Quality Enhancement Plan (QEP)

Why is a QEP Important?

 

It is essential to Stephen F. Austin that the Commission on Colleges (COC) of the Southern Association of Colleges and Schools (SACS) reaffirm accreditation during the 2011 academic year. Maintaining regional accreditation is directly related to SFA’s continuous improvement as an institution of higher education and also provides SFA with an opportunity to showcase its decades of impressive successes. In 2010 SFA will submit the documents affirming compliance with SACS Principles and can expect to receive the final report from the COC in December 2011. A Quality Enhancement Plan (QEP) for SFA will be an important part of the COC’s review of SFA’s compliance with accreditation principles. The COC specifies that the QEP propose a new initiative for the university that has had broad-based input in the selection of the topic and be accepted by the university community as having important value for enhancing student learning.


Selecting the Focus for the QEP

How will we select our QEP topic?

 

SFA’s QEP topic will be determined by answering this question, "What do we want our students to know, to do, and to value when they graduate from SFA?"

In preparation for the important process of QEP topic selection, the QEP Committee has been gathering preliminary data and providing background information to the campus community since February, 2009. Soon we will begin collecting additional data from you that will help answer the question above. Your responses will guide the QEP development process by focusing the university's attention on the highest priority for student learning outcomes. In accordance with SACS requirements, a QEP must contain specific well-defined goals that are related to an issue of substance and depth which lead to observable results. Your input is critical in shaping the future of this university and student learning. Contact James Standley, jstandley@sfasu.edu for additional information.



Who will be involved in the topic selection?

  • a consensus among key constituency groups that the QEP, rather than being merely a requirement for reaffirmation of accreditation, can result in significant, even transforming, improvements in the quality of student learning;
  • broad-based institutional participation in the identification of the topic or issue to be addressed by the QEP;
  • careful review of best practices related to the topic or issue;
  • allocation of adequate human and financial resources to develop, implement & sustain the QEP;
  • implementation strategies that include a clear timeline and assignment of responsibilities;
  • a structure established for evaluating the extent to which the goals set for the plan are attained;
  • decisions based on empirical data and their analyses whenever possible;
  • a topic within the resource capability of the institution;
  • a clear potential for an observable impact on student learning;

 


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