2.12 Quality Enhancement Plan

The institution has developed an acceptable Quality Enhancement Plan (QEP) that (1) includes a broad-based institutional process identifying key issues emerging from institutional assessment, (2) focuses on learning outcomes and/or the environment supporting student learning and accomplishing the mission of the institution, (3) demonstrates institutional capability for the initiation, implementation, and completion of the QEP, (4) includes broad-based involvement of institutional constituencies in the development and proposed implementation of the QEP, and (5) identifies goals and a plan to assess their achievement.

Judgment of Compliance

Narrative of Compliance

Input for the Prairie View A&M University QEP was solicited by the Reaffirmation Core team as early as 2006 and 2007. Town halls [1] [2] [3], alumni convention sessions [4], faculty and staff conferences [5] [6], and student summits [7] were all held during this time frame and suggestions were called for, submitted, and reviewed [8]. Input and suggestions from colleges and departments across campus were collected [9] [10] [11] [12] [13] [14]. Trend line data from Core Curriculum Assessments [15] [16] [17], FSSE [18], freshman and Graduate Retention Rates [19], LBB [20], CLA [21], CIRP [22], MAPP [23], NSSE [24], and Probation and Suspension Trends, as noted in Comprehensive Standard 3.3.1, were presented and discussed at these sessions to guide the topic selection process.  In 2007, the QEP Team was formally drafted and charged by the SACS Liaison and the University President to collate the data and coordinate the effort to select a topic. The University mission of Teaching, Research, and Service continued to be at the forefront of deliberations [25].

Retention and mentoring were high on the lists of issues suggested for the QEP [7] [8], and it was also clear that several troubling conditions existed: the level of student reading for pleasure (outside of classroom assignments) was low; the number of students entering needing remedial classes continued to be large, the low levels of reading comprehension, and the transition from the freshman to the sophomore year needed to be bolstered [22] [24]. A number of QEP presentations [26] [27] continued to be made by the QEP Team to gather more input and to help narrow in on a focus [28] [29].

After careful analysis of the landscape, the QEP Team formulated a structured, theme-based reading program of engagement to strengthen students' intellectual and social capital: iREAD [22] [24].The proposed QEP will address Intellectual Capital at the freshman level by introducing students to readings about the history of the University, and it will progress along Bloom’s Taxonomy [30] to assist students in producing more independent research by the end of the first semester. Social Capital will be addressed at the sophomore and junior level. The cohort will register for three one credit courses: one in the freshman year, the second as sophomores, and the last as juniors. In the sophomore and junior years, students will choose as a group a real-world scenario that they will research and analyze. They will then have to discuss their research and findings as a group with the purpose of reaching a commonly agreed-upon proposal. This process blends the application of Intellectual Capital with Social Capital.

Quality Enhancement Plan Goals

Intellectual Capital
Students [freshmen] who participated in the iREAD program will have demonstrated improvement in the knowledge, comprehension, and application of information.

  1. Recalls information in the approximate form in which it was learned
  2. Interprets the relevance of information for evaluating an argument or conclusion based on prior learning
  3. Uses data and principles to complete task with a minimum of direction


SLO: (freshmen) Students will be able to write a capstone essay that illustrates proficient use of characteristics 1 (recall), 2 (interpretation) and 3 (task completion).

Social Capital
Students [sophomore and junior] who participated in the iREAD program will analyze, synthesize, and evaluate information for research and discovery projects that are applicable to real-world situations.

  1. Compares and contrasts hypotheses and evidence of a question
  2. Originates and integrates ideas into a proposal
  3. Assesses and critiques on a basis of specific criteria


SLO: (sophomore) Students will be able to conduct independent research that illustrates proficient use of characteristic 1 (Compare).

SLO: (junior) Students will be able to conduct independent research that illustrates proficient use of characteristics 1 (Compare), 2 (Originate), and 3 (Assess)

Supporting Documentation and Links

Core Requirements 2.12

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