the university's mission and degree programs since 1958. Further, the Undergraduate Curriculum Committee included communication skills in the university's core curriculum, and identified courses for each degree program to foster the development of these skills. However, there was not a core curriculum requirement and therefore no recognized set of courses to foster critical thinking and problem-solving skills. Given this, sets of learning outcomes were developed for communication skills and problem-solving/critical thinking skills to guide course enhancement and assessment efforts.

The Plan and Timeline

The Plan also describes how Florida Tech would implement this QEP over a five-year period, from Fall 2005 through Spring 2010.

Implementation

Florida Tech's SACS Liaison convened a Quality Enhancement Implementation Committee (QEPIC) in September 2005. The QEPIC was composed of the SACS Liaison, a QEP coordinator, and representatives from each College, the Communications Program, and other relevant units on campus (e.g., the Undergraduate Curriculum Committee, Office of Research and Sponsored Programs, and Office of Institutional Research). The QEPIC plays several vital roles in the implementation of the QEP, including guiding and refining university-wide efforts, as well as supporting efforts within each of the Colleges. A QEPIC representative from each College selects faculty members from that College to serve on a College Cohort (team). Each annual cohort has primary responsibility for identifying, modifying, or creating upper division courses that address the QEP outcomes, and student learning which will be assessed through presentations and associated work products.

Assessment and Evaluation

For the purpose of the QEP, assessment pertains to students and involves the collection and scoring of evidence about student learning outcomes. Assessment tools have been developed on campus for use annually by instructors at the end of QEP-designated courses (internal assessment), as well as once every 2-3 years by external reviewers (external assessment).

The term evaluation pertains to courses and degree programs, as well as to the overall QEP effort. In general, this involves the collection, review, and use of evidence about performance to guide modifications and improvements. Within the QEP, assessment results and other course-based data will be used to review and improve QEP-designated courses. Further, these results and other data will be used in periodic reviews of degree programs. The manner in which the overall QEP effort has been and will continue to be evaluated are described on the next page.