In fall 2011, discussions on areas of improvement were initiated with faculty and staff, and the QEP Steering Committee was formed to lead the effort. Surveys, focus groups, and continued discussion that included students, faculty, staff, retirees, alumni, and local and regional employers offered suggestions to be used to determine the focus of the QEP.

After narrowing the topics in 2012, the Steering Committee determined that the focus would be critical thinking, which had emerged as the top choice after reviewing institutional data to support it. In August 2012, the critical thinking QEP focus was presented to the University at the Faculty/Staff Conference.

The QEP Design Team performed the research and developed the plan.  The first draft was completed in June 2013; revisions continued through fall 2013. In February 2014, the final draft was submitted to Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).

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1. To enhance students' ability to analyze information.
2. To enhance students' ability to evaluate information.
3. To enhance students' ability to synthesize information.
4.  To enhance faculty use of critical thinking pedagogy through the design of instructional approaches and assessments.

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Through the re-design of specific sections of general education courses, students will: 

1. Be able to identify the significant issue, concept, problem, or argument in information.       
2. Be able to differentiate between implicit and explicit assumptions.
3. Be able to distinguish whether information reaches a logical conclusion.
4. Be able to formulate a position and support it with evidence from multiple sources.

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• Standardized tests (External measures): Proficiency Profile, Critical Thinking Assessment Test (CAT), National Survey of Student Engagement (NSSE).
• Course-embedded assessments (internal measures): Disciplines will use different measures. Some will use pre- and post-tests that contain questions designed specifically to test critical thinking in that discipline. Other disciplines will use writing artifacts scored using an established rubric.

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Faculty participate in workshops designed to facilitate understanding and use of critical thinking pedagogy. Presentations feature trainers from the Foundation for Critical Thinking and guest trainers from peer and other institutions.

Other workshops include recorded presentations by various experts on critical thinking. Resources that discuss general critical thinking information and specific aids are in the Learning Resources Center for faculty use, and there is a dedicated Blackboard platform for CT faculty.  

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The QEP Implementation Team will support the ongoing implementation of the QEP. A five-year budget containing projections for personnel, faculty release, instructional materials, professional development, marketing and promotion, consultants, office supplies, and travel was developed and approved with a commitment by the University’s President, Dr. Andrew Hugine. The University uses existing physical resources and commits to new funds, if necessary, to ensure that the QEP is sustained over the five-year period.Back to Top

After the final approval by SACSCOC, in fall 2014, the QEP was fully implemented in spring 2015 and was implemented in stages. The final semester will be spring 2019.Back to Top