MT ENGAGE
OPEN FORUMS
ENGAGE ACADEMICALLY, LEARN EXPONENTIALLY,
SHOWCASE YOURSELF
MT ENGAGE OVERVIEW
•  MT Engage is MTSU’s Quality Enhancement
Plan (QEP) which is a core requirement for
SACSCOC accreditation.
•  The QEP is a 5 year initiative to improve
student learning.
MT ENGAGE OVERVIEW
•  The MT Engage QEP involves students in academic
engagement and critical reflection. This is accomplished
by:
•  Incorporating Within The Course (WTC) and Beyond The Course
(BTC) engagement activities / strategies
•  WTC examples: problem-based learning, collaborative learning,
project-based learning, simulations, etc.
•  BTC examples: service-learning, co-curricular activities, attending
related campus events, attending off-campus events, research,
etc.
•  Having students reflect on these experiences and generate
critical reflection products that will be completed within the
ePortfolio to showcase the knowledge, skills, and abilities
achieved.
THE EPORTFOLIO
•  An ePortfolio is a means for organizing, summarizing, and
sharing products, artifacts, information, and ideas about
learning, along with personal and professional growth.
•  An ePortfolio is an electronic means for presenting:
•  Personal information about the student,
•  A sample of the breadth and depth of work that the student
has completed,
•  Reflective statements documenting how the student has
grown and developed as a result of completing these
assignments, and
•  Products or artifacts that demonstrate the students’ range of
knowledge, skills, abilities, achievements, experiences, growth,
development, and attitudes as a result of their educational
experiences.
•  Integration of learning experiences
ACADEMIC ENGAGEMENT
MTSU defines academic engagement as a student’s active learning
experiences as demonstrated through quality of effort, physical and
psychological involvement, and participation in productive learning
activities.
Productive learning activities might include high impact activities outlined
in the AAC&U’s1 High Impact Educational Practices (Kuh, 2008).
Projects/Capstone Courses
Internships
First year seminars
Common intellectual experiences
Learning communities
Writing intensive courses
Collaborative assignments
Undergraduate research
Global learning
Service learning
•  …plus other activities identified by MTSU faculty (e.g., project based
learning, EXL, civic engagement, flipped classrooms, Reacting to the
Past, study abroad, etc.).
1
Association of American Colleges & Universities.
MT ENGAGE PROCESS
Faculty
Development
Use of
Academic
Engagement
Strategies in
Classes
Student
Engagement
and
Reflection
Documented
STUDENT LEARNING OUTCOMES
•  Outcome 1 Integrative/Reflective Thinking: Students will use
integrative thinking and reflection to demonstrate the ability
to make connections across multiple academic contexts and
educational experiences.
•  Outcome 2 Personal and Professional Development: Students
will demonstrate an understanding of, and the ability to reflect
on, the self, such as identifying their aptitudes, abilities,
strengths and weaknesses, and interests and articulating their
future goals, aspirations, and place in the world.
•  Outcome 3 Effective Communication: Students will be able to
effectively, precisely, and appropriately communicate.
PROGRAM GOALS
•  Goal 1: Foster a culture of engaged learning and integrative
thinking. This will be accomplished through the infusing of high
impact educational practices across the curriculum.
•  Goal 2: Enhance student satisfaction with their learning,
personal development, and professional development:
Students who participate in MT Engage will report greater
satisfaction with their learning, personal development, and
professional development.
•  Goal 3: Improve student retention, progression, graduation.
Students who participate in MT Engage will be retained,
progress, and graduate at higher rates than students who do
not participate in MT Engage.
PROBLEM BEING ADDRESSED
What primary problem is our QEP addressing?
•  Lack of student engagement within and outside the
classroom
Additional problems this QEP can address:
•  Lack of integrative and reflective thinking by
students. For example students not making
connections between courses/learning
experiences/behaviors
•  Underdeveloped communication skills
•  Lack of career and professional readiness
•  Retention of students
SIGNIFICANCE
•  MT Engage is significant for students’ learning and lives
because increased academic engagement and
integrative and reflective thinking have been shown to
increase student learning and student retention and
contribute to lifelong learning
•  If we are successful, our campus will be different in these
ways:
•  MTSU will be known as a campus that values engaged
learning.
