About the QEP
Morehead State University is currently preparing for its Reaffirmation of Accreditation visit in 2011, which will be conducted by the Southern Association of College and Schools, Commission on Colleges (SACS/COC). One of the requirements of the reaffirmation process is that MSU develops a Quality Enhancement Plan (QEP).
We are preparing for our SACS/Commission on Colleges reaffirmation of accreditation. A critical element of reaccreditation is the development of a QEP. The plan must focus on the improvement of student learning and/or the environment supporting student learning, and must be consistent with the MSU mission. The development of the QEP requires the broad-based involvement of the University community.
The development of the QEP reflects and affirms our commitment to enhancing the quality of higher education and to the principle that student learning is at the heart of our mission. The plan describes a carefully designed and focused course of action to significantly improve or even to transform student learning.
What is the Quality Enhancement Plan (QEP)?
The QEP is a carefully designed and focused course of action taken by colleges and universities that addresses a well-defined topic(s) or issue(s) relating to enhancing student learning as part of the accreditation process. The plan should complement the institution’s ongoing academic planning and evaluation process. The QEP should be designed based on empirical data.
Student learning may include changes in student’s knowledge, skills, behaviors and/or values that may be attributable to the collegiate experience. Example of topics or issues may include, but are not limited to:
- Enhancing the academic climate for student learning
- Strengthening the general studies curriculum
- Developing creative approaches to experimental learning
- Enhancing critical thinking skills
- Introducing innovative teaching and learning strategies
- Increasing student engagement in learning
- Exploring imaginative ways to use technology in the curriculum
In all cases, the goals and evaluation strategies must be clearly linked to improving the quality of student learning.
Elements of the QEP
The project identified should be clear and succinct. It may not exceed one hundred pages, including a narrative of no more than seventy –five pages and appendices of no more than twenty-five pages. The QEP should include:
- A brief descriptive title
- A topic that is creative and vital to the long-tern improvement of student learning
- A definition of student learning appropriate to the focus of the QEP
- Evidence that developing the QEP has engaged all appropriate faculty constituencies (faculty and students primarily)
- A description of the importance of the QEP that will help others understand its value and appropriateness to the institution
- Specific, well-defined goals related to the issue of substance and depth, expected to lead to observable results
- Evidence of careful analysis of the institutional context in which the goals will be implemented and the consideration of best practices related to the QEP’s topic or issues
- A viable implementation plan that includes necessary resources and a framework that details timelines, leadership, resource allocation and assessment schedule
- A comprehensive evaluation plan clearly related to the QEP goals, with latitude and flexibility to make adjustments to achieve the desired student learning outcomes
- Appendices, if applicable
SACS Evaluation of QEP
- The Institution identifies a critical issue(s) related to student learning and justifies its use for the QEP.
- The institution provides evidence that it has sufficient resources to implement, sustain and complete the QEP.
- The institution prepares an assessment plan that will demonstrate the success of the plan.
- The institution demonstrates that all aspects of the institution’s community have been involved in the process including trustees, students and alumni.