Presented by
Barbara June Rodriguez
Professor Trish Joyce
Professor Joshua Kimber
14th Annual Texas A&M Assessment Conference
February 16-18, 2014

By the end of the session, participants will
be able to:
1. Apply the logic model to the QEP plan (or
any situation/project)
2. Discuss strategies to engage faculty in QEP
implementation and assessment
development (outputs)
3. Utilize Student Learning Outcomes (SLOs) to
enhance critical thinking (outputs)

Located in South Florida; 3 campuses and 8
centers

Offers associate and baccalaureate degrees

Serves nearly 68,000 students annually

SACSCOC Onsite Review was October 2013

QEP received no recommendations

QEP focus is critical thinking
Goal 1: To enhance students’ critical thinking
skills
 Students will be able to:
1. Analyze and interpret relevant information
2. Explain questions, problems, and/or issues
3. Evaluate information to determine
credibility of reasoning
4. Generate well-reasoned conclusions

Direct Measures
1. California Critical Thinking Skills Test (CCTST)
2. Performance-based tasks developed by faculty
mentors/mentees
3. General Education Assessment Results for problem
solving competency

Indirect Measures
1. Community College Survey of Student Engagement
(CCSSE)
2. Community College Faculty Survey of Student
Engagement (CCFSSE)
Goal 2: To enhance pedagogical practices that
focus on critical thinking
 Faculty will:
1. Participate in targeted professional development
and training
2. Develop in-house training modules on critical
thinking
3. Incorporate teaching and learning strategies that
focus on critical thinking skills
4. Produce a portfolio with revised syllabi and
assignments that emphasize critical thinking

Direct Measures
1. Faculty Portfolios
2. Resource Repository
3. Course Syllabi

Indirect Measures
1. Community College Survey of Student Engagement
(CCSSE)
2. Community College Faculty Survey of Student
Engagement (CCFSSE)
3. Number of in-house training modules
4. Number and percentage of faculty trained
5. Number and percentage of faculty who teach CT
enhanced courses

Allows precise communication about the
purpose of a project, its components, and
activities

Describes logical linkages among resources,
activities, outputs, audiences, and outcomes

Functions as a graphical depiction of
processes in real life

Illustrates a sequence of cause-and-effect
relationships
Paul McCawley, University of Idaho
University of Wisconsin
Each activity will require working as a team and
time will be permitted to share ideas:


Activity #1: Engage faculty using critical
thinking and BCs SLOs as an example case
Activity #2: Questions & Reflections



Broward College. Question Every Possibility Think Critically: Quality Enhancement Plan.
SACSCOC Onsite Review, October 2013.
Broward College's QEP
McCawley, P.F. The Logic Model for Program
Planning and Evaluation Logic Model
W.K. Kellogg Foundation Logic Model
Development Guide Development Guide