QEP Topic Selection Process
The development of the final QEP topic was an iterative process involving various stakeholders across the university. Through an institutional planning process, with a specific focus on the institutional needs and the viability of the plan, proposals were solicited by President Troy Paino in January 2021. While all suggestions could not ultimately be included in the final QEP, discussions, focus groups, and targeted feedback yielded noteworthy ideas for supporting students during and after their time at the UMW. The final proposal includes an actionable plan that reflects central concerns about the best ways to increase student success during and after their UMW experience. Many valuable and significant ideas were developed during this two-year long process, which included three phases outlined below.
Initial Review of QEP Proposals
The initial development of the current QEP began with an email from the university president, Dr. Troy Paino, to all university faculty and staff regarding the reaffirmation of accreditation from the Southern Association and Schools Commission on Colleges (SACSCOC). At that time, a request for QEP concept papers was solicited. The deadline for submission of brief topics to the Provost and Provost’s Council was March 31, 2021. Concept papers were required to include a topic or issue of student learning and/ or success, specific goals, and a clear derivation from the university’s planning and evaluation process. All concept papers were submitted to the SACSCOC liaison, and acting provost, Dr. Tim O’Donnell. Four concept papers, representing ten faculty and seven staff from centers, programs, or offices were selected for consideration. These papers included Civility, Engagement, and Argumentation- A Debate-Centered Model for UMW, Community Engagement, Designing Your Life- Launchpad to the Second Year, and Eagles Thrive: Enhancing Student Learning Through Improved Wellbeing.
In May 2021, Provost O’Donnell appointed 11 faculty and staff to the QEP Development Team (see Appendix A). The members of the committee included individuals from all three colleges as well as staff from across the university. Three of the four concept papers were presented for consideration of further development. One concept paper was moved to the Center for Community Engagement for immediate implementation. The QEP committee’s charge included developing a first draft of the QEP plan. The committee was also asked to consider an achievable plan that would support recruitment and retention efforts and prepare students for their time at UMW, as well as launching their post-college lives and careers. While the university’s previous QEP was focused on essential skills for college success (speaking, writing, and research), the concept papers for the current QEP focused on the development of knowledge, skills, and habits of mind necessary for success in life and career pathways. After appointment, the committee met weekly or bimonthly for the next year. Co-chairs met at least weekly with the committee or various university stakeholders.
Three focus questions were presented to the committee as a starting point for the QEP development:
- What are the critical things that students should know, do, think, or believe in order to navigate their remaining time at UMW and be prepared for life and career after Mary Washington?
- What data do we have or need to collect and what are the means of assessment in order to establish a baseline understanding of where students are with respect to these outcomes and subsequently measure progress?
- What are the various ways in which this curriculum could be delivered (large lecture, small group, online modules, asynchronous, discussion groups, one-on-one, etc.)? Consider flexibility and model out several different pathways with multiple entry points for first-years, sophomores, and transfer students.
In addition, the co-chairs isolated several key ideas from each of the concept papers and presented these to the committee as key considerations. These key ideas included:
- Having difficult conversations;
- Cultural competence;
- Translating the virtues of the liberal arts;
- Resilience in the face of adversity and failure;
- Supporting students in being confidently curious while finding ways to begin to understand what it is they like to do and are good at doing;
- Exploring experiential learning opportunities;
- Planning for their time during and after UMW
The committee began meeting in late May 2021 to review data and concept papers and identify overlapping themes. The committee considered data from sources such as the JED Campus Feedback Report, the First-Year Experience Cumulative Assessment for 2015-2020, the Ad Hoc Work Group on Mental Health and Well-Being in Response to COVID-19 Summary and Recommendations, and First-Year Seminar Student Surveys. After working collaboratively in a large group, the following recurring themes emerged from the concept papers:
- Self-awareness (values, interests, what students are curious about)
- Communicating beliefs/ ideas/ thoughts/ emotions clearly and constructively
- Resiliency in the face of challenges/ fear/ failure
- Mindfulness
- Awareness of all that is available through UMW and beyond.