•  Students will be expected to actively contribute to their
learning environment through class activities, collaborations,
research, service, civic engagement, etc.
•  Students will have a better understanding of themselves and
their learning, as well as their skills and abilities through
integrative and reflective thinking.
TIMELINE
Activity
Date
Gather campus feedback
Spring 2015
Draft of plan to campus for Fall 2015
feedback
Pilot aspects of project
Fall 2015 and Spring 2016
Determine ePortfolio tool
Fall 2015
Submit QEP, MT Engage
February, 2016
SACS-COC on-site visit
March 29-31, 2016
Implement MT Engage
Fall 2016
QUESTIONS AND COMMENTS
EPORTFOLIO EXAMPLES
•  https://bu.digication.com/
salma_yehia_the_college_years/Natural_Science
•  https://scholar.vt.edu/access/content/group/
97b91a99-7258-44a2-8002-9b7c83a84bd5/WebDev/
Website/Gallery/EnglishGallery/2011/KimberlyB/
index.html
•  http://veg2e2.wix.com/gbgaddportfolio
E-PORTFOLIO
STUDENT QUOTES
•  It allows us as students to display important assignments that show
the skills that we have developed throughout the nursing
program. It is very beneficial to use for job interviews….
•  This allowed me the opportunity to revisit and re-experience all
four years of my MTSU career. During the course, I was able to sit
down and analyze all the work that I have completed throughout
all the courses at focus of my career. It also gave me the
opportunity to become a personal editor of my previous work.
•  This portfolio experience has substantially developed me
professionally. It has been very enlightening to review my past
work and how I have grown throughout my time at MTSU.
•  Compiling this information gave me the opportunity to look over
all the work I have done over the last few years and display it. I
am very proud of my accomplishments.
STUDENT QUOTES
•  At first I was unsure of how much the eportfolio would help. But once I
started getting into the assignment it really taught me what I wanted to
do with my life. It has been more than useful, I am constantly using it as a
way to prepare for interviews and adding it as a website on my resume
so that employers can see more about me. •  I thought the process for developing an online portfolio was one of the
most helpful projects I worked on in college. While developing the online
portfolio I was able to learn what skills and qualities I should highlight.
Creating an online portfolio allowed me to write about myself. I was able
to learn about myself. •  I do not know if I would have thought about making an online portfolio if I
had not taken the Senior Capstone class….I think this part of the course
requirement was very important not only did I create something that I
could use to start my career, I was able to learn about myself and
showcase skills and qualities that I might not have been able to on a
resume or cover letter. STUDENT SURVEY RESULTS
•  Do you see yourself enrolling in MT Engage courses if
they were part of your general education or degree
requirements?
•  50.85%
•  13.64%
YES
No
•  doesn’t sound relevant/interesting; not enough time
•  35.5%
Don’t Know
•  Would you be interested in creating an ePortfolio?
•  59.47%
•  29.31%
YES
No
•  Don’t see the benefit/value; too much time/extra work
•  11.21%
Don’t Know
FACULTY SURVEY RESULTS
•  Do you think MT Engage has the potential to impact student
learning?
•  60.89% Yes
•  2.79% No
•  36.31% Unsure
•  Do you see yourself incorporating an high-engagement
activities?
•  38.64% Yes
•  7.65% No
•  53.41% Already Do
•  Do you see yourself incorporating reflective activities/
assignments?
•  28.21% Yes
•  15.38% No
•  56.41% Already Do
CHAIR SURVEY RESULTS
•  Does your department currently use an ePortfolio to
document student work?
•  3 of 27 departments said yes
•  Does your department currently use a traditional
portfolio to document students work?
•  3 of 27 departments said yes
•  Would your department be interested in using an
ePortfolio to document student work?
•  15 departments said yes