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Quality Enhancement Plan (QEP)

Faculty Testimonials

“The QEP grant became the foundation and the stepping-stones for us to develop interdisciplinary and collaborative studies with programs in the College of Architecture and the College of Technology. Because of the QEP grant, senior students’ interdisciplinary study between the Industrial Design and the Computer Engineering Technology program could be established. From the identification of a research problem to the development of a product/system as a working prototype, the collaborative studio/laboratory reinforced creative and critical thinking with an emphasis on human, technological, and aesthetic aspects of product development.”

“The QEP enabled us to transform our lab projects to research based projects that teach students a systematic way to solve technological problems. Students learn that research is not only used by “advanced” scholars but also by undergraduate students at all levels. The QEP has made a significant impact on our program and students. First, the assessment process developed within the scope of the QEP project was adopted by the department as a way to assess student learning outcomes and was positively received by ABET accreditation. Also, students were more motivated to take on challenging projects and participated in competitions and research activities as part of their extracurricular activities.”

“The QEP support enabled us to develop a vertical integration of courses in which students are introduced to research concepts in the 1000 and 2000 level courses. In the 3000 and 4000 level courses, students continue gathering both qualitative and quantitative data, analyzing it to address their questions, and presenting their conclusions. Additionally, a research practicum has been instituted in the sequence.  The QEP has been invigorating to both faculty and students. Overall, we have a greater proportion of students applying for and being admitted to graduate programs, and I think this is largely due to the emphasis on Discovery. We also have a higher proportion of students being offered jobs from the internship sites. The increase in offers of employment and requests for additional interns certainly indicates positive changes in the program.”

“We developed a series of research modules including research "podcast coaches" that allowed our pre-service teachers to progress through a teacher research cycle from beginning to end. The modules and podcasts are now included in our required student teaching courses offered every semester. In conjunction with the modules and podcasts, we designed and implemented the Teacher Education Research Symposium, held every semester, during which teacher candidates present the results of their teacher action research.  The impact of the QEP on our Teacher Education program has been significant.  We can confidently tell our employing principals that our graduates have experience with action research, and furthermore, are stronger teachers. Our graduates are instantly more marketable.” 

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