Developing a QEP that is Relevant to the Institutional Vision and MissionDeveloping a QEP that is Relevant to the Institutional Vision and Mission

SACS/COC 2005

Dr. Robert R. Bell, PRESIDENT

Dr. Leo McGee, Associate Vice-President

Dr. Barry S. Stein, Director of Planning

Tennessee Technological University

Overview

I. Building an Effective QEP Team

II. Developing a Vision & Strategic Plan

III. Stages of QEP Development

L

Building an Effective QEP Team

Important Characteristics

Commitment to Institution

Open to opinions of others

Willing to try new ideas and not intimidated by change

Energetic, task oriented, and congenial

L

Leadership Skills

An Engaged President

Recognition of QEP as a Useful Strategic Goal

Other Skills

Tennessee Technological University

Enrollment7255 Undergraduate

2058 Graduate

Employees 2000

Budget = $127,296,800

Alignment of Planning Tasks

The Perfect Storm

New State Planning Requirements

University Vision

SACS QEPStudent Learning

B

TTUQEP

Development Process

A Three Year Effort

NewVision & Mission

New StrategicPlan

Developing a Vision

Pitfalls to Avoid

Excluding Important Constituents

No Real Focus – No Real Implications

Slogans without Substance

Developing a Vision

Core Idea

Examine Strengths, Weaknesses, and Opportunities

Student Perceptions of UniversityEmployer Perceptions of Graduates

Dedicated Faculty

Research PowerhouseAthletics Powerhouse

Funding

Strengths

Emergence of a TTU Theme

Outstanding Student Success

DedicatedFaculty

QualityGraduates

Public Ivy Experience

How Far to Reach

Regular Goals or Stretch Goals

TTU Vision

“TTU will be one of the best universities in the nation through a commitment to the life-long success of our students”

Implications of Vision

Life-long Success

Improved Community/Regional/State Success

National Recognition

Increased Alumni Involvement & Giving

Students’1st Choice

VisionLife-long Success of Our Students

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Organizational Structure

Leadership TeamLeadership Team

Compliance CommitteeCompliance Committee QEP CommitteeQEP Committee

Steering CommitteeSteering Committee

UniversityUniversity

QEP Committee Composition

Assessment/Planning Expert

Students (2)

Faculty (7) - Innovators in Teaching & Service

(all academic divisions)

Elements of a Successful QEP

Broad Campus Involvement

Supported by Research Findings

Effective Methods of Assessment

Supports Vision/ Goals of Institution

Improving Student Learning

Identified Weakness

Goals of QEP Committee

Identify Weaknesses in

Student Learning

SuggestTopics & Strategies

Vision

ImprovedLife-longSuccess

Vision

ImprovedLife-longSuccess

TTU QEP Development ProcessTopic Generation

Phase ITopic Refinement

Phase IITopic Selection

Phase IIIAnalysis & Refinement

Phase IV

Campus Units

Enter Strategic Goals/action Plans for

QEP Topics

Ana

lysis of

Ca

mp

us InputIdentify Weaknesses

Identify TopicsIdentify Strategies

QEP Committee Focus Groups

SGAFaculty SenateDeans’ CouncilSteering Committee

Phase I

Identify Weaknesses with Assessment Data

Employer SurveysTeaching Evaluations - Objectives Selected

Teaching Evaluations - Progress Ratings

Enrolled Student Surveys

Alumni Surveys

General Education Test Results

Employer Survey

Progress on IDEA Teaching Objectives

Phase II

Maximizing Involvement in Process

QEP TopicsCritical ThinkingProblem SolvingCreative ThinkingCommunicationTeamwork SkillsLife-long Learning

QEP TopicsCritical ThinkingProblem SolvingCreative ThinkingCommunicationTeamwork SkillsLife-long Learning

Faculty Senate

Deans’ Council

SACS SteeringCommittee

SGA

Focus Groups

Feedback on QEP Topics

Skills Graduates need for Success

# 1 for Faculty = Critical Thinking

# 1 for Students = Real World Problem Solving

# 1 from Employer Survey = Problem Solving

Narrowing the QEP Focus

Maximizing Participation

Improve critical thinking/real world problem solving skills through the use of active learning strategies.

With emphasis on communication skills

With emphasis on teamwork skills

With emphasis on creative thinking

Phase III

Requesting Unit Participation

Phase IV: Analysis of Campus Input

What was Learned:

Areas of emphasis broadened participation

Some Units Submitted Good Ideas

Some Units did not

Stimulate More Faculty InvolvementTeaching/learning Enhancement Grants for Faculty/Staff

Adjustments to Process

Replicate TTU’s Best Practices in New AreasIncentives for sharing best practices and mentoring

Thank You

SACS/COC 2005