DRAFT 1 University of Miami Quality Enhancement Plan Proposal: Communication Across the Curriculum...

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University of Miami

Quality Enhancement Plan Proposal:Communication Across the Curriculum

April 18, 2007

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University of MiamiPrinciples of the QEP Proposal

The University recognizes that an essential component of student learning must be effective communication. Effective communication is expected by employers, professional associations, and society.1

The goal of the QEP is to enhance the student learning environment by nurturing new media*, oral, and written modes of communication at the University of Miami.2

*New Media Definition-New Media are forms of communication mediated by computers and similar electronic devices that include individually or in combination aural, written, and visual elements.

Meets SACS Guideline(s):

1QEP FOCUS:

What is the relationship between the focus of the plan and student learning?

2QEP FOCUS:

Does the QEP provide a clear and concise description of the critical issue to be addressed?

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University of MiamiPrinciples of the QEP Proposal

The core of the QEP proposal is to enrich student communication skills throughout UM’s academic experience.1

The QEP proposal is not based merely on the acquisition of skills but is rather an effort to equip students to engage critically in the learning process via diverse modes of communication.1,2

The QEP proposal takes into consideration that2 Our students enter with varying degrees of communication

competency. Desirable communication skills can be discipline specific. Proficient writing, while being a primary signifier of an educated

person, may be supplemented by proficiencies in other modes of communication in contemporary society.

Meets SACS Guideline(s): 1QEP FOCUS: Has

the institution identified the benefits to be derived from the QEP?

2 QEP FOCUS: What is the relationship between the focus of the plan and student learning?

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UM QEP: Communication Across the CurriculumBroad Based Involvement of the Community

The QEP topic, Communication across the Curriculum, was derived from a number of sources across the University’s constituents, including

• Student and alumni surveys • Student focus groups about their academic experiences at the University• Academic Deans Policy Council (ADPC) meetings• Associate/Assistant Deans Academic Council (ADAC) meetings• Faculty Senate Leadership• General Welfare Committee of the Faculty Senate


BROAD BASED INVOLVEMENT OF THE COMMUNITY:Has the institution demonstrated that all aspects of its community – faculty, staff, students, board members, and administrators - were involved in the development of the QEP?

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University of Miami QEP Proposal Goals

1. Increase faculty and student awareness of the value and appropriateness of various modes of communication

2. Offer “C” courses* across the curriculum that will improve new media, oral, and/or written communication

3. Define student learning outcomes for these courses

4. Provide resources to help faculty incorporate new pedagogy in their courses that will improve communication skills of their students

5. Develop processes for assessing communication skills systematically & improving related pedagogy

*The term “C” course is being used in this document to merely refer to enhanced courses as part of this QEP proposal. It is not a name intended for implementation, bulletin listing, etc.


QEP FOCUS: What are the QEP’s relevant and appropriate goals for improving student learning?

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University of Miami QEP Proposal Goals

6. Provide oversight for implementation:• establish criteria for “C” courses

• review the development of “C” courses

• oversee assessment and data collection

• assist academic departments’ collection and maintenance of e-portfolios

• make recommendations for revisions in “C” courses based on assessment data on an ongoing basis throughout the QEP period

• prepare the QEP-related reports required by SACS and other school/college accrediting agencies



QEP INSTITUTIONAL CAPABILITY: Has the institution assigned qualified individuals to administer and oversee its implementation?

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“C” Course Definition“C” courses prepare students to be effective communicators in contemporary society. Through the QEP experience, students learn to utilize appropriate modes of communication, singly or in combination, for the interpretation and exchange of ideas, questions, information, and knowledge according to the context of the communication task at hand and the audience being addressed.


QEP FOCUS: Has the institution identified the benefits to be derived from the QEP?


