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Building Success through Discovery

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