Quality Enhancement Plan (QEP)
Pre-Proposal Guidelines
1. Purpose
The Quality Enhancement Plan (QEP) and a process for selecting that plan are required for reaffirmation of SACS accreditation. The QEP is a "carefully designed and focused course of action that addresses a well-defined issue or issues directly related to improving student learning." To comply with these requirements, UNF’s leadership has selected a QEP Planning Team, made up of 35 members from the student body, staff, faculty and administration to define and conduct the process of identifying viable topics for the next QEP. For more information, please visit: https://www.unf.edu/acadaffairs/accreditation/
The purpose of the pre-proposal process is to identify and provide basic justification for topics to be selected by the QEP Planning Team for full proposal invitations. This is a vital step in the process, and a unique opportunity to impact the future of student learning at UNF.
2. Call for Pre-Proposal
The QEP Planning Team has gathered suggestions from faculty, staff, students, and alumni for potential topics, and has synthesized those suggestions into the following six (+ other) theme areas which are described in more detail in Appendix A:
1. Fundamental Competencies
2. Community Engagement
3. Internationalization/Intercultural Competency/Diversity
4. Student Support
5. Experiential Learning
6. Faculty Development
7. Other
The Planning Team is seeking short Pre-Proposals to help define the topics for Full Proposal invitations. Although it is expected that faculty members will have the most interest in this process, any person connected with the university may submit a pre-proposal. Pre-Proposals may be submitted on behalf of a team, but a lead person must be identified. Pre-Proposals will be reviewed by the QEP Planning Team and four to six topics will be selected for development into Full Proposals (see section 5 for a discussion of the Full Proposal).
3. Pre-Proposal Requirements and Submittal Procedures
The pre-proposal must adhere to the following requirements:
· include a completed cover page (Appendix B)
· include a two-page description and justification
o Do not include name(s) in this portion of pre-proposal
o MS Word format
o One-inch margins
o 10-point to 12-point Times New Roman font
Pre-proposals will be electronically submitted by email as an attached Word document (not pdf or scanned copy) to Paul Eason at by 12:00 noon on Monday February 27, 2017. The submission email subject heading should read “Re: QEP Pre-proposal Submission” and the word file should be titled “QEPPP-YOUR LAST NAME”
4. Evaluation Criteria
Each pre-proposal will be evaluated by the QEP Planning Team. Evaluations will be performed on each of the following aspects of the pre-proposal, described in greater detail in Appendix C:
1. Goals/Vision/Purpose
2. Method/Process
3. Learning Outcomes
4. Scope of Impact on Student Population
5. Resources/Sustainability
The QEP Selection Team will evaluate pre-proposals in early March and will then invite full proposals from four to six individuals or teams. These individuals/teams will be asked to submit a full proposal (10-15 pages) that develops background research on a topic area and its potential for improving student learning. Those individuals or teams selected for development of a full proposal will receive a research and development award in the amount of $1,000 per proposal.
Based on the final full proposals, the UNF Leadership Team will review three viable topics recommended by the Planning Team, and select one proposed topic as the QEP. After the QEP topic is selected, a QEP Development Team will be established to fully develop the plan that will be submitted to SACS in January 2019.
Please note that no individual or team will be selected to prepare more than one full proposal.
5. Schedule
a. February 27, 2017 -- Pre-proposals due
b. March 8, 2017 -- Proposal awards announced
c. March 27, 2017 -- Full proposals due
d. April 5, 2017—Recommendations to President and Provost
APPENDIX A: QEP PRE-PROPOSAL THEMES (with examples)
1) Fundamental competencies
Fundamental competencies address basic knowledge and proficiencies that all students must possess to be successful in their college and professional lives. These skills are required for students at all levels in every curriculum.
