An Experienced An Experienced Chair’s Perspective Chair’s Perspective on Evaluating the on Evaluating the

QEP’s AcceptabilityQEP’s Acceptability

QEP Breakout SessionQEP Breakout SessionSACSCOC Summer Institute SACSCOC Summer Institute

July 27, 2010 Tampa, July 27, 2010 Tampa, Florida Florida

Ed Rugg, PhD Kennesaw State UniversityEd Rugg, PhD Kennesaw State University

See Handouts at http://vic.kennesaw.eduSee Handouts at http://vic.kennesaw.edu

Expected TakeawaysExpected Takeaways

Key Elements of the On-Site Key Elements of the On-Site Committee’s Review of the QEPCommittee’s Review of the QEP

Tips for Demonstrating QEP Tips for Demonstrating QEP Acceptability & ComplianceAcceptability & Compliance

QEP Pitfalls Often Leading to QEP Pitfalls Often Leading to RecommendationsRecommendations

Project Management Insights for a Project Management Insights for a 7-Year QEP Commitment 7-Year QEP Commitment

Ideas for Facilitating a Satisfying Ideas for Facilitating a Satisfying and Successful QEP Committee and Successful QEP Committee Visit and Follow-upVisit and Follow-up

It is Truly an Art and a Science--It is Truly an Art and a Science--Certainly, There is More Than Certainly, There is More Than

One Way to Get ThereOne Way to Get There

Mine is Mine is

Just One Just One Perspective,Perspective,

So Please Share So Please Share YoursYours

QEP Compliance Follows QEP Compliance Follows a Long and Winding Road a Long and Winding Road

Of all the things that we will Of all the things that we will discuss together today,… discuss together today,…

… …what would be what would be the one piece of the one piece of

advice that I advice that I would give that would give that encompassesencompasses

all others?all others?

Begin with the End in Mind--Know what the Committee Expects to Find, and Be Sure It’s Easily Found in the QEP

Basic Expectations of What Basic Expectations of What the Committee Seeksthe Committee Seeks

#1 Well-crafted composition#1 Well-crafted composition

#2 Sound and Compelling narratives #2 Sound and Compelling narratives

#3 Sufficient supporting evidence to #3 Sufficient supporting evidence to document the veracity of claims madedocument the veracity of claims made

Enlist the services of a technical Enlist the services of a technical writer/editor with strong analytic and writer/editor with strong analytic and argumentation skills to draft the QEP argumentation skills to draft the QEP

Misusing Supporting Evidence-- Misusing Supporting Evidence-- What Kind of Lawyer Are You?What Kind of Lawyer Are You?

Presenting Claims & Arguments Without Evidence or Proof of What You Say is True

Presenting Piles of Evidence Without Analysis and Focused Arguments

Expecting the Jury to Find the Evidence and Make Your Case for You

All Are Invitations for Adverse Judgments

What Will the On-Site Team What Will the On-Site Team Expect to Find in the QEP Expect to Find in the QEP

Regarding Compliance with Regarding Compliance with CR 2.12 and CS 3.3.2?CR 2.12 and CS 3.3.2?

Begin with the End in Mind—Focus on the Standard Form They Must Complete for the Final “Report of the Reaffirmation Committee”

The On-Site Committee Report The On-Site Committee Report Form Has Five Key Areas for QEP Form Has Five Key Areas for QEP Evaluation, Corresponding Evaluation, Corresponding Closely with CR 2.12 and CS Closely with CR 2.12 and CS 3.3.23.3.2

And each of those areas of analysis has multiple dimensions to be considered by the Committee

Like Many Requirements and Like Many Requirements and Standards, CR 2.12 and CS Standards, CR 2.12 and CS 3.3.2 Contain More Than One 3.3.2 Contain More Than One Key Element That Must be Key Element That Must be Addressed and Documented Addressed and Documented Sufficiently in the QEP for Full Sufficiently in the QEP for Full Compliance Compliance

