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Quality Enhancement Plan

What is QEP?

In general terms, the dual purpose of a QEP assessment plan is:

  1. To determine the success of the QEP-program level assessment and
  2. To establish specific benchmarks or student learning outcomes to be met by students in the program-student –level assessment.

The goal/purpose of the Oakwood University QEP is to equip students with critical thinking skills that will enhance their educational experience.

The QEP will focus on improving critical thinking through writing.

In order to document gains in critical thinking through writing, assessment will focus on two (2) main areas:

  1. value-added assessment measures to document improvement in student learning outcomes over time and
  2. the success of the initiatives through which the institution plans to achieve those outcomes

Success in these two areas means success for the QEP.

For Further information please refer to:
The Quality Enhancement Plan Book

Student Learning Outcomes
Goal: To equip Oakwood University students with critical thinking skills through the writing process
Student Learning Outcomes:
  1. Students will demonstrate the ability to apply critical thinking skills through the writing process in the ability to:
    1. Develop well-supported inquiry statements that demonstrate clear purpose
    2. Evaluate the quality and credibility of information
    3. Make connections and informed conclusions
  2. Students will demonstrate the ability to apply critical thinking skills to written information as they:
    1. Identify well-supported inquiry statements that demonstrate clear purpose in written information
    2. Evaluate the quality and credibility of information in written information
    3. Identify connections and informed conclusions in written information
  3. Students will demonstrate the ability to apply critical thinking skills to their Christian beliefs, faith system and personal goals as they:
    1. Develop well-supported inquiry statements that demonstrate clear purpose
    2. Evaluate the quality and credibility of information
    3. Make connections and informed conclusion
Assessment Rubics

4=Thinking is exemplary, skilled, marked by excellence in clarity, accuracy, precision, relevance, depth, breadth, logicality and fairness

3=Thinking is competent, effective, accurate and clear, but lacks the exemplary depth, precision and insight of a “4”

2=Thinking is inconsistent, ineffective; shows a lack of consistent competence:  is often unclear, imprecise, inaccurate and superficial

1=Thinking is unskilled and insufficient, marked by imprecision, lack of clarity, superficiality, illogicality, inaccuracy and unfairness

Adapted from Foundation for Critical Thinking, www.criticalthinking.org and The Delphi Report (1990) In California Critical Thinking Skills Test Manual. Milbrae, CA: Insight Assessments. www.insightassessment.com

4=Thinking is exemplary, skilled, marked by excellence in clarity, accuracy, precision, relevance, depth, breadth, logicality, significance and fairness

3=Thinking is competent, effective, accurate and clear, but lacks the exemplary depth, precision and insight of a “4”

2=Thinking is inconsistent, ineffective; shows a lack of consistent competence:  is often unclear, imprecise, inaccurate and superficial

1=Thinking is unskilled and insufficient, marked by imprecision, lack of clarity, superficiality, illogicality, inaccuracy and unfairness

Adapted from Foundation for Critical Thinking, www.criticalthinking.org and The Delphi Report (1990) in the California Critical Thinking Skills Test Manual. Milbrae, CA: Insight Assessments. www.insightassessment.com

Committees

Research and Employee Services Division

Dr. Prudence L. Pollard, VP

Quality Enhancement Plan Subcommittees

2015-2016

 

Committee & Charge Members University Position
Assessment Charge:

Monitor QEP data collection processes.

Review and analyze data for interpretation, application and recommend intervention in monitoring student learning outcomes.

*Lisa James, Chair

Olivia Beverly

Havovi Patel

Janis Newborn (Staff)

Pauline Sawyers

Arlene Wimbley (Staff)

Deril Wood

Pamelea Cook (Ex-Officio)

Onesimus Otieno  (Ex-Officio)

Ifeoma Kwesi (Ex-Officio)

Chair, Math Department

QEP Director

Director, Fr Studies/Retention

Institutional Effectiveness

Faculty, Psychology

Institutional Effectiveness

Faculty, Education

Chair, Curriculum & Instruction

Chair, Research

Chair, Professional Development

Curriculum & Instruction Charge:

Support the implementation of Critical  Thinking into the Oakwood University curriculum that includes collaboratively reviewing syllabi of QEP courses for embedded critical thinking learning experiences related to student learning outcomes and provide critical thinking instructional resource information.

