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Building Success through Discovery

Discover how the Quality Enhancement Plan at the University of North Alabama focuses on research literacy to enhance student success. Explore the importance of research literacy, decision process in implementing the plan, student learning outcomes, integration into academic programs, assessment, and implementation timeline.

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Building Success through Discovery

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  1. Building Success through Discovery UNA’s Quality enhancement plan Research literacy Imagine . . . Investigate . . . communicate

  2. Quality Enhancement Plan • SACSCOC • Southern Association of Colleges and Schools Commission on Colleges • SACS QEP Requirements • UNA’s Concept • Research Literacy

  3. 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?

  4. 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

  5. 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

  6. Why Research Literacy? • University Mission • Survey Findings • Institutional Effectiveness Data • Proposal Concepts

  7. 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

  8. 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

  9. 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

  10. 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

  11. 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

  12. Questions?

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