Key Caution!Plan Accordingly

Three Versions of QEP Core Three Versions of QEP Core Requirements Since 2004Requirements Since 2004

Knowing the Knowing the History of These History of These Moving Targets Moving Targets Can Increase Can Increase Understanding of Understanding of What Committees What Committees Look For and WhyLook For and Why

Expect a Public Sanction of Expect a Public Sanction of Warning or Probation if C&R Finds Warning or Probation if C&R Finds Noncompliance in CR 2.12Noncompliance in CR 2.12

The Two Key Elements of 2.12, The Two Key Elements of 2.12, Institutional Process and Focus, No Institutional Process and Focus, No Longer Include the Earlier Longer Include the Earlier Challenge of Identifying GoalsChallenge of Identifying Goals

Key Caution : Give Extra Forethought to CR 2.12to Avoid Sanctions

Read What the Committee Read What the Committee Reads About Evaluating the Reads About Evaluating the

QEP (Even if It is Dated)QEP (Even if It is Dated)

See “Assessing the See “Assessing the QEP” in the QEP” in the Handbook for Handbook for Review Review CommitteesCommittees Second Edition, Second Edition, 20052005 pp 33-36 pp 33-36

Begin with the End in Mind--Know what the Committee Expects to Find, and Be Sure It’s Easily Found in the QEP

Part III B.1. An Institutional Part III B.1. An Institutional Process—What is That?Process—What is That?

It refers to the institution’s topic selection It refers to the institution’s topic selection process for the QEPprocess for the QEP

It is the who/what/when/how of engaging It is the who/what/when/how of engaging campus constituencies in the generation of campus constituencies in the generation of potential QEP topics and the final potential QEP topics and the final selection/adoption of one for the QEPselection/adoption of one for the QEP

Examples of “key issues emerging from Examples of “key issues emerging from institutional assessment” include initiatives to institutional assessment” include initiatives to address institutional strategic goals/priorities address institutional strategic goals/priorities involving student learninginvolving student learning

Institutions that spent the bulk of their Institutions that spent the bulk of their QEP-prep time selecting a topic often QEP-prep time selecting a topic often had too little time left to fully develop had too little time left to fully develop an acceptable plan of action which an acceptable plan of action which actually constitutes the bulk of the QEP actually constitutes the bulk of the QEP and its evaluation.and its evaluation.

Key Caution--Limit the Time for Topic Selection

Begin working on the QEP 18-24 months before it is due and spend no more than the first 6 months on topic selection

Part III B.2. Focus of the Plan—Part III B.2. Focus of the Plan—What is Important HereWhat is Important Here??

The selected QEP topic must be aimed The selected QEP topic must be aimed at improving student learning and the at improving student learning and the learning environmentlearning environment

The selected QEP topic must be linked The selected QEP topic must be linked to the institution’s mission to the institution’s mission

Be Careful Not to Interpret the “and/or” as a License to Avoid Addressing Learning Outcomes

The Wording of CR 2.12The Wording of CR 2.12Is Not Intended to Encourage an Is Not Intended to Encourage an Institution to Develop a QEP That Institution to Develop a QEP That

Focuses on More than One Key Focuses on More than One Key Issue Identified in the Institutional Issue Identified in the Institutional Process of Topic Formulation. To Process of Topic Formulation. To

the Contrary, Committees Tend to the Contrary, Committees Tend to Issue Recommendations in CS Issue Recommendations in CS

3.3.2 When the Topic is Too Broad, 3.3.2 When the Topic is Too Broad, Unfocused, or Unmanageable.Unfocused, or Unmanageable.