*Pamelea Cook, Chair

Olivia Beverly

Havovi Patel

Heather James (Staff)

Verneice Wright (Staff)

TBD

Elizabeth Wright (Staff)

Lisa James ( Ex-Officio)

Onesimus Otieno (Ex-Officio)

Ifeoma Kwesi (Ex-Officio)

Renissa  Arnold (Student)

Quincy Monroe (Student)

Faculty, Psychology

QEP Director

Director, Fr  Studies/Retention

Library

Career Planning Coordinator

Advancement and Development

CAS/Writing Specialist

Chair, Assessment

Chair, Research

Chair, Professional Development

Professional Development Charge:

Provide information sessions and forums for University faculty and staff regarding critical thinking skills, concepts and applications related to student learning outcomes, in coordination with the Department of Faculty Development, Research and Grants.

*Ifeoma Kwesi, Chair

Olivia Beverly

Gilbert Ojwang

William Mitchell (Staff)

Dana Wilchcombe

Joshua Williams

Pamelea Cook (Ex-Officio)

Onesimus Otieno (Ex-Officio)

Lisa James ( Ex-Officio)

Caryn Lai Hing  (Student)

Jacques Laguerre (Student)

Faculty, Religion

QEP Director

Faculty, Religion

Manager, D2L

Faculty, Education

Advancement & Development

Chair, Curriculum & Instruction

Chair, Research

Chair, Assessment

Research Charge:

In coordination with the Office of Research, support faculty in scholarly contributions to the critical thinking knowledge base in their respective disciplines: Provide information sessions and forums for University faculty regarding use of QEP data for evaluation and research; Review proposals for research using QEP data; Coordinate support for faculty research with research consultant.

*Onesimus Otieno , Chair

Olivia Beverly

Cherryl Galley

Paulette Johnson

Kenneth LaiHing

Octavio Ramirez

Alexandrine Randriamahefa

Janice Watson

Lucy Cort (Staff)

Pamelea Cook (Ex-Officio)

Lisa James ( Ex-Officio)

Ifeoma Kwesi (Ex-Officio)

Ruth Munene (Student)

Faculty, Biology

QEP Director

Faculty, Sch. of Arts & Sci. Dean

Library

Faculty, Chemistry

Faculty, Social Work

Faculty, Biology

Faculty, Communications

Grants/Management Staff

Chair, Curriculum & Instruction

Chair, Assessment

Chair, Professional Development

Student Resources

Critical Thinking through Writing and Your Professional Development:

aacu.org

pulitzercenter.org

wsj.com

forbes.com

Critical Thinking Online Modules:

Logic Model 1Logic Model 2

FAQs

What is a QEP?
A QEP is a Quality Enhancement Plan. The regional accrediting body, SACS-COC (Commission on Colleges of the Southern Association of Colleges and Schools), requires (Core Requirement 2.12), its member institutions to develop and implement a five-year plan that describes a detailed action plan that addresses a well-defined and focused topic or issue pertaining to the enhancement of student learning outcomes.

What is Oakwood University’s QEP topic?
The Right to Write: Critical Thinking Development Through Writing

How was this topic selected and why?
A QEP Topic Selection Committee representative of administration, faculty, staff and students was organized to identify and select a QEP topic. The process of selecting a topic involved a collaboration of stakeholders engaged in interrelated activities and discussions inclusive of the analysis of the following data sources:

  • Independent Consultant Environmental Scan Report
  • Results from the Student Satisfaction Inventory
  • Results from Faculty Surveys
  • A review of the University Strategic Plan for 2010-2015
  • A review of the University’s mission statement, vision, goals, aim, and motto

What is the overall goal of our QEP?
To equip OU students with critical thinking skills that will enhance their educational experience

How will the QEP improve student learning in the specific area of critical thinking in writing?
Students will benefit from the QEP by becoming better writers- more accurate, more precise, and better able to assess their own writing and make the necessary revisions. These skills should serve them well in their upper division courses, as they approach all learning more critically.

Who developed the QEP?
A QEP Development Committee comprised of select OU administration, faculty, staff and students was formed with the primary task of developing the QEP. The development process was built on campus-wide involvement of relevant constituencies: administration, alumni, board members, faculty, students, staff, and other individuals who were knowledgeable of the subject.

When will the QEP begin?
The targeted implementation of the QEP begins the Fall Semester 2012.

How will the QEP be evaluated?
A SACS team of evaluators will visit Oakwood March 26-28, 2012 to provide feedback on the QEP document. Evaluative criteria include:

  • Has the institution demonstrated capability for initiation, implementation, and completion of the QEP?
  • Has the institution demonstrated broad-based involvement of institutional constituencies in the development and proposed implementation of the QEP?
  • Has the institution identified goals and student learning outcomes that are achievable and assessable?
  • Has the institution articulated a plan to assess achievement of goals and student learning outcomes?
  • Has the institution demonstrated financial support for the QEP?

Contact Us

Dr. Olivia Beverly
Director
Phone: (256) 726-8040
Email: obeverly@oakwood.edu

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