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“C” Course CriteriaTo be designated a “C” course, instructors need to:• Incorporate new media, oral, and/or written elements alone or in

combination as part of the learning activities of the class and in relation to the content of the course

• Articulate student learning outcomes related to communication (in addition to whatever learning outcomes there are for content)

• Assess the communication and provide instruction/feedback to improve students’ communication

• If appropriate, revise the course in light of the assessments connected to student learning outcomes before offering it again

• Participate with other faculty in learning communities related to communication pedagogy




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“C” Course General Student Learning Outcomes

In all “C” courses, students will:

• Demonstrate their understanding of course content via an original communication undertaking (project, paper, website, presentation, etc.)

• Apply relevant information literacy skills in the development of the project

• Use the media, genre, forms, organization, and design appropriate for the purpose, audience, and material

• Make appropriate revisions that improve the effectiveness of the final product




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“C” Course Student Learning Outcomes

New Media Communication EmphasisIn addition to the general elements of all “C” courses,students working with new media will demonstrate

• A critical understanding of, and facility with, the technology they employ

• The ability to use a recursive development process, incorporating feedback, to produce appropriate finished projects

• Appropriate integration of written and oral modes as necessary to the finished communication project




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Oral Communication Emphasis

In addition to the general elements of all “C” courses,students working with oral communication willdemonstrate

• A critical understanding of, and facility with effective delivery for listeners (rather than readers)

• An awareness of, and facility with, oral strategies of communication in various oral-based situations--formal presentations, discussions, debates, one-on-one interviews/conversations, etc.

• The ability to reflect on and improve the effectiveness of their oral communication abilities based on their performances and to offer constructive feedback on oral presentations to others




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Writing Communication Emphasis

In addition to the general elements of all “C” courses,students working with written communication willdemonstrate

• A critical understanding of, and facility with, effective writing style and standard English conventions

• Effective use of genre conventions and rhetorical features in the finished document

• The ability to review and revise their own writing, offer comments to others, and make good use of feedback they receive from instructors and/or peers




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“C” Course Implementation

“C” courses consist of new media, oral, and/or writing components developed by faculty who have agreed to participate in the QEP. Examples of possible “C” courses:

TBD (New Media “C” course) New Media learning activity 1 New Media learning activity 2 New Media learning activity 3 New Media learning activity 4

TBD (Oral “C” course) Oral Communication learning activity 1 Oral Communication learning activity 2 Oral Communication learning activity 3 Oral Communication learning activity 4

TBD (Writing “C” course) Writing Communication learning activity 1 Writing Communication learning activity 2 Writing Communication learning activity 3 Writing Communication learning activity 4


QEP FOCUS: Has the institution described the relationship between the focus of the plan and student learning?

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Expectations of “C” Course FacultyIn exchange for a one-course reduction in teaching in the fall, faculty will be expected to

Participate in a Learning Community that meets weekly for workshops and discussions that fall and continues weekly discussions the following spring

Teach a “C” course in the spring Present student learning outcomes in syllabus Assess student learning outcomes and have students save their

work in a centralized e-Portfolio system Teach the same “C” Course at least 2 more times in the next

four years, making improvements in response to assessment results

Make a presentation at QEP Forum in the spring Optionally incorporate “C” course criteria to create additional

“C” courses.



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Faculty Learning Communities• What is the QEP Faculty Learning Community?

The QEP Faculty Learning Community is a group of around 5 faculty members who are engaged in regular meetings for the purpose of increasing their knowledge about teaching and incorporating one or more QEP components into the learning activities of their course(s)

• Who? Faculty members selected for QEP cohorts (new media, oral, and written

communication) are enrolled in Learning Community for that cohort• Categories for the QEP Faculty Learning Community:

1. Cohort-based communities will be aimed at enhancing the individual growth of the members in teaching, learning, or personal development in reference to the QEP courses

2. Topic-based communities will be aimed at specific teaching and learning needs or issues based on the QEP courses

• Duration of the QEP Faculty Learning Community Development Stage of the “C” course during the fall-intensive (weekly) meeting

schedule to develop student learning outcomes, redesign syllabus, develop methods of assessment, etc.