Key Caution--Avoid Having Two or Three QEPs Rolled Into One

Picking a QEP TopicPicking a QEP Topic That Builds on an Area That Builds on an Area

of Institutional Strength of Institutional Strength Which Has Room for Which Has Room for

Improvement Has Great Improvement Has Great Advantages Over a Advantages Over a

Start-up from Ground Zero Start-up from Ground Zero

of a “New” Initiative of a “New” Initiative

Selecting an Institutional Strategic Selecting an Institutional Strategic Priority for the Focus of a QEP Can Priority for the Focus of a QEP Can

Be aBe a

Very Powerful CombinationVery Powerful Combination

For Achieving That Strategic For Achieving That Strategic Initiative in Deeper and More Initiative in Deeper and More

Effective Ways Than Might Have Effective Ways Than Might Have Been Done Otherwise, While Also Been Done Otherwise, While Also

Satisfying an Accreditation Satisfying an Accreditation Requirement. Requirement.

Begin with the End in Mind--Know what the Committee Expects to Find, and Be Sure It’s Easily Found in the QEP

Part III B.3. Institutional Part III B.3. Institutional Capability--What Are Sufficient Capability--What Are Sufficient

Resources?Resources? Sufficient Funding, Yes—But It is So Sufficient Funding, Yes—But It is So

Much More Than the MoneyMuch More Than the Money Realistic and Achievable Action Plans, Realistic and Achievable Action Plans,

Timelines and AssignmentsTimelines and Assignments Buy-in From ConstituenciesBuy-in From Constituencies Leadership & Administrative SupportLeadership & Administrative Support Commitment Level of Campus Commitment Level of Campus

Participants to the QEP’s SuccessParticipants to the QEP’s Success

Part III B.3. Institutional Part III B.3. Institutional Capability—At Three StagesCapability—At Three Stages

Committees Must Evaluate the Committees Must Evaluate the Institution’s Capability to Institution’s Capability to InitiateInitiate the the Proposed QEP SuccessfullyProposed QEP Successfully

Committees Must Evaluate the Committees Must Evaluate the Institution’s Capability to Institution’s Capability to ImplementImplement the Proposed QEP Successfullythe Proposed QEP Successfully

Committees Must Evaluate the Committees Must Evaluate the Institution’s Capability to Institution’s Capability to Complete Complete the the Proposed QEP SuccessfullyProposed QEP Successfully

A Detailed Plan of Action is Missing or A Detailed Plan of Action is Missing or Insufficient for Describing Planned Steps in Insufficient for Describing Planned Steps in Implementation, Resources, Timetables, Implementation, Resources, Timetables, Assignments, etc. From QEP Initiation to Assignments, etc. From QEP Initiation to Completion (Often a Five-Year Plan) Completion (Often a Five-Year Plan)

Proposed Initiatives Appear Poorly Proposed Initiatives Appear Poorly Conceptualized, Unrealistic or Insufficiently Conceptualized, Unrealistic or Insufficiently Supported Organizationally, Financially, or Supported Organizationally, Financially, or Across ConstituenciesAcross Constituencies

Capability Attracts Recommendations When…

Although Full Implementation Should Although Full Implementation Should Not Proceed Until After the Committee’s Not Proceed Until After the Committee’s Review of the Plan, the Case for Review of the Plan, the Case for Demonstrated Institutional Capability Demonstrated Institutional Capability Typically is Strengthened if Initiation of Typically is Strengthened if Initiation of Preparations for Launching the QEP are Preparations for Launching the QEP are Successfully Underway Before the Visit. Successfully Underway Before the Visit. Committees Typically Expect to See Committees Typically Expect to See Approved Budgetary Commitments, Approved Budgetary Commitments, Established Administrative Structures, Established Administrative Structures, Assessment Tool Developments, Assessment Tool Developments, Promotional Materials, Constituency Buy-in, Promotional Materials, Constituency Buy-in, etc. for the QEP. etc. for the QEP.

