Background and Timeline

The QEP is submitted to SACS no later than six weeks prior to the on site committee visit to campus scheduled between March 13 and April 28, 2006. For planning purposes, UCF should have a completed QEP ready for submission to SACS no later than January 2, 2006. The QEP should represent a new endeavor for the university and not be something that has been or is nearly accomplished. It is essential that the QEP have broad-based university input in the selection of the topic and be accepted by the university community as having important value for the university in enhancing student learning. With a year and a half window for preparation, it is reasonable to implement a well designed, measured approach to the development of the QEP. There are two essential components: find a topic, and develop the plan. The project will be decomposed into five phases:

1. Initial planning,
2. QEP topic selection,
3. QEP development,
4. QEP pre-implementation, and
5. QEP implementation.

Phase 1: Initial Planning - COMPLETED

The primary purpose of this phase is to identify the resources that will be required for QEP development and to initiate the work in identifying an appropriate topic. Foundational work involves examining the UCF Strategic Plan and QEP topics developed by other institutions. In addition, UCF is conducting the NSSE and FSSE in spring 2004, the results of which will provide substantial insight into student learning related engagement. The goal of Phase 1 is to develop a list of substantial QEP topics that merit further consideration. The following actions are intended during July-October 2004:

• Constitute a QEP Planning team with broad representation
• Review strategic plan and develop one-page proposals for topics
• Research and review QEP topics developed by other institutions
• Develop campus wide process for eliciting reaction to identified topics and potential ideas for other topics
• Analyze the results of NSSE and FSSE to identify areas of significant potential for improvement of student learning
• Synthesize results to develop major alternate topics ( 10)
• Solicit university community feedback to identify viable candidate topics

Phase 2: QEP Topic Selection - NEAR COMPLETION

Using the short list of topics, the purpose of Phase 2 is to ensure that there is a research-based foundation for each of the topics. These results along with prior feedback from the university community will form the basis for selection of the topic. The following actions are intended during November 2004 - January 2005:

• Engage selected UCF faculty to develop background research on topic area and its potential for improving student learning.
• Data and research based
• Potential for measuring student learning improvement
• Potential for identifying QEP Leader
• Potential budget implications
• Potential for practical implementation
• Potential value of topic area for UCF
• Create prestigious review committee to evaluate the research reports and provide recommendations
• UCF SACS Leadership Team selects topic

Phase 3: QEP Development

Phases 1 and 2 provide the broad-based, research valid support for identifying the QEP topic. Phase 3 involves developing the plan itself. The plan will summarize the topic identification process, identify the relevant research relating the topic to improvement in student learning, create the processes for taking actions to address the topic, include a proposed schedule of implementation actions, identify how improvement in student learning will be measured, describe an assessment process that will effect those measurements, include a multi-year budget for the duration of the plan, and include a plan for an implementation infrastructure. The following actions are intended during February-December 2005:

• Identify the leader for the development of the QEP
• Identify members of the QEP Development Team
• Determine an appropriate time frame for implementation of the plan (e.g., 3-5 years)
• Develop process to identify potential implementation actions associated with the topic
• Actions, persons responsible, expected outcomes, potential cost
• Evaluate potential actions and select a set of actions that support the topic, provide the appropriate focus, and are resource feasible
• Identify alternate actions that may substitute depending on resource availability
• Identify clear measures for improvement in student learning
• Develop a comprehensive assessment plan to assess improvement in student learning
• Create a multi-year budget to support the QEP including both administrative support as well as direct support of implementation actions
• Develop a management structure for implementation of the QEP that will ensure effective administration of the QEP, monitoring of progress, and reporting
• Provide frequent contacts with the university community to ensure its awareness of the QEP and its importance

Phase 4: QEP Pre-Implementation

Between the time of submission of the QEP (January 2006), its review by the on site committee and the initial feedback (e.g., June 2006) and the decision by the SACS Commission on Colleges (COC) (December 2006), it is important to maintain the QEP momentum created during the development process and be prepared to begin implementation. The following actions are intended during January-October 2006:

• Modify proposed QEP as necessary to meet SACS requirements
• Identify potential QEP implementation leadership
• Senior faculty member with significant interest in topic
• Implement data collection system (e.g., repeat administration of NSSE and FSSE)
• Develop budget requests for FY 2006-2007
• Leader release time
• Administrative support
• Planned implementation activities
• Develop ongoing QEP communications with university community

Phase 5: QEP Implementation

When it is clear that the proposed QEP is acceptable, implementation should proceed immediately. This could be as early as July 2006. The following initial implementation actions should be taken:

• Activate the implementation management structure
• QEP Council
• QEP Executive Director
• Action identification and implementation process
• Hire appropriate personnel
• Develop financial plan