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The objective of High Point University’s QEP is to increase student learning by facilitating development of a growth mindset among faculty, staff, and students. To achieve this objective, the university will employ best practices and encourage innovation across campus to help our students transition from a fixed to a growth mindset.
What is a Quality Enhancement Plan (QEP)
A QEP is an action plan for improving student learning. SACS notes in their Handbook for Reaffirmation of Accreditation that “student learning is at the heart of the mission of all institutions of higher learning…Developing a QEP as a part of the reaffirmation process is an opportunity and an impetus for the institution to enhance overall institutional quality and effectiveness by focusing on an issue or issues the institution considers important to improving student learning” (2004, p. 21). The QEP must align with HPU’s existing strategic plan and become an integral part of our mission to enhance student learning and the student experience.
What is meant by “student learning” in the QEP?
According to SACS, “student learning is defined broadly in the context of the QEP and may address a wide range of topics or issues. Student learning may include changes in students’ knowledge, skills, behaviors, and/or values that may be attributable to the collegiate experience. Examples of topics or issues include, but are not limited to, enhancing the academic climate for student learning, strengthening the general studies curriculum, developing creative approaches to experiential learning, enhancing critical thinking skills, introducing innovative teaching and learning strategies, increasing student engagement in learning, and 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.” (SACS Handbook for Reaffirmation of Accreditation, 2004, p 22).
What are the elements of a QEP?
The QEP that HPU develops must be “forward looking” and start “a process that can move the institution into the future characterized by creative, engaging, and meaningful learning experiences for students” (SACS Handbook for Reaffirmation of Accreditation, 2004, p. 21).
The final QEP forwarded to SACS includes a literature review supporting the plan, a list of goals and student-learning outcomes, an assessment plan, an implementation and evaluation timeline, and a fiscal plan assessing the university’s resources and institutional support. Perhaps the most important element of the plan is evidence of the faculty’s support for the plan.
What should the QEP address?
There are a variety of different approaches to the QEP. A QEP can address on a current challenge or enhance a strength. It can focus on a limited population of students or be designed for all students. The plan should, however, include students from all academic units.