Clearly, the Expansive Agenda Clearly, the Expansive Agenda for Demonstrating Compliance for Demonstrating Compliance in the Institutional Capability in the Institutional Capability Dimension of CS 3.3.2 and Its Dimension of CS 3.3.2 and Its

Equally Challenging Goal Equally Challenging Goal Setting and Assessment Setting and Assessment Dimension Are Likely to Dimension Are Likely to

Require That the Bulk of the Require That the Bulk of the Suggested 18-24 Months of Suggested 18-24 Months of QEP Development Time Be QEP Development Time Be Devoted to These Tasks.Devoted to These Tasks.

Begin with the End in Mind--Know what the Committee Expects to Find, and Be Sure It’s Easily Found in the QEP

Part III B.4. Broad-Based Part III B.4. Broad-Based Involvement—at Two StagesInvolvement—at Two Stages

Broad-Based Involvement Typically Broad-Based Involvement Typically Means that Many, But Not Necessarily Means that Many, But Not Necessarily All, Students, Faculty, Staff and All, Students, Faculty, Staff and Administrators Across the Institution Administrators Across the Institution Are Involved and Impacted by the QEPAre Involved and Impacted by the QEP

Broad Involvement is Expected During Broad Involvement is Expected During the Development of the QEP and also the Development of the QEP and also During Its ImplementationDuring Its Implementation

Note that Up Until 2010, the term Note that Up Until 2010, the term “Broad-Based” was also Explicitly “Broad-Based” was also Explicitly

Part of the Requirement in CR 2.12 Part of the Requirement in CR 2.12 Involving the Institutional Process Involving the Institutional Process

for Topic Identification and for Topic Identification and Selection. That is No Longer the Selection. That is No Longer the Case. However, Demonstrating Case. However, Demonstrating Broad-Based Involvement in the Broad-Based Involvement in the

Development of the QEP as a Development of the QEP as a Whole is Required in CS 3.3.2. Whole is Required in CS 3.3.2.

Part III B.5. Assessment of The Part III B.5. Assessment of The Plan (Specifically, QEP Goals)—Plan (Specifically, QEP Goals)—

What Kind of Goals AreWhat Kind of Goals AreExpected to be Assessed?Expected to be Assessed?

Instructions in the Instructions in the Handbook for Review Handbook for Review CommitteesCommittees (2005) Point Toward Goals (2005) Point Toward Goals for the:for the:

Success of the QEP; Success of the QEP; QEP’s Implementation; QEP’s Implementation; Monitoring of the QEP’s Progress;Monitoring of the QEP’s Progress; Improvements in Student LearningImprovements in Student Learning

Part III B.5. Assessment of The Part III B.5. Assessment of The Plan—What Does the New Plan—What Does the New

(2010) Handbook for (2010) Handbook for Institutions Say About Institutions Say About Assessing the QEP? Assessing the QEP?

It Calls for A Comprehensive Evaluation It Calls for A Comprehensive Evaluation Plan that Includes Assessments of the:Plan that Includes Assessments of the:

Success of the QEPSuccess of the QEP QEP Implementation ProcessQEP Implementation Process Progress Monitoring of the QEPProgress Monitoring of the QEP QEP Student Learning Outcomes QEP Student Learning Outcomes

The 2010 The 2010 Handbook for Institutions Seeking Handbook for Institutions Seeking AccreditationAccreditation Defines SLOs as Expected Defines SLOs as Expected Changes in the Knowledge, Skills, Behaviors Changes in the Knowledge, Skills, Behaviors and Values of Students Who are Impacted by and Values of Students Who are Impacted by the QEP’s Implementation (pp 39-40)the QEP’s Implementation (pp 39-40)

Committees Expect to Find QEP Goals for Committees Expect to Find QEP Goals for Student Learning Outcomes Along with Goals Student Learning Outcomes Along with Goals for the QEP Program’s Successful for the QEP Program’s Successful Implementation--Plus Planned Details for Their Implementation--Plus Planned Details for Their AssessmentAssessment

How Are Student Learning Outcomes Defined for the QEP?

