UNA’S QUALITY ENHANCEMENT PLAN RESEARCH LITERACY IMAGINE... INVESTIGATE... COMMUNICATE Building...
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Transcript of UNA’S QUALITY ENHANCEMENT PLAN RESEARCH LITERACY IMAGINE... INVESTIGATE... COMMUNICATE Building...
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UNA’S QUALITY ENHANCEMENT PLAN
RESEARCH LITERACY
IMAGINE . . . INVESTIGATE . . . COMMUNICATE
Building Success through Discovery
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Quality Enhancement Plan
SACSCOC Southern Association of
Colleges and Schools Commission on Colleges
SACS QEP Requirements
UNA’s Concept Research Literacy
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Building Success through DiscoveryImagine . . . Investigate . . . Communicate
What is Research Literacy?
Why is it important?
How was the topic determined?
What does this mean to students?
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Research Literacy and Research What does this mean?
Research Literacy
Research
Research Process Ask a question Collect information or data Analyze information and
determine findings Present the results
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Decision Process
Pre-Proposal Phase SACS Leadership Team info Meeting QEP Planning Committee meetings Survey to constituency groups
Proposal Phase Proposal submissions and
presentations
Introduction of Topic to Campus
QEP Working Group hosts meetings
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Why Research Literacy?
University Mission
Survey Findings
Institutional Effectiveness Data
Proposal Concepts
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QEP Student Learning Outcomes
Formulate a clear thesis statement, research question, research problem, or hypothesis
Collect information or data relevant to the research problem
Evaluate and analyze information to effectively address the research problem
Identify findings or results and present them using a discipline-specific medium
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Research Literacy, Students, and Careers: What is the Relationship?
Research is no longer the domain of academia.
Students will gain skills and knowledge from the experience.
Problem solving Critical thinking Data and information collection Organization Verbal and written communication Self-direction Creativity Situational assessment
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Integration into Academic Programs
Foundation English 112/122
Level I Sophomore level courses
Level II Junior / Senior level
courses
Level III Senior level courses Capstone Courses
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Assessment and Reporting Process
Semester course assessment Direct assessment of learning outcomes
On-line reporting Assessment results by learning outcome
Department report Due annually in June
Annual report to campus Aggregated assessment data Annually in the fall
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Implementation Timeline
Spring 2012 SACS on-site visit English 112/122 assessment
Fall 2012 Level I courses
Spring 2013 Level II courses Level I courses as needed
Summer 2013 Assessment Analysis
Fall 2013 Level III courses Level I and II courses as needed Findings – Levels I and II – Presented to Campus
Spring 2017 – Five Year Report to SACSCOC
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Questions?