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QEP Status and Committee Reports

QEP Assessment and Rubrics

  • Click here to access the assessments and reports from the Office of Institutional Research and Assessment (MIDAS ID is required).

    Status Reports

    Status reports are also available by clicking on the dates/links below:

    June 16, 2011

    February 4, 2011

    January 19, 2011

    Meeting Minutes

    Workshop Subcommittee Report, December, 2011

    Assessment Committee Report, December 20, 2011

    September 21, 2011 QEP Meeting

    September 07, 2011 QEP Meeting

    August 16, 2011 QEP Meeting

    August 9, 2011 QEP Meeting

    June 28, 2011 QEP Meeting

    June 14, 2011 QEP Meeting

    May 31, 2011 QEP Meeting

    May 17, 2011 QEP Meeting

    May 10, 2011 QEP Meeting

    May 3, 2011 QEP Meeting

    April 26, 2011 QEP Meeting

    April 14, 2011 QEP Meeting

    Reasoning through Writing and Research QEP Proposal









    Status Report, June 16, 2011:

    The QEP team continues to focus the topic to one that will be manageable and accepted by faculty and students – the topic is "analytical writing." The actual title is undecided. Analytical writing is an iterative process of seeking, focusing, evaluating and reflecting on information leading to relevant conclusions. Analytical writing requires discipline-specific research; the process of preparing a written product leads to deeper understanding of the research. Thus, analytical writing and its attendant research are both processes as well as products.

    Six student learning outcomes (SLO) have been identified and vetted by a variety of teaching and administrative faculty. As they engage in the process of analytical writing, students will produce documents that …

  • …clearly state a focused problem, question, or topic
  • …identify relevant knowledge and credible sources
  • …synthesize information to demonstrate multiple viewpoints related to the problem, question, or topic
  • …employ the appropriate research methods in a discipline to produce a written response to the problem, question, or topic
  • …formulate conclusions logically tied to findings that consider applications, limitations, and implications
  • …reflect on what was learned.

    The QEP Team is currently developing the actions that will be used to enhance student learning. They include:

  • Faculty engagement and development –Summer workshops for faculty who teach writing intensive courses in their disciplines
  • QEP Action Proposals – Internal grant type process that will allow academic departments to seek funding for an initiative to enhance analytical writing among their students
  • Enhanced support services for students to improve analytical writing and faculty to improve their teaching of analytical writing
  • Implementation of an ePortfolio program to enhance learning in a manner with which students are accustomed (i.e., social media like Facebook), store student written artifacts, and assess the SLO
  • Appointment of a "QEP Director" to lead the effort.

    The QEP Team is also working on developing and testing a rubric to assess the SLO using the written artifacts in the ePortfolio. The rubric is based on the Association of American Colleges and Universities (AAC&U) Valid Assessment of Learning in Undergraduate Education (VALUE) rubrics.

    The QEP Team expects to have a complete draft of the QEP in August.
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    Status Report, February 4, 2011:

    Focused Thought: Reasoning through Writing and Research

    Reasoning through Writing and Research will promote the development of scholarly reasoning and informed decision-making skills in our students through active, problem-based learning, academic writing, and scholarly research.

    The complex issues students face in their careers, personal lives and roles as citizens requires that they draw conclusions and make decisions based on competing arguments, multiple sources of information, and empirical evidence.  Employers are most interested in job candidates who have the type of scholarly reasoning and informed decision making skills that are the focus of this QEP proposal.  Further, it is important for all educated people to develop the skills necessary to apply existing knowledge to new situations and to search out and appropriately apply new knowledge. 

    The Definition of the QEP
    Reasoning is an iterative process of seeking, evaluating and reflecting on information leading to relevant conclusions.  Writing and research are processes as well as products that demonstrate reasoning.  Improving students' writing and research enhances reasoning and leads to informed decision-making and application.

    The Operational Definition of Reasoning

    • Articulate problem or question
    • Identify & assess existing knowledge
    • Seek out and incorporate opposing ideas and integrate new information
    • Formulate conclusions
    • Communicate and apply the results
    • Reflect on process and next steps
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    Status Report, January 19, 2011:

    Old Dominion University's Quality Enhancement Plan (QEP) is part of our reaffirmation of accreditation by the Southern Association of Colleges and Schools (SACS).  The QEP is "a carefully designed and focused course of action that addresses a well-defined topic or issue(s) related to enhancing student learning."  "Student learning" refers to "changes in (1) knowledge, (2) skills, (3) behaviors, or (4) values" (SACS).  The QEP will be implemented over five years. 

