Developing QEP

7/29/2019 Developing QEP

1/34

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


2/34

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.


3/34

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.


4/34

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


5/34

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


6/34

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


7/34

Focus of our Quality Enhancement PlanFocus of our Quality Enhancement Plan

Improving, in a comprehensiveand integrative way, fundamental

learning competencies at the

undergraduate level


8/34

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


9/34

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


10/34

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


11/34

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.


12/34

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!


13/34

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


14/34

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.


15/34

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


16/34

Sample Items from our Web-basedFaculty SurveySample Items from our Web-basedFaculty Survey


17/34

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


18/34

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


19/34

Other SurveysOther Surveys

Groups surveyed

Alumni

Parents Association

Purpose

Further advice on graduation competencies

Engaging the broader UAB community


20/34

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


21/34

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


22/34

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


23/34

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


24/34

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


25/34

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


26/34

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


27/34

Committee problem-solving usedmultiple representationsCommittee problem solving usedmultiple representations

S b itt R lt


28/34

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


29/34

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


30/34

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


31/34

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


32/34

Sample media campaign postersSample media campaign posters

S l di i dSample media campaign newspaper ad


33/34

Sample media campaign newspaper adSample media campaign newspaper ad

Conclusions and RecommendationsConclusions and Recommendations


34/34

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

Documents

Developing QEP