APSU QEP

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APSU QEP
Explore practical learning
experiences and opportunities
to excel in life.
APSU QEP
•Explore learning;
•Experience opportunities;
•Excel in life.
APSU QEP
Job to be done for upcoming visit.
•Promotion of our QEP
•to the onsite SACS team.
•to our students.
•to our colleagues.
•Key points
•to know.
•to find out.
APSU QEP
Open Book Test
• Faculty, staff, and students under your
care need to be familiar with the plan:
•Mark it;
•Highlight it;
•Tab it;
•Dog-ear it.
• Just prior to the onsite visit, review it.
APSU QEP
Market, Sell, and Promote
• If you meet with an onsite review team
member, you are the QEP.
• When the reviewer asks a question,
•answer it directly;
•and use additional information, examples or a
description or how exciting this opportunity is for
our campus.
• Don’t be shy.
•It’s a conversation,
•not an inquisition.
APSU QEP
Important Talking Points:
• Say it, hear it, write it, report it.
• If you don’t say it, the onsite review team
won’t hear it, they won’t write it down,
and they won’t report it.
APSU QEP
We will be graded on…..
FOCUS
CONSTITUENCY INVOLVEMENT
INSTITUTIONAL CAPABILITY
EVALUATION AND ASSESSMENT
APSU QEP
FOCUS:
Talk about the main points
• Purpose
– Read the summary on the back of the cover
page (or page 2 on the website).
– The purpose is to enhance student learning
by increasing students’ participation in
transformative learning experiences (TLEs) –
opportunities – that transform perspective
and engage students in the practical
application of their learning.
APSU QEP
FOCUS:
Talk about the main points.
• TLEs – Opportunities
•Pages 37-38 and 52
– Internships
– Study abroad
– Undergraduate research
– Service learning
– Leadership
– Other transformative experiences
APSU QEP
FOCUS:
Talk about the main points.
The link to APSU’s mission.
pages 9-10 and 36
– Engaged and
productive citizens
– Global awareness
– Critical thinking
– Communication
skills
APSU QEP
– Creativity
– Leadership
– Appreciation of all
cultures
– Inquiry through
research
FOCUS:
Talk about the main points.
• Link to BRAVO
•Pages 3-6, 10-19, and 45
– TLEs Opportunities address the knowledge,
skills, and values that APSU students need
to succeed and to contribute to the world.
APSU QEP
FOCUS:
Talk about the main points.
• The QEP’s student learning outcomes
•Page 18
– Apply learning through TLEs – opportunities.
– Demonstrate engaged learning as
articulated in BRAVO through TLE –
opportunity – artifacts in an eportfolio
APSU QEP
FOCUS:
Talk about the main points
• The TLE pedagogical approach
– Four Pillars of Practice
•Pages 43 & 45
– Dimensions of Learning
•Page 54
APSU QEP
FOCUS:
Talk about the main points.
• Criteria of high-impact practices
•Page 41
• These criteria include
•High expectations
•Significant time and effort
•Faculty/student interaction
•Diverse experience
•Constructive feedback
•Reflection and integration of work
•Applied learning
•Public demonstration
of competence
APSU QEP
FOCUS:
Talk about the main points.
• Best practices
•Pages 41-45
• These best practices include
•Cross-campus and off-campus collaboration
•Active and collaborative learning
•Structural critical reflection
•Feedback
•Professional development
APSU QEP
FOCUS:
Talk about the main points.
• TLE – opportunity – Exemplars at APSU
•Pages 20-34
• These exemplar experiences meet the
criteria of high-impact practice and best
practices.
APSU QEP
CONSTITUENCY INVOLVEMENT
• Planning began in Fall 2012
• Think Tank
– QEP idea developed, shared with campus,
and idea strengthened
• QEP Development Co-Chairs
• Writing Teams
– Research and writing
APSU QEP
INSTITUTIONAL CAPABILITY
• Culture of engagement
• Detailed plan of action
•Pages 58-64, 69-70 and 72-73
• Professional Development
•Pages 38-39, 44-45, 59 an 65-68
• Administrative and Instructional Support
Staff
– Organization structure needed
•Pages 65-67 and 69-70
APSU QEP
Evaluation and Assessment
• QEP Project Evaluation Goals
–
–
1) introduce the concept of TLEs to the campus community to foster a “Culture of
engagement”
2) encourage the growth in the number of TLE courses, assignments, and activities
3) institutionalize the way that the TLES are evaluated and stored
4) provide faculty and staff participating in TLE activities with development opportunities
Pages 69-70
• BRAVO, ePortfolios, VALUE Integrative/Applied
Learning Rubrics
–
Exemplar provided on page 79
• Focused Measures of Progress
–
Direct Measures
•
•
–
Indirect Measure
•
–
Assessment of TLE Opportunities and mapping to BRAVO
Assess student work using BRAVO-mapped VALUE Integrative/Applied Rubric
Student perception of measure through NSSE
Tools
•
NSSE, FSSE, CCTST, TLE survey (locally developed)
APSU QEP
QEP Information
www.apsu.edu/QEP
APSU QEP
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