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QEP Topic Development and Selection Process

QEP Town Hall Recording

Listen to the QEP Town Hall from October 6 here. Passcode: h7Hr+mhF


Three Topics Chosen for QEP Proposal Development

  1. Educational Achievement - Attending to Changes in Education in the 21st Century - Hawks ACE the 21st Century
    Submitted by Beth Hentges, Amanda Johnston, Heather Kanenberg, Christine Kovic, Shreerekha Subramanian 

  2. Educational Achievement - Literacies for Lifelong Learning
    Submitted by Robert Bartsch

  3. Educational Achievement - Writing Across the Disciplines
    Submitted by Lorie Jacobs
  • September - October
    Dissemination of 3 Topic Proposals for university review and voting
  • October 23 - November 1
    Vote for your choice of the QEP Proposal
  • November 2
    Committee reviews campus votes and provides recommendations to the President.
  • December 2020
    Announcement of QEP Topic by President Blake; Formation of QEP Topic Development Committee.
  • January 2021
    QEP Topic Development Committee develops an implementation plan for selected topic.

Topic Selection Committee

  • Andrea Alvarado
  • Marie Best
  • Patrick Cardenas
  • Vanessa Cubides
  • Soma Datta
  • Jennifer Holland
  • Amy Lucas
  • Matt Perry
  • Jacqueline Posey
  • Stacy Schreiber
  • Randy Seevers
  • Troy Voelker
  • Chloris Yue
  • Kathryn Matthew, Co-chair

The Quality Enhancement Plan (QEP) is the component of the accreditation process that reflects and affirms the commitment of the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to the enhancement of the quality of higher education and to the proposition that student learning is at the heart of the mission of all institutions of higher learning.

The University of Houston-Clear Lake selected Applied Critical Thinking for Lifelong Learning and Adaptability (pdf) as its first QEP topic. Faculty incorporated the best practices advocated by the Foundation for Critical Thinking for teaching ACT skills into one or more of their courses; incorporated ACT learning outcomes into one or more of their courses; and identified learning outcomes and best practices on the course syllabi of the ACT courses they taught.



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