What Basis Might a Committee What Basis Might a Committee

Judge the QEP to be Unacceptable Judge the QEP to be Unacceptable

In my experience, when Committees In my experience, when Committees found insufficient evidence of found insufficient evidence of compliance throughout most of the compliance throughout most of the QEP and in a majority of the five key QEP and in a majority of the five key elements, the QEP was judged to be elements, the QEP was judged to be unacceptable and in need of a major unacceptable and in need of a major overhaul and re-write. overhaul and re-write.

Overall QEP Evaluation--On

It builds upon an established base/ It builds upon an established base/ literature of prior accomplishments in literature of prior accomplishments in research and development research and development

It focuses on an important new It focuses on an important new contribution to be made contribution to be made

Its proposed interventions and analysis Its proposed interventions and analysis are detailed and realisticare detailed and realistic

It is well-written and compellingIt is well-written and compelling

An Acceptable QEP is Like a Successful Grant Application or Dissertation Proposal

Begin with the End in Mind--Know what the Committee Expects to Find, and Be Sure It’s Easily Found in the QEP

My Preference as Committee Chair & QEP Evaluator for the Organization of the QEP’s Text

In keeping with my #1 refrain, if you In keeping with my #1 refrain, if you want to help ensure that what the want to help ensure that what the Committee expects to find is easily Committee expects to find is easily found, then organize the QEP’s write-up found, then organize the QEP’s write-up to correspond with the outline, and the to correspond with the outline, and the associated elements for evaluation, associated elements for evaluation, that the Committee must follow to that the Committee must follow to complete their reaffirmation report.complete their reaffirmation report.

Before arriving on campus, the CommitteeBefore arriving on campus, the Committee will have already spent weeks on in-depth will have already spent weeks on in-depth study of the QEP, discussed its preliminary study of the QEP, discussed its preliminary evaluation findings together in a conference evaluation findings together in a conference call, and generated a focused set of call, and generated a focused set of questions to ask and verifications to make questions to ask and verifications to make while on campus. The team will have while on campus. The team will have advanced knowledge of the QEP when they advanced knowledge of the QEP when they arrive and limited time to validate loose arrive and limited time to validate loose ends.ends.

There is No Need for Introductory Presentationsof the QEP to the Visiting Team

In keeping with my #1 refrain, if you In keeping with my #1 refrain, if you want to help ensure that what the want to help ensure that what the Committee expects to find is easily Committee expects to find is easily found, then organize the on-site found, then organize the on-site interview schedule such that the full interview schedule such that the full committee holds five hearings to ask committee holds five hearings to ask their specific questions of the key their specific questions of the key campus representatives associated with campus representatives associated with each of the five elements being each of the five elements being evaluated for an acceptable QEP. evaluated for an acceptable QEP.

My Preference as Committee Chair & QEP Evaluator for On-Site Interviews on the QEP

On-Site Committees Can Provide On-Site Committees Can Provide Highly Constructive Advice on Highly Constructive Advice on Strategies for Strengthening the QEP Strategies for Strengthening the QEP That Can Facilitate Success in That Can Facilitate Success in Subsequent Reviews as well as Subsequent Reviews as well as Enhance the QEP’s Effectiveness. Enhance the QEP’s Effectiveness.

Take Full Advantage of the On-Site Committee’s Consultative Role

Accept the Committee’s Advice and Accept the Committee’s Advice and Suggestions Graciously (even if you Suggestions Graciously (even if you don’t plan to follow them). don’t plan to follow them).

Effective Effective Presidential Presidential Leadership Leadership

and and Involvement in Involvement in the QEP are the QEP are InvaluableInvaluable

AndImpressesOn-SiteCommittees

Consultants Can Consultants Can Point the WayPoint the Way

During QEP During QEP DevelopmentDevelopment

And Write-upAnd Write-up

And for the And for the Institutional Institutional ResponseResponse

Where in the WorldWhere in the WorldDo We Go From Here?Do We Go From Here?

More Questions?

More Comments?

Happy Hour?

Thank You!