Implementation Stage of the “C” course during the spring-interval (monthly) meeting schedule to discuss the status of the implementation and share ideas, concerns, etc.

Maintenance Stage of the “C” course-intermittent meeting schedule (TBD) to discuss the best practices for the “C” courses


QEP INSTITUTIONAL CAPABILITY: Has the institution allocated sufficient academic resources and systems to implement and sustain the outcomes of the Plan?

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1. Library Enhancements:• Faculty exploratory to develop new media competencies, to train faculty in e-

information literacy skills, and to develop new tools to enhance instruction. • Support a digital repository program to develop undergraduate student

portfolios. • Provide direct student instruction in the use and application of new media. • Facility where students can practice and tape their presentations*

2. Writing Center3. Instructional Advancement Center4. Office of Accreditation and Assessment

• Monitor & support “C” course faculty recruitment, implementation, & assessment

• Coordinate & host Faculty Development events and forums• Manage QEP budget• Report findings of assessment to the University Community and describe how

they were used to enhance student learning and how QEP will be changed.• Write SACS QEP 5th year progress report

*Requires new expanded physical space for execution.

Infrastructure Components


QEP INSTITUTIONAL CAPABILITY: Has the institution allocated sufficient academic resources and systems to sustain the outcomes of the Plan?

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Faculty Recruitment Who will conduct faculty recruitment?

Office of Accreditation and Assessment will recruit faculty and monitor and archive “C” course application forms

Experienced “C” course faculty Who is eligible to teach “C” courses?

Preference for tenure track and limited to full-time faculty What does faculty recruitment consist of?

Course release incentive “C” Course Application

1. Description of QEP “C” course criteria & expectations of faculty2. “C” course Application form

Brief faculty identification information Brief course description 1 page statement of purpose, including description of proposed learning

activities related to “C” course3. Syllabus4. Letter from Department Chair agreeing to course reduction

QEP committee reviews “C” course applications and selects faculty to participate Congratulatory letter to faculty chosen to implement “C” course(s) & arrangement for course

release When does faculty recruitment take place?

Each spring, beginning 2008 How does faculty recruitment take place?

Via circulation of QEP draft to faculty fall 2007 and other communications about the QEP Official announcement recruiting “C” course faculty Faculty Development Workshops that are open to all faculty Faculty Development Forums that are open to all faculty



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Faculty Development Who will conduct training? (Possible training instructors)

Faculty members, administrative staff, and outside consultants who possess expertise in one or more of the QEP components (new media, oral, and written)

Faculty members who have either won Excellence in Teaching Awards pertaining to the QEP components or QEP Faculty Learning Community members who have decided to act as consultants in order to share their expertise in one or more components of the QEP

What will be discussed? (Possible topics) Teaching students how to improve new media, oral, and/or written communication Incorporating communication elements into the learning activities of the class Articulating student learning outcomes related to communication in conjunction with the

learning outcomes required for the course content Developing and using methods to assess student learning Revising course content based on assessment data connected to student learning

outcomes before offering the course again When will training take place? (Starting with New Media in fall 2008)

Weekly Faculty Development sessions for Learning Community each fall Ongoing weekly discussion sessions of Learning Community in the spring Optional ongoing participation of “C” Course faculty in training of subsequent cohorts

How? Developing Faculty Learning Communities Workshops QEP Faculty Development Forum each spring Online IAC lunch and learn sessions, etc. As needed

Where? Library/Faculty Exploratory University Center



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Assessment of Learning in “C” Courses

Who will conduct “C” course assessment? “C” course faculty Office of Accreditation and Assessment will monitor & support “C” course

assessments & revisions When will assessment take place and be reported?