Moving forward, the QEP committee continued weekly conversations with a specific focus on matching data sources with university needs. These discussions led to an iterative process of refinement. In June 2021, the committee began zeroing in on the following themes:
- Meaningful connections (including fit, passions, home, exploration, and engagement)
- Resiliency (including self-reflection, pivoting, self-care, wellness/ well-being)
- Communication (including within the general education experience and interpersonal)
In July 2021, the QEP co-chairs and UMW’s SACSCOC liaison and representative attended the 2021 Institute on Quality Enhancement and Accreditation Virtual Conference to collaborate with individuals from other universities and gather information about QEP development. Based on information from this conference, the committee engaged in discussions that included an assessment of students’ progress through the first year, the creation of a hub for students, faculty, and staff to find information about UMW events, and the creation of a system where students could individualize their experiences to include exploration, reflection, and action. To better understand how these components might be utilized, Sandrine Sutphin, Director of Student Activities and Engagement was invited to and participated in a QEP Development Committee meeting to engage in a discussion about UMW’s Presence student engagement software and the Skills and Competencies options (https://umw.presence.io/skills).
Ultimately, the QEP committee identified three primary focus areas for the QEP, integrating all three concept papers. The three final themes were:
- Communication
- Meaningful Connections
- Well-being/ Mindfulness
The committee felt these three themes were important to all components of university life, including academics, student affairs, student academic resources, financial aid, and academic services. The most significant change from the initial themes to the final themes was the identification of well-being and mindfulness. The QEP committee viewed the word “resilience” as vague and personalized for different individuals. Instead, given the impact of the 2020-2022 pandemic, and the information gleaned from UMW’s Talley Center for Counseling Services, the committee broadened the focus to a more comprehensive approach. Well-being was identified as a way to promote the need for students to focus on physical, emotional, and mental well-being, through a mindfulness approach that supported recognizing challenges as a way to develop personal growth.
Working in breakout groups, the committee began outlining three possible models based on the aforementioned final themes. During weekly meetings, the committee specifically addressed how each model could be clearer and more concise, how the university could assess learning objectives, what resources would be required, and the pros and cons of each model. In mid-August 2021, a Strategic Plan Report, including drafts of these models, and a goal statement, mission statement, and learning objectives by theme, was submitted to the Provost and then discussed in a meeting with the Provost’s Council soon after. The report included seven objectives across three themes and a mission statement that included a customizable program built on a framework guided by the Designing Your Life methodology. Models included Designing Your Academic Life, Gamifying Individualized Experiences, and a YouMW Class Series. Feedback from the Provost included the need to pare down each model before moving forward by sharing with larger audiences. In early September 2021, after another review of each model and feedback from the committee, the models were presented to the Provost’s Council. Responses from the Provost’s Council included concerns about broadly defined planning and connections between the general education curriculum and the entire student body. Positive feedback included the idea of producing a co-curricular transcript for students and developing a design of your life plan. These comments and concerns were brought back to the committee for further consideration and model revision.
In September 2021, the QEP process and models under consideration were presented to UMW’s Student Affairs Divisional meeting. This meeting, led by Dr. Juliette Landphair, Vice President for Student Affairs, included faculty and staff from across campus. Feedback from this session indicated that the group widely understood the purpose and goals of the QEP. Positive feedback was received for a co-curricular transcript. Given their experiences, the group also concurred with the need for students to focus on the three themes as presented (meaningful connections, communication, well-being/ mindfulness). There were several questions and comments expressing concern about new initiatives given the toll of the pandemic on the campus community. The group also specifically requested that one future focus group include staff only since faculty and staff viewpoints and concerns were often different.
1a. Initial Review of QEP Proposals:
In summary, the following actions were part of the first phase of QEP topic development:
- Kick off and explanation of the QEP process to the entire UMW community by President Paino;
- Institution-wide call for all constituencies to submit concept papers;
- Selection of three concept papers for further discussion and/ or development;
- Organization of these ideas into broad-based themes by the QEP development committee;
- Development of three potential models by QEP committee;
- Circulation of preliminary models to small groups of community members for feedback;