· Critical thinking and problem solving skills
· Ethical evaluative skills
· Math and quantitative skills
· Written oral and/or graphical and communication skills
2) Community Engagement
Community engagement describes collaboration between UNF and the Jacksonville area community and beyond for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity. Community Based Transformational Learning is the topic of the current QEP, and any pre-proposals should clearly distinguish themselves from the current plan. Topics might include:
· Service Learning
· Community-Based Research
· Internships and Partnership Capstone Projects
3) Internationalization/ Intercultural Competency/ Diversity:
This theme is centered on the learning outcomes that are accompanied by an enhanced appreciation of multiple and diverse cultural perspectives. Through experiences ranging from exposure to immersion, students can be better prepared to excel in a global and culturally diverse environment. Some examples might include:
· Internationalization in the curriculum
· Promote and foster campus-wide interaction between diverse peoples and cultures
· Offer experiences that allow students to engage with other cultures, regionally and beyond
4) Student Support
This theme pertains to the provision of targeted academic, intrapersonal and/or interpersonal supports that are embedded throughout the university. Student support should facilitate multifaceted student growth that will equip students to be successful at UNF and beyond. Topics might include:
· Enhanced academic advising
· Research opportunities for students
· Programming/Services which enrich or supplement classroom instruction
5) Experiential Learning
Experiential learning is a process by which students acquire knowledge, skills, and values through involvement in activities outside a traditional academic environment. When students are provided opportunities to learn in authentic situations, the education becomes significantly more powerful. Such experiences might include:
· Internships and practicums
· Research and laboratory experiences
· Immersion and study abroad programs
6) Faculty Development
This topic focuses on faculty development in the area of evidenced-based strategies to enhance learning. Preparing faculty to better deliver changing curriculum or adapting teaching styles to changing student learning behaviors could improve student learning outcomes. Examples of these strategies may include:
· Integrative learning
· Lifelong learning in the form of pedagogical training
· inter-professional/disciplinary collaboration
APPENDIX B: PRE-PROPOSAL SUBMITTAL COVER PAGE
Theme Area(s):
Specific Title:
Brief description of the topic (50 words or less):
Name of lead proposer:
E-mail address:
Phone number:
Department/Unit:
Co-developers (if any):
Are you interested in being involved in the development of a full proposal on this topic?
Yes No
Are you interested in participating in the development of the Quality Enhancement Plan after the topic is selected?
Yes No
Please cut and paste this page as the cover for your pre-proposal, maximum of two pages (excluding cover page) and submit electronically as a single Word document to prior to 12:00 noon on Monday, February 27, 2017. Please do not include your name(s) in the body of the pre-proposal.
APPENDIX C – EVALUATION CRITERIA
1 - Goals/Vision/Purpose: Pre-proposal articulates goals, objectives, and/or vision in a clear, concise, and comprehensible fashion and is relevant and appropriate for UNF. The various portions of the pre-proposal build logically upon each other, are not contradictory, and are well articulated.
Exemplary: Goals/objectives/vision are relevant and appropriate to UNF, very clear and the proposal parts articulate in a logical and coherent fashion.
Acceptable: Goals/objectives/vision are somewhat relevant and appropriate to UNF, are clear and the proposal parts do not contradict each other.
Unacceptable: Goals/objectives/vision are not clear or appropriate and/or the proposal parts contradict each other.
2 - Method/Process: Pre-proposal includes a discussion on the method and process through which the proposed QEP could be implemented.
Exemplary: Proposal includes specific actions necessary for implementation. All actions described show clear links to student learning and may be based on existing data.
Acceptable: Proposal includes some actions necessary for implementation. Actions described to not clearly relate to student learning.
Unacceptable: Proposal does not include actions for implementation, or contains an unreasonable plan for implementation at UNF.
3 - Learning Outcomes: Pre-proposal includes a discussion of defined, measurable student learning outcomes, with discussion of assessment mechanisms.
Exemplary: Student learning outcomes (SLOs) are written using precise verbs. All are measurable, student-centered, richly described and reasonable for students to attain.
Acceptable: Student learning outcomes are either focused on the instructional experience (instead of the outcome) or include verbs that are somewhat imprecise/non-specific. SLOs may or may not be measurable student-centered, richly described, and/or reasonable to attain.
Unacceptable: Student learning outcomes do not describe what the student will do to demonstrate learning, are irrelevant, are non-specific, and/or are not reasonable for students to attain.
4 – Scope of Impact: Pre-proposal addresses how proposed activity positively impacts student learning, retention and/or success for a well-defined and broad-based student population.
Exemplary: Pre-proposal positively and substantially impacts learning for a large and clearly identified segment of the UNF student population, spanning all colleges.
Acceptable: Pre-proposal has the potential to positively impact a broad cross-section of students, but the target population is not clearly identified, or the extent of impact on students likely differs significantly across colleges or programs.
Unacceptable: Target student population is too small, too narrowly defined, and/or the impact on student learning is likely only in specific colleges or programs.
5 – Resources/Sustainability: Pre-proposal includes a discussion of existing and additionally needed budgetary and resources required to complete the plan. In addition, a timeline for implementation should be discussed.
Exemplary: Resource discussion includes a budget, personnel and other resource requirements. Timeline discusses activities including specific actions, expenditures and assessment processes that can be realistically implemented and completed in five years. Potential funding sources and a sustainability plan is included.
Acceptable: Budget and resource requirements are mentioned and timeline discussion provides year by year activities including specific actions, budgetary expenditures and assessment process.
Unacceptable: Budget and resource requirements are vague or not addressed and timeline does not provide year by year activities. Resources and timetable are not reasonable for implementation and completion of the plan within five years.