Assessment will take place during the course and a summary of results submitted to the Office of Accreditation and Assessment the Semester/Summer following “C” course implementation

How? Each instructor will work with the Office of Accreditation and Assessment to

arrange for students to submit samples of work from “C” courses to an e-portfolio centralized system

Faculty will develop assessment tools to evaluate quality of student communication

Surveys Where?

TBD by each “C” course faculty Office of Accreditation and Assessment will monitor and archive “C” course

assessments


QEP ASSESSMENT:Has the Institution developed means for assessing the success of its QEP?

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Assessment of Faculty Development Who will conduct “C” course assessment?

Office of Accreditation and Assessment will conduct faculty development assessments & revisions of session

What will be assessed? Faculty Development learning outcomes

When will assessment take place? Data will be collected during and at the end of faculty development

sessions Data will be analyzed and reported each spring

How? Surveys

Where? Office of Accreditation and Assessment will monitor and archive faculty

development assessments


QEP ASSESSMENT:Has the Institution developed means for assessing the success of its QEP?

2006-07 2007-08 2008-09Fall Spring Summer Fall Spring Summer Fall Spring Summer

QEP QEP Committee initial meetingDetermine QEP topic

Draft QEPObtain some baseline data through online course evaluation pilot*

Collect baseline assessment dataDesign faculty development componentsDevelop logistics & preliminary budget

Distribute QEP Draft to FacultyRefine QEP draft per faculty feedback

SACS On-site visit to review and approve QEP proposal

Revise QEP if necessary per SACS feedbackPrepare for implementation

Implement QEPLaunch New Media Phase

Evaluate feedback from Faculty Development & reviseHost Faculty Development Forum

New MediaCohort 1

Recruit Faculty

Provide Faculty Development

Implement Assess & Revise

Cohort 2 Recruit Faculty

Cohort 3

Cohort 4

Cohort 5

Oral Cohort 1

Recruit Faculty

Cohort 2

Cohort 3

Cohort 4

Writing Cohort 1

Cohort 2

Cohort 3

QEP Timeline 2006-2012(Slide 1 of 2)

Meets SACS Guideline(s): QEP INSTITUTIONAL CAPABILITY:Has the institution provided a timeline for implementing and completing the QEP?

*Two writing and two new media courses were sampled to implement online course evaluations which included items pertaining to QEP learning outcomes. 21

2009-10 2010-11 2011-12 2012-13Fall Spring Summer Fall Spring Summer Fall Spring Summer Fall Spring Summer

QEP Launch Oral Phase

Evaluate feedback from Faculty Dev. & reviseHost Faculty Dev. Forum

Launch Writing Phase




Draft QEP 5 year progress report

New MediaCohort 1 Repeat & Reassess Repeat & Reassess Repeat & Reassess Repeat & Reassess

Cohort 2Provide Fac. Dev.

Implement Assess & Revise Repeat & Reassess Repeat & Reassess Repeat & Reassess

Cohort 3

Recruit Faculty

Provide Fac. Dev.

Implement Assess & Revise Repeat & Reassess Repeat & Reassess

Cohort 4Recruit Faculty

Provide Fac. Dev.

Implement Assess & Revise Repeat & Reassess


Provide Fac. Dev.


OralCohort 1

Provide Fac. Dev.

Implement. Assess & Revise Repeat & Reassess Repeat & Reassess Repeat & Reassess


Provide Fac. Dev.



Provide Fac. Dev.



Provide Fac. Dev.


Writing Cohort 1

Recruit Faculty

Finalize Recruitmt.

Provide Fac. Dev.



Provide Fac. Dev.



Provide Fac. Dev.

Implement. Assess & Revise

QEP Timeline 2006-2012(Slide 2 of 2)

Meets SACS Guideline(s): QEP INSTITUTIONAL CAPABILITY:Has the institution provided a timeline for implementing and completing the QEP?

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DRAFT 1 University of Miami Quality Enhancement Plan Proposal: Communication Across the Curriculum...

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