    The Process of Identifying the QEP Topic

    QEP topic ideas were solicited beginning with President Broderick's State of the University address on August 24, 2010.  Topics were generated via surveys to faculty, administrators and staff, employers, student leaders and students on Main Street, and survey links were sent to parents, alumni and college advisory boards.  Topic Idea Forms were distributed widely through e-mail and meetings in every college.  We made presentations to the President's and Provost's retreats and the student leadership organizations, and sponsored luncheons, ice cream or wine and cheese socials in every college.

    The primary question asked of everyone was:  In what area of student learning should ODU invest over 5 years?  We received 976 surveys and 51 Topic Idea Forms.  Together these identified a number of thematic areas that we discussed at the QEP Forum on September 24th:

    Critical/Analytical Thinking/Problem Solving
    Writing/Written Communication
    Quantitative Reasoning/Math/Money and Financial Literacy
    Oral Communication/Public Speaking/Interpersonal communication/Professional Presentation
    Information/Technological/Media Literacy
    Student Research
    Strategies for Achieving Student Learning Objectives:  Labs, Recitations, Learning Communities & More
    Other:  Ethics, Diversity, International/Global, Student Success, Life Skills, etc.

    The QEP Committee solicited mini-proposals on seven of these topics.  From these we identified two broad themes and invited a team of those who submitted relevant mini-proposals to work together on one of two full proposals.  We then chose ODU's QEP:  Reasoning through Writing and Research.

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    ODU's QEP:  Reasoning through Writing and Research

    Reasoning through Writing and Research – RWR – will promote the development of scholarly reasoning and informed decision-making skills in our students through active, problem-based learning, academic writing, and scholarly research.

    The complex issues students face in their careers, personal lives and roles as citizens requires that they draw conclusions and make decisions based on competing arguments, multiple sources of information, and empirical evidence.  Employers are most interested in job candidates who have the type of scholarly reasoning and informed decision making skills that are the focus of this QEP proposal.  Further, it is important for all educated people to develop the skills necessary to apply existing knowledge to new situations and to search out and appropriately apply new knowledge. 

    As a result of the RWR, students will be able to:

    • articulate the problem or question
    • identify and apply existing knowledge
    • assess the quality and source of information
    • decide whether additional information is necessary to differentiate between opposing claims or options
    • seek out and comprehend new information
    • formulate conclusions based on sources and empirical evidence
    • clearly articulate their conclusions and justifications in writing

    Reasoning through Writing and Research will implement three pedagogies that promote the development of reasoning and informed decision making skills in students: 

    (1) active, problem-based learning,
    (2) academic writing, and
    (3) scholarly research. 

    These pedagogies represent general curricular interventions and activities that can be adapted and applied across academic fields and education levels.  Furthermore, the goal of the QEP and its implementation pedagogies are consistent with the strategic goals, faculty expertise, and educational infrastructure of Old Dominion University.  They marshal existing and new initiatives including:

    • General Education goals in Written Communication, Scientific Reasoning, and Information Literacy and Research
    • Strategic Plan Goal 1. Provide Students With the Tools to Succeed, Advance An Innovative and Engaging Learning Environment for Student Success
    • University Center for Learning and Teaching Excellence (outgrowth of existing Center for Learning Technology; Strategic Plan Goal 1)
    • Writing Tutorial Center
    • Undergraduate Research Program
    • Student Learning Commons
    • Student Success Center.

    The full development of the RWR QEP will require sufficient resources to:

    • support expansion of active learning, academic writing, and scholarly research initiatives.
    • provide professional training and support services to aid faculty in the development and implementation of new educational activities that meet the QEP goals.
    • provide the necessary infrastructure to support implementation and sustainability of these educational initiatives in departments throughout the university
    • create a system to solicit, select, and fund individual departments' proposed action plans and assessment strategies that contribute to the goals of the QEP.

    Our next step is to develop the plan with a draft completed by August 1 and final document ready for